Transcript Assessment: The Heart of Transition

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Audience
Roles
Expectations
Transition means _______________________.
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Explore a practical approach to transition
Transition Assessment Mandate
Identify strategies to assess transition needs
Explore evidenced based best practices
Strategies to integrate assessment
information into the IEP
Identify tools and resources
Q&A
Prepare our Youth to transition from high
school prepared for their Adult Roles . . .
Roles
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Worker
Responsible Family Member
Productive, Contributing Citizen
Life-Long Learner
. . . and to Function in Life Settings:
Work, Home, Community, Classroom
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Transition Planning begins with Student Choices
When do we start to help them dream about their future?
Hope!
Confidence!
Resources!
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Special Education students are twice as likely
as their peers to drop out of high school.
The adjudication rate for youth with
disabilities is four times higher than for youth
without disabilities.
Young adults with disabilities face much
higher adult unemployment rates than their
peers. They are three times more likely to
live in poverty.
Less than 8% of the students with learning
disabilities go on to college after high school.
Source: National Longitudinal Study, 2010
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Meets the mandate of IDEA
 AND, More importantly to the student:
Validates readiness / needs to assume adult roles.
Drives the IEP at the high school level.
Makes the IEP make sense to students, parents.
Validates the need to complete the course of study.
Has the potential to instills a sense of confidence
Motivates student engagement.
Increases likelihood of positive outcomes.
Transition is not just a special education challenge.
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Students should be prepared for postsecondary options that could
lead to a bright future,-but not necessarily a four-year degree.
Job market realities and college-completion patterns demand
schools pay more attention to a large swath of students who
graduate from high school, but might not earn a four year degree.
Two thirds of the jobs created in the U. S. will require postsecondary
education, including occupational certificates and Associate
degrees.
56% of students who enroll in four year colleges earn a bachelor’s
by their mid 20s.
The average student loan debt incurred for a four year degree is
$24,000.
 But Don’t Lower Standards for All
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Replaces No Child Left Behind
Increase rigor of courses
AND
Identify and supply academic interventions that
help kids access the curriculum.
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Students need to prepare for college and careers. Academic skills, knowledge, dispositions are the
same for school and work.
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How the common core standards are taught and the
inclusion of supports and accommodations are critical for the
success of students with disabilities who cannot benefit from
general education.
 Supports include:
Support to meet their unique needs and enable their access
to general education.
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IEP includes annual goals aligned with and chosen to
facilitate their attainment of grade level academic standards.
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Teachers and support personnel who are trained.
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Instructional Supports for learning, based on the principles of
Universal Design; Instructional Accommodations; Technology
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There is work to build accommodations into testing.
Shifting Focus from Access to Outcomes
Increased focus on Transition for ALL
Collaboration with General Education
Response to Intervention (RtI)
Using Data
Universal Design
Technology
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Globalization- New competitors
Emulate US-Building prosperous middle class
Technological advances
Computer to PDA
Demographics – US population is aging
Economic implications
Immigration
Changing Values and Attitudes
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Source: Preparing Students for Their Future, Willard Daggett, Ed.D
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The careers current students will enter are moving targets. Many existing
careers are becoming obsolete; others are emerging; many of their jobs don’t
exist yet.
 Current Headlines:
“ Ranks of jobless grow” USA Today
“ Auto Industry may see labor shortage. New hires need different skills set
different than predecessors” USA Today
 “Recession Proof Careers Tough to Predict” USA Today
 “Cost of Education Continues to increase” SacBee
 “Family struggles with Dad’s Unemployment” AP
 Unemployment Rate 17.7% Record Searchlight
 “Free Lancers Create jobs for themselves” SacBee
 “HP to cut 9.000 jobs in its computing center” SacBee
Hot Job Now: Cloud Developer, RN, Business Intelligence Analyst, Manufacturing
Quality Engineer, Search Engine Strategist
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Ability to advocate for themselves
Real World Application of Academic Skills
Career Decision-Making Skills
Job Seeking Skills: Contact, Application, Interview
Job Retention Skills / Soft Skills
Technical Job Specific Skills
Functional Independent Living Skills
Are there other skills sets to add to this list?
Are the current offerings of courses and pathways meeting current
and emerging economic and workforce needs?
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The term “transition services” means a coordinated set of
activities for a child with a disability that:
Is designed to be within a results-oriented process, that is
focused on improving the academic and functional
achievement of the child with a disability to facilitate the
child’s movement from school to post-school activities,
including postsecondary education, vocational education,
integrated employment (including supported employment);
continuing and adult education, adult services,
independent living, or community participation;
Is based on the individual child’s needs, taking into
account the child’s strengths, preferences, and interests;
and
Includes instruction, related services, community
experiences, the development of employment and other
post-school adult living objectives, and, if appropriate,
acquisition of daily living skills and functional vocational
evaluation.
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Employment:
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Competitive, Supported, Entrepreneurial
Part Time, Full Time
Community Experience: Volunteer,
Education / Training: Post secondary Learning
Formal Education: College/University
Occupation specific: Occupational Certification, Technical
Training, Apprenticeship, on the job training, Adult Ed. Including
On Line course offerings
Non traditional: Community Based Experiences, OJT
 Independent Living (if appropriate)
 Living independently or in supported living
 Living skills, community access,
Postsecondary goal formula
After high school I will
_________________ _____________________
Behavior
where/how
Transition is a process, not
an IEP
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Annual IEP goals that reasonably help students
to make progress toward achieving transition
goal
Transition Services that focus on improving the
academic and functional achievement to facilitate
movement from high school to post-school.
Instruction
Related services
Community Experience
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Based on Youth’s strengths, preferences
and interests. Role of Assessment
Includes instruction, related services,
community experience, development of
employment and other post-school living
objectives.
Mandates the development of a plan that
summarizes skills, strengths, transition
readiness, needs.
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Daily Living / Home living skills
Household and Money Management
Transportation
Laws and Politics
Personal Safety
Interpersonal Relationships
Self Advocacy
Reference Independent Living Postsecondary Goal
Decision Assistance Form
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List transition services in the IEP that will reasonably enable the
student to meet his/her postsecondary goals.
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Include “courses of study” that will reasonably enable the student
to meet his or her postsecondary goals.
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Annual IEP goals relate to the student transition service needs.
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Invite the student to the IEP where transition is discussed.
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Evidence that reps. of any participating agencies were invited to
the meeting.
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Reference the document: Transition in the IEP, the Mandate
Secondary Transition Requirements Indicator #13 IEP Mandates
1. Is there an appropriate measurable post-secondary goal or goals that
covers education or training, employment, and, as needed, independent living?
2. Is (are) the post-secondary goal(s) updated annually?
3. Is there evidence that the measurable post-secondary goal(s) were based on
age appropriate transition assessment?
4. Are there transition services in the IEP that will reasonably enable the
student to meet his or her post-secondary goal(s)?
5. Do the transition services include courses of study that will reasonably
enable the student to meet his or her post-secondary goal(s)?
6. Is (are) there annual IEP goal(s) related to the student’s transition
services needs?
7. Is there evidence that the student was invited to the IEP Team meeting where
transition services were discussed?
8. If appropriate, is there evidence that a representative of any participating
agency was invited to the IEP Team meeting with the prior consent of the parent
or student who has reached the age of majority?
Predictors are activities, services that demonstrate correlation with
outcomes
M represents higher potential than P based on current research.
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Interests
Aptitude
Personality
Learning Preferences and
Styles/Accommodations
Employment Literacy Skills
Talents
Work Values / Preferences
Experience
Physical Factors
Can be formal (standardized, commercial) or
informal.
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Confidence
High School, Post-Secondary Education,
Training Goals
Transportation
Living Arrangements
Personal Management
Leisure/Recreation
Health / Medical
Income / Resources
Developmental Assets
Support System
Eligibility for services
Resources
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Goals
HS Diploma
Core Academic Standards
Applied Academic Standards
Life Skills Standards/Curriculum
Time in Special Education
Moderate
Severe
Disability
Mild
Quality Transition Requires Time
HS Diploma or
Certificate
Certificate
The Time Factor: Many students and teachers who focus on preparing for graduation and earning a high school diploma struggle to address
transition because of the limited time available. Students who are self directed can be encouraged to take web-based career assessments (surveys,
self appraisals, and interest surveys. These need to be followed up with reflection and transition interviews to document goals. Some schools
utilize computerized information systems. Others rely on public, free systems. Again, reflection is critical. There is an array of career resources at
www.californiacareers.info.
Many students and teachers who focus on preparing for graduation and
earning a high school diploma struggle to address transition because of the
limited time available. Students who are self directed can be encouraged to
take web-based career assessments (surveys, self appraisals, and interest
surveys. These need to be followed up with reflection and transition
interviews to document goals. Some schools utilize computerized
information systems. Others rely on public, free systems. Again, reflection is
critical. There is an array of career resources at www.californiacareers.info.
School Mapping: Where at your school site/within your district do students
receive information that prepares them for life after high school?
Counselors, Career-Technical Education, English, Social Science
Senior Projects, ____________________, __________________________
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Parents
Teachers
Family Members / Friends
Peers
Counselor
Media
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Influence on goals, plans for the future.
Advocate
Life Coach
Support System after high school
Facing Transition
Changing roles / Adult “children”
Providing support to navigate transition
systems.
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Long term process beginning in middle
school.
Documents student growth, change, maturity
Involves educators, parents, community,
business
Need to determine what, why, how to assess
Include assistive technology, universal
design, accommodations
The Logical Approach
Choose a career, find out what you have to learn (and major in) to get there.
Mystical Approach
Take general ed courses and wait for a white light to illuminate your career choice.
Cloning Approach
Follow the path of a teacher, friend or relative
Favorite Course Approach
Make a choices based on classes you enjoy – or avoid
Marketable Approach
What options will make the most money.
Does the career guidance system we use address these choices?
Does it equip students to make self directed plans for their future?
Career Assessments answer the question
•What career is of interest?
•Should include assessment and experience
•Must be age and grade appropriate.
Barriers with Decision-making
Information: Awareness of choices, definitions,
vocabulary
Experience: If I haven’t done it, I probably won’t
like it!
Social Influences: Parents, Peers, Perceptions
Decision making style
Confidence
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Focus on their choice & involvement
Encourage youth to actively explore options
through career exploration, research,
experiences in youth organizations/servicelearning
Encourage youth to take classes related to
goals
Encourage participation in activities in school
& in the community.
Focus youth on their attributes & strengths.
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The Value of a Career Assessment and Guidance
Helps students develop insights
My Interests
What do I like to
Do?
My Talents and
Skills:
My Personality
What are my traits?
My
Preferences
Where do I
want to work?
What careers
match my
interests,
My Learning Style
preferences,
abilities?
How do I learn the best?
Who is assessed? The
Student!
What am I good at?
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Three essential elements to assessment:
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Expressed- Interview / Question
Tested- Formal / Informal
Demonstrated – Observation / Validation
Formal: Standardized, One Time, Norm referenced
(Academic, Achievement, Cognitive, Aptitude testing),
limited to evaluators
Informal: Student centered, on-going, can be integrated
into a curriculum (rubrics, checklists, portfolios,
observations, work samples, situational, rating scales,
interviews, work skills (including soft skills), learning
styles, personality, preferences, can be completed by
students, parents, employers, teacher input)
Formal Assessment
 Standardized (multiple
choice)
 Given annually-one
shot
 Norm referenced
 Narrow measurement
of skill
 Comparison to others
 Requires short term
memory
 Produces anxiety
 Not a valid predictor of
performance.
Source: VECAP
Informal Assessment
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Non standardized (e.g.
portfolio developed over
time)
Ongoing, cumulative
Variety of settings
Open ended, multiple
options
Student centered
Student driven-compare
self goals
Measures real world
application
Formative, summative
measures
Vocational Evaluation and Career Assessment Professionals Webinar
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Assessment data is used to develop transition
goals and activities in the IEP.
Value assessment data that is provided by
student, family and external partner agencies.
Assessment methods should take into
consideration individual characteristics, including
cultural, linguistic differences.
Consider need for assistive technology or
accommodations that allow students to
demonstrate abilities and potential.
Assessment
Postsecondary Goals
Information
Education/Trainin
g
Employment
Annual goals
Community
Connections
Independent
Living
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Is it easy for the youth to use? Can they relate to the questions?
Is it appropriate for diverse disability groups?
Is it appropriate for the age and grade? Can youth relate to
language, questions?
Does it avoid stereotyping career choices?
Is it easy to read and understand? Does it assess interests and
aptitudes or reading skills?
Does it provide immediate feedback?
Does it lead to next steps? Does it provide direction to
research, analysis, reflection, and planning?
Does it broaden the options youth are considering? Many youth
with disabilities have one or two stated interests. Youth with
disabilities frequently underestimate their potential.
Assessments should help them see a wider array of options to
consider.
Finally, followed up with reflection. Students need to consider
and validate the results and gain personal insight that leads to
exploration and planning.
Answers the Question: What are your life plans after
high school – and how can we help you achieve your
goals and dreams?
Focus includes
•Post-school Employment, Education, Adult Living
•Personal Social skills
•Resources and Support Systems
•Identify “connections” to next environments,
agencies, resources
Self Advocacy Skills
Career Development
Includes teachers, family/support system,
Agency reps.
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The Youth Focused Transition Cycle
The Career Decision Making Cycle
Do Your students understand and apply it?
Learn About SelfInterests, Skills,
Personality
Investigate/Research/
Explore Career &
Education/Training
Options
Find the Job
that is Right
for YOU!
Prepare:
Learn Skills
Reflect on Insights
Gained
Develop Your
Personal Career Plan
Test the Waters:
Gain Experience
ADVOCATE
FOR
YOURSELF!
Develop self awareness
 Become aware of work
 Begin to plan ahead
 Begin to match career ideas to self
 Develop “soft skills” need for success in the
workplace and the classroom
Assessment Strategies
Surveys, Pictoral Reviews, Rubrics, Mind Maps
Multiple Intelligences, Learning Styles,
Websites:
http://www.collegecareerlifeplanning.com
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Refine interests-define course of study
See connections between classes and interests
Set tentative career goals
Explore postsecondary options for
education/training
Develop essential skills
 Assessment Strategies
Structured Interview, Portfolio, Self Determination
Scale, Worksite evaluations, Self Advocacy skills,
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Interest surveys using the Holland Code
O’NET Job Descriptors
Multiple Intelligences
Core Academic Standards
CA Pathways
Casey Life Skills
Pennsylvania Transition Toolkit
Foundation of all Interest Assessments: The Holland Code
Realistic: Do’er Works with
Things Practical, hands-on,
physicalWork with hands, tools,
Investigative: Thinker
equipment
Works with Data
Conventional: Organizer
Analytical, Intellectual,
Works with data
Scientific,
Detail-oriented,
Observe, read, research
organized
Enterprising: Persuader
Work with people data
Compete, lead,
persuade, sell
Artistic: Creative Works with
ideas, things Creative, original,
independent, chaotic
Dislike structure.
Social: Helper Works with People
Cooperative, supportive, help,
nurture, heal, counsel, educate
heal, educate
Multiple Intelligences
A key to aptitude, interests
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O’NET
My Next Move
Pennsylvania Transition Toolkit
National Collaborative on Workforce
Development-Youth
Resources: Essential Skills Document
Tools at shastacareerconnections.net
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Is it reasonable to expect students to have
developed an actionable plan for their
future by age 18?
 Are we focusing on
A System to System Transition or
Helping Youth implement their life plan
Do we provide youth with the tools,
information and resources to set goals and
be prepared to act on their own plans?
This session will focus on the role
assessments play in helping youth develop
and act on their plan.
Transition Curriculum Tools
Talent Knows NO Limits
Real Game, CA
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