Transcript Transition Assessment

Transition Assessment:
An
Ongoing
Process
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
Florida Department of Education
Dr. Eric J. Smith,
Commissioner
Division of Public Schools (PreK -12)
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Florida Department of Education
Objectives
• To develop an understanding of IDEA 2004
requirements for transition assessment
• To identify various formal and informal
transition assessment tools
• To develop a better understanding of resources
specifically used for transition assessment
through hands-on application activities
• To identify how and where transition
assessment fits within the Transition IEP
process
Division of Public Schools (PreK -12)
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Florida Department of Education
Terminology
• The term (T16) has been used in these training materials to
correspond with the requirements for State Performance Plan
(SPP) 13 – Secondary Transition Age 16, T16-9, measurable
postsecondary goals, and T16-10, age-appropriate transition
assessment, found in the Exceptional Student Education
Compliance Self-Assessment: Processes and Procedures
Manual, 2008-09, Bureau of Exceptional Education and
Student Services, Florida Department of Education.
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 Requirements
• IDEA 2004
– Develop measurable postsecondary goals
based on age-appropriate transition
assessment in the following areas:
• Education or training
• Employment
• Independent living (as needed)
– Age-appropriate transition assessment
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 – Measurable Postsecondary Goals
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
• T16-9. There is a measurable postsecondary goal or
goals in the designated areas (i.e., education/training
and employment; where appropriate, independent
living). 34CFR 300.320(b)(1); Rule 6A6.03028(3)(h)9.a., F.A.C.
• A measurable postsecondary goal may address more
than one of the designated areas and must meet the
following two requirements:
– It must be measurable; you must be able to “count it”
or observe it.
– It must be intended to occur after the student
graduates from school.
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 - Education or Training
• Education is defined as
– Enrollment in Adult General Education (e.g., Adult
Basic Education, Adult High School Credit
Program, Vocational Preparatory Instruction
Program, or GED Testing Program)
– Enrollment in technical center (certificate
program)
– Enrollment in community college (certificate
program or two-year degree)
– Enrollment in college/university (four-year degree
and higher)
Adapted from: NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 – Education or Training
• Training is defined as
– Employment training program (e.g., Workforce
Investment Act [WIA], Job Corps, AmeriCorps,
Individualized)
• Individualized means one-on-one training
provided by the employer, an agency, or service
provider
Adapted from: NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 - Employment
• Employment is defined as
– Competitive
• In the competitive labor market that is performed on a
full- or part-time basis in an integrated setting
• Is compensated at or above the minimum wage
– Supported
• Competitive work in integrated work settings…for
individuals with the most significant disabilities for
whom competitive employment has not traditionally
occurred; or for whom competitive employment has
been interrupted or intermittent as a result of a
significant disability…
Adapted from: NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 - Independent Living
(as Needed)
• Life skills in the following domains:
– Leisure/Recreation
– Maintain home and personal care
– Community participation
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goals
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
The following examples of measurable postsecondary goals for
the area of education/training that are sufficiently descriptive
are provided to guide you in the review:
• Allison
- By May 2012, Allison will obtain a four-year degree
from a liberal arts college with a major in Child Development.
• Lisette
- Within three years of graduation from high school,
Lisette will complete the nondegree program at
Montgomery County College (MCC).
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goals
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
The following examples of measurable postsecondary goals for
the area of employment that are sufficiently descriptive are
provided to guide you in the review:
• Allison
- Within six months of receiving her degree in Child
Development, Allison will obtain employment in the field of
early childhood education.
• Lisette
- By January 2009, through the assistance of Vocational
Rehabilitation and the staff of the nondegree program at MCC,
Lisette will obtain part time employment on campus at MCC
that does not interfere with her program’s schedule.
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goals
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
The following examples of measurable postsecondary goals for
the area of independent living that are sufficiently descriptive
are provided to guide you in the review:
• Allison
-N/A; independent living is only required “where appropriate.”
For this student it was determined by the IEP team not to be
appropriate.
• Lisette
- Within one year of graduation from high school, Lisette will
use public transportation, including the public bus and uptown
trolley to independently get to and from classes at MCC.
Division of Public Schools (PreK -12)
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Florida Department of Education
Age 16 –Transition Assessment
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
• T16-10. The measurable postsecondary goals were
based on age-appropriate transition assessment.
34CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)9.a.,
F.A.C.
• Review the IEP and other available components of
the student’s record to determine if information from
age-appropriate transition assessments has been
considered in developing measurable postsecondary
goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment – Examples…
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
The following examples of age-appropriate transition assessment
that are sufficiently descriptive and that reflect best practice are
provided to guide you in the review:
• Allison (education/training and employment)
- From the Present Levels of Academic Achievement and
Functional Performance statement on the IEP: “Allison has
achieved a level 3 in math and a level 2 in reading on the tenth
grade FCAT, passing the reading portion with a scale score of
310 (300 required to pass). She continues to struggle with
reading in the content areas when the material is technical (e.g.,
science text).
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Assessment – Examples
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
Allison’s relative strengths are in the areas of short- and longterm memory and problem solving. Her specific learning
disabilities are in the areas of reading comprehension and
written expression, but she is able to maintain passing grades
in general education classes when provided with additional
time to complete assignments and opportunities for re-teaching
and/or reinforcement of concepts. Allison’s oral expression
skills are strengths for her as are her interpersonal skills.
Academically she maintained B’s with a C in Chemistry
during tenth grade and the first semester of the 11th grade. She
met all of her IEP goals for the 2006-07 school year.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment – Examples…
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
• Lisette (education/training, employment, and independent
living)
- From the Present Levels of Academic Achievement and
Functional Performance statement on the IEP: “Based on
teacher observation notes, community-based task analysis
checks, and information from the student, her parents, and
her teachers collected through the Transition Planning
Inventory and Making Action Plans (MAPS), Lisette is a
rule-oriented, quiet young woman with strong skills and
interests in employment in the service industry.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Assessment – Examples
From: Procedural Compliance 2008-09 SPP 13 – Exiting II: Secondary Transition Age 16 (T16) FLDOE
Lisette learns best through observation and practical experience
due to limited verbal and reading skills. Lisette has
participated in a curriculum with a functional-academic focus
in which she has demonstrated strengths in independent living
skills, such as self-care, home management, reading for
success in the community, and community math skills,
including time and calendar skills. Lisette has expressed an
interest in and demonstrated success in the service industry,
particularly in the area of food preparation. Lisette indicates
that her family encourages her to do well in school and in her
job experiences. Her family expresses interest in Lisette’s
living outside of their home as she becomes more financially
independent after leaving high school.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment
“Transition assessment is the ongoing process of collecting
data on the individual’s needs, preferences, and interests as
they relate to the demands of current and future working,
educational, living, and personal and social environments.
Assessment data serve as the common thread in the transition
process and form the basis for defining goals and services to
be included in the Individualized Education Program.”
- Sitlington, Neubert, and Leconte (1997)
Division of Public Schools (PreK -12)
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Florida Department of Education
Age-Appropriate Transition Assessment
• Age-appropriate means activities, assessments,
content, environments, instruction, and/or materials
that reflect a student’s chronological age.
• Age-appropriate assessments may necessitate
adaptations to their administration for some students
so that meaningful data are obtained.
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Types of transition assessments…
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Behavioral assessment information
Aptitude tests
Interest and work values inventories
Intelligence tests and achievement tests
Personality or preference tests
Career maturity or readiness tests
Self-determination assessments
Work-related temperament scales
Transition planning inventories
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
…Types of transition assessments
• Paper and pencil tests
• Structured student and family interviews
• Observational community or work-based
assessments (situational)
• Curriculum-based assessments
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment
• What assessments are you currently using?
– Formal
– Informal
Division of Public Schools (PreK -12)
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Florida Department of Education
Types of Assessment
• Formal
• Informal
 Florida Comprehensive
 Curriculum-Based/TeacherAssessment Test
Made Tests
 College Entrance Test
 Interest Inventories
 PSAT, SAT, ACT, CPT
 Self-Determination
 Transition Planning Inventory
 Situational
 Brigance
 Questionnaires/Surveys/
 Life Centered Career
Interviews
Education (LCCE)
 Checklists
 Florida Alternate Assessment
 Other Norm-Referenced
Division of Public Schools (PreK -12)
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Florida Department of Education
Assessments
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Transition Planning Inventory
Enderle-Severson
ChoiceMaker
STEPS
ARC Self-Determination Scale
Self-Directed Search
Career Chronicle Quest
Informal Assessments in Transition Planning
Transition Assessment: Planning Transition and IEP
Development for Youth with Mild to Moderate Disabilities
• Case Studies in Assessment for Transition Planning
Division of Public Schools (PreK -12)
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Florida Department of Education
Assessments and Accommodations
• Formal Assessments
– Documentation on individual student’s Transition
IEP
– Established accommodations
– Request prior to testing
• Informal Assessments
– Documentation on individual student’s Transition
IEP
– No set accommodations
– Implemented on demand
Division of Public Schools (PreK -12)
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Florida Department of Education
Using Assessment Information in
Transition IEP Development
• Transition assessment will provide practical information
to assist in all facets of transition planning and Transition
IEP development.
• Age-appropriate transition assessment must be used to
develop students’ measurable postsecondary goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment
• Transition assessment data should:
– Be obtained over time
– Indicate strengths, preferences and interests
– Consider present and future environments
– Be conducted by way of multiple
places/sources/persons
– Be sensitive to cultural diversity
NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Resources
• Transition Assessments
– Websites
• http://www.nsttac.org
– http://www.nsttac.org/products_and_resources/tag.aspx
• http://transitioncoalition.org/transition/section.php?pageId=73
– Interest Inventories
• Career Cruiser – Florida Department of Education
– http://www.fldoe.org/workforce/programs/cd_home.asp
• CHOICES
– http://www.FACTS.org
– Career Development Resources
• See attachments.
Division of Public Schools (PreK -12)
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Florida Department of Education
For additional information:
Sheila Gritz, Program Specialist for Transition
Florida Department of Education
Bureau of Exceptional Education and Student
Services
E-mail: [email protected]
Division of Public Schools (PreK -12)
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Florida Department of Education
Questions?
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
Division of Public Schools (PreK -12)
30
Florida Department of Education