Transcript Transition Success Assessment

Using Transition
Assessment Results to
Write Transition Plans
Dr. Amber McConnell
University of Oklahoma
Zarrow Center
Web: zarrowcenter.ou.edu
Postsecondary Goals

Students of transition age must have further
education and employment postsecondary
goals

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Students have input and write goals based
on answers to three questions:
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Independent living optional
Where do I want to live after completing high
school?
What type of work do I want to do after
completing high school?
How do I want to learn to do my job after
completing high school?
Need to be updated annually
Postsecondary Goals
Three-Part
Transition
Assessment
Model
Transition
Assessment Model Components
1.
2.
3.
Education/Training
Employment
Independent Living
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Measurable Annual Goals
Annual goal must be
measurable

A measurable goal includes the behavior or
skill that can be measured at periodic
intervals against some criterion of success.
Annual Goals Need to Include

Condition


Behavior


identifies the performance that is being monitored.
Criterion


involve the application of skills or knowledge and
describe the materials and environment
necessary for the goal to be completed.
how much, how often, or to what standards the
behavior must occur
Timeframe

usually specified in the number of weeks or a
certain date for completion
Education/Training
Assessments
Part 1 of the 3-Part Transition
Assessment Model
To create goals based on academics,
functional academics, life centered
competencies or career/technical or
agricultural training.
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Guide to Assessing College
Readiness
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Landmark College Assessment
 http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/
Webinars/College-Readiness_Assessment.pdf
Read each item with student and discuss
Provides Assessment for Self-Advocacy to include in
annual transition goals
Five Domains
 Academic Skills
 Self-Understanding
 Self-Advocacy
 Executive Functioning
 Motivation and Confidence
Transition Planning Inventory
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ProEd
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Armed Services Vocational Aptitude Battery
(ASVAB)
PLAN
ACT
SAT
GED
WorkKeys
Self-Advocacy Checklists
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Self-Advocacy crucial self-determination
concept
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Students speak and act on their own behalf
Self-Determination and Self-Advocacy Skills
Questionnaire
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Student form
Parent form
Teacher forms (A & B)
TAGG
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An easy-to-use transition assessment based
upon behaviors and experiences research
has identified as associated with post-school
employment and further education

Our TAGG assessment yields priority ranked
annual transition goals and an overall
strengths and needs profile.
TAGG Constructs
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Strengths and
Limitations
Disability Awareness
Student Involvement
in the IEP
Persistence
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Goal setting and
attainment
Interacting with
Others
Employment
Support Community
Write an Annual Transition
Goal for Education / Training

Could you identify Strengths? Needs? Goals?
Instruction
Development of
Employment
Assessments
Part 2 of the 3-Part Transition
Assessment Model
To create goals based on occupational
awareness, employment related
knowledge and skills and specific career
pathway knowledge and skills.
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Employment Options
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Individual Competitive Employment
Individual Supported Employment
Group Supported Employment
At Home or Community-Based
Entrepreneurial Jobs
Career Clusters

Career Tech uses career clusters to sort
programs.
Vocational Interests for High
Achieving Students With Mild
Disabilities

Group Interest Inventories
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ACT Explore
ACT Plan
U.S. Dept of Labor O*NET
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www.onetcenter.org
Interest profiler, ability profiler
Look left under Products
Select career exploration tools
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On-Line Free Interest Inventories
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Nebraska Career Connections
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Career Awareness & Exploration
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Watching
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Video
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http://acinet.org/acinet/videos.asp?id=27,&nodeid=27
Provides numerous videos for students to watch
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English or Spanish
Job cluster and skill categories
Horse Training
Coast Guard Assistant
Construction Workers
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Annual goal must be
measurable

A measurable goal includes the behavior or
skill that can be measured at periodic
intervals against some criterion of success.
Annual Goals Need to Include

Condition


Behavior


identifies the performance that is being monitored.
Criterion


involve the application of skills or knowledge and
describe the materials and environment
necessary for the goal to be completed.
how much, how often, or to what standards the
behavior must occur
Timeframe

usually specified in the number of weeks or a
certain date for completion
Write an Annual Transition
Goal for Employment
Employment
Functional Vocational
Evaluation
Independent Living
Assessments
Part 3 of the 3-Part Transition
Assessment Model
(Skills for self-determination, interpersonal
interactions, communication, health/fitness
and knowledge needed to successfully
participate in Adult Lifestyles and other Post
School Activities (e.g. skills needed to
manage a household, maintain a budget and
other responsibilities of an adult.)
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Life Skills Inventory


15 domains (money, hygiene, safety, etc)
Four levels: basic, intermediate, advanced,
exceptional
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Must know 3 of 5 to advance from basic to
intermediate
Must know the person or have family member
complete
Cost: free
Available
athttp://www.dshs.wa.gov/pdf/ms/forms/10_2
67.pdf
Enderle-Severson Transition Rating
Form
 ESTR-J
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ESTR-III
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Students with mild disabilities
Parent (available in Spanish) and Teacher version
Five Transition areas
Students with “more” disabilities
Parent and Teacher version
Five Transition areas
ESTR-S
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Students with severe/multiple impairments
Parent and Teacher versions
Employment, Rec/leisure, home living, community
participation, and adult life
Estr.net (each costs about $2.00)
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ESTR Automatic Scoring
Casey Life Skills
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Web based and FREE!!!
Spanish, French or English, with numerous
supplemental assessments
Youth and caregiver formats
Automatically scored and sent to you
Can obtain class summaries
Provides different levels of questions for
students across functioning levels
www.caseylifeskills.org
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CLSA

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Appropriate for all youth ages 14 to 21
regardless of living circumstances (i.e., in
foster care, with bio-parents, in group homes
or other places).
Comprehensive with 113 assessment items
categorized within eight areas for skills,
knowledge and awareness. Youth can
complete one area at a time or finish the
whole assessment in approximately 30-40
minute
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Younger Youth
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Youth Assessment Level I (elementary ages)
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This 33-item assessment is appropriate for younger
youth ages 8-9 or any young person with reading
and/or developmental challenges. Youth can selfreport on communication, daily living, home life, selfcare, and work and study skills.
Youth Assessment Level II (middle school ages)
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With 49 items, this assessment is for youth ages 1013. Like Youth Level I, it may be useful for young
people with reading and/or developmental challenges.
It assesses areas in communication, daily living, selfcare, social relationships, and work and study skills
Independent Living Assessments
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Personal Preference Indicators
 Informal and free
Life Skills Inventory
 Informal and free
http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf
Independent Living Skills Assessment (and others)
 https://sites.google.com/a/apps.edina.k12.mn.us/o
din-b-portfolio/independent-living-skills
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Personal Preference Indicators
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Interview format
Family members, friends, professionals who
know student well
Designed for students with significant support
needs
Likes, dislikes, social indicators, choices
Health, body clock, future
Personal Preference Indicators
Cost: free
Life Skills Inventory


15 domains (money, hygiene, safety, etc)
Four levels: basic, intermediate, advanced,
exceptional




Must know 3 of 5 to advance from basic to
intermediate
Must know the person or have family member
complete
Cost: free
Available
athttp://www.dshs.wa.gov/pdf/ms/forms/10_2
67.pdf
Enderle-Severson Transition Rating
Form
 ESTR-J




ESTR-III




Students with mild disabilities
Parent (available in Spanish) and Teacher version
Five Transition areas
Students with “more” disabilities
Parent and Teacher version
Five Transition areas
ESTR-S




Students with severe/multiple impairments
Parent and Teacher versions
Employment, Rec/leisure, home living, community
participation, and adult life
Estr.net (each costs about $2.00)
51
Annual goal must be
measurable

A measurable goal includes the behavior or
skill that can be measured at periodic
intervals against some criterion of success.
Annual Goals Need to Include

Condition


Behavior


identifies the performance that is being monitored.
Criterion


involve the application of skills or knowledge and
describe the materials and environment
necessary for the goal to be completed.
how much, how often, or to what standards the
behavior must occur
Timeframe

usually specified in the number of weeks or a
certain date for completion
Write an Annual Transition
Goal for Independent Living
Daily Living Skills
Related Services
Community Experiences
Interagency Linkages
+
Transition Rulings and
Decisions
Travis Pace v. the Bogalusa
City School Board (2001)
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Parents allege the school district did not invite other
agencies to the transition planning meeting
The district documented contact with state and local
agencies, yet scheduling conflicts arose
SCHEDULING CONFLICTS MAY PRECLUDE
ATTENDANCE BY AGENCIES, HOWEVER, SCHOOL
MUST DOCUMENT THE CONTACT AND AGREED
UPON SERVICES, AND PARENTS MUST BE
NOTIFIED OF POSSIBLE SERVICES
Caribou School Department
(2001)
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The student was not invited to the transition
meeting
The transition plan stated “Graduation” as the
postsecondary goal for the student
“TRANSITION PLANNING MUST BE MORE
THAN GRADUATION.” The student was
awarded college tuition, incidental costs of
college attendance, and tutoring services.
Sherri High et al v. Exeter
Township School District
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The student’s postsecondary education goal
was to attend college
The plan included 32 opportunities for transition
counseling, transition assessment, job
shadowing and internship, assistance with
college testing, and career fair attendance.
The student did not complete college
While the district helped the student identify
her desire to attend college, the district was
not required to ensure she was successful in
this pursuit.
Student with a Disability, 51
IDELR 89 (N.Y. SEA 2008)
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Parents filed due process, alleging that the district failed to
provide an appropriate transition plan.
The transition plan contained “attend a postsecondary
institution for a Master of Science degree, live
independently, and be competitively employed.”
The school argued the academic goals were linked to the
post-school goal to attend college with math and writing
goals.
The transition plan was deemed appropriate. Transition
services should relate to the student’s post-school goals
and annual goals must be linked to that goal.
Lancaster Independent School
District (1998)
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Transition services were offered in the last semester of
high school
Parents stated, “It was unreasonable to expect a student
operating on a sixth grade level, in his strongest subject,
to take the SAT or know how to start a cosmetology
business.”
THE SCHOOL DISTRICT WAS ORDERED TO
PROVIDE THE RECOMMENDED COUNSELING
SERVICES AND TO CONDUCT EVALUATIONS TO
DETERMINE WHICH ADDITIONAL TRANSITION
SERVICES WERE NEEDED.
San Diego Unified School
District, 2002
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A parent of an 18 year-old with Down Syndrome
alleged an inappropriate reading program was a
barrier to the student’s post-school employment.
The school district focused on learning sight words in
the community and first-grade books
HEARING OFFICER RULED THAT NO ONE
TAUGHT THE STUDENT THE READING SKILLS
NEEDED FOR SUPPORTED EMPLOYMENT AND
INDEPENDENT LIVING, INCLUDING “JOB
APPLICATION, JOB DESCRIPTION, MEDICAL
PRESCRIPTION, BUS SCHEDULES, MAPS, STORE
PRICES, AND FOOD LABELS.” THE DISTRICT PAID
FOR A 1-YEAR INDEPENDENT STUDY PROGRAM.
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For More Information Contact:
Amber McConnell, Ph.D.
University of Oklahoma
Zarrow Center for Learning Enrichment
338 Cate Center Drive, Room 190
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: zarrowcenter.ou.edu
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