Chapter 12: Transition Assessment

1. Chapter 12: Transition Assessment By: Cynthia Weigl EDUC 5337:Curriculum Based Assessment

2. What is an educational transition? • An educational transition is a passage from one academic setting, grade, program, or experience to another.

3. Examples of School-Related Transitions for Students and Their Families • Home to early intervention services • Early intervention to preschool disabilities class • Preschool disabilities class to transition class or kindergarten • Kindergarten or part-day program to full-day elementary grades • Elementary school to middle school or junior high school • Middle school to high school • Class to class in middle school and high school • High school to postsecondary educational program or employment • Special education to general education classes • District-to-district transfers • Movement from school to school within a district • Promotions from grade level to grade level • Academic classes to classes in related arts subjects (e.g., art, physical education, music) • School-day program to after-school activity • School year classes to extended school year programs

4. Keys to a Successful Transition • 1st stage: Assessment- at this stage, it is necessary to determine the demands and requirements of the new environment as well as assess the students’ capabilities, interests, and ability to deal with the demands of the new situation. • 2nd stage: Planning- the assessment results are used to develop a plan that helps to make the transition to the next setting as smooth and successful as possible. The plan may include: - curriculum changes - psychosocial - physical adaptations - preparation of the people - equipment used - environment in the new situation for the inclusion of the student • 3rd stage: Follow-through- the planning, which is usually detailed in the goals and objectives in a student’s individualized plan (IEP), is carried out. This is the actual implementation of the plan.

5. Research indicates…… • That 3 factors influence students’ transition experience: • their skills and prior school-related experiences • their home lives • the classroom characteristics • According to Maxwell and Elder (1999): • Children who are socially adjusted have better transition. • Children who have been rejected have difficulty with transitions. • Children with more school experience have fewer transition adjustments. • Children whose parents expect them to do well do better than children whose parents have lower expectations. • Developmentally appropriate classrooms and practices promote easier and smoother transitions for children.

6. Transition Legislation: Early Childhood • In the mid-1980s, the Education of the Handicapped Act Amendments of 1986 mandated that a transition plan be developed by age 3 for all children who were classified and attending an early childhood program. • The purpose of this plan was to facilitate communication and coordination among the agencies providing special services for infants and toddlers with disabilities. • In 1991, the Individuals with Disabilities with Education Act Amendments, Public Law 102-119 reauthorized and amended to make some changes. Regulations promoted by this incorporated the use of an individualized family service plan (IFSP). • An IFSP and IEP are very similar, however, the IFSP includes specific requirements for parental participation during the assessment and plan development phases. The focus of the family assessment is to determine the child’s needs and the way that the child’s disability affects family functioning and parent-child interactions as well as to determine the specific strengths and needs of the family that ultimately affect the child.

7. Transition Legislation: Secondary-level • According to IDEA, there are several amendments that focus on transition, assessment, and transition planning. • These include: • Access to the general curriculum • Clear measurement of the child’s progress • The child’s participation in statewide accountability testing • The role of families and children as partners in the transition process • The inclusion of the regular educator as part of the IEP and individualized transition plan (ITP) team • The transfer of rights to children who reach the age of majority. • The transition plan (See figure 12-2 pg. 439), created by the ITP team, must include individual goals and activities. This should include: • Present level of educational performance (cognitive, academic, social-emotional, physical status) • Interests and aptitude (i.e. goals/dreams/preferences) • Postsecondary goals (e.g. life, employment) • Designated responsible persons • Review and revision plan

8. Transition from pre-k to the primary grades • What are the major focuses of evaluation when preschool-age children transition from preschool to primary-level educational programs? • Cognitive ability- how children collect, store, categorize, integrate, and use knowledge about their worlds • Communication skills- how children communicate with others about wants, desires, feelings, ideas, and preferences. • Vocalizations • Gestures • Formal and informal sign language • Nonverbal behavior • Augmentative devices • Social-emotional development- how children identify and communicate feelings, including their capacity to act on emotions while respecting the rights of others. • Physical functioning- involves children’s vision, hearing, touch, taste, and small as well as their ability to move around in the environment and to use their hands • Adaptive skills- involves how children are able to independently take care of their personal needs • Eating • Grooming • Toileting • Dressing • It is important to evaluate cognitive development to determine both school readiness and whether the child has a specific learning disability.

9. Pre-k to elementary school informal assessment procedures • Observational Assessment- an authentic and unobtrusive observation of children in their natural environment. See figure 12-7 on pg. 454 for examples of situations, settings, and behaviors) • Play-Based Assessment- the teacher can observe cognitive, physical, emotional, adaptive, fine and gross motor development, thinking patterns, problem solving, and informal communication. See figure 12-8 on pg. 455 and 12-9 on pg. 456 for developmental levels of play) • Arena Assessment- observations conducted by the teacher, family members, speech pathologists, psychologists ,and occupational or physical therapists. One member interacts with the child while the other records. • Self-Evaluation- students describe how they feel about being in their school program, what they like best, what makes them uncomfortable, and what could be changed to improve their program • Portfolios- A process of collecting and showcasing work products. Portfolios show a child’s true strength and weakness. See figure 12-10 on pg. 457 for portfolio work samples. • Curriculum-Based Assessment- (CBM) helps to identify skill gaps. Standard, simple, short-duration assessments that monitor student growth in relevant skill domains. • Specific Skill Checklists- individually designed to monitor a student’s progress toward completing goals and objectives. They help teachers determine skill levels (no skill, emerging, mastery) See figures 12-11 on pg. 458 and 12-12 on pg. 459 for examples. • Videotape, Audiotape, and Photographic Recordings- a recorded performance of a child to be reviewed for later analysis and for presenting explicit documentation of performance to parents

10. Transition from elementaryto middle school • The middle school years involves more changes than any other period in a student’s school life. • Significant changes include: • Taking on more responsibility for being prepared to learn • Classes are larger • Class settings change throughout the day • Having several teachers to report and relate to • Having a more diverse set of economic, educational, and cultural perspectives • Homework and tests from many classes • A rigid class schedule • Using lockers • When planning for this transition make sure to include what changes will be needed in the IEP and who will be responsible for implementing the plan and needed educational supports.

11. Transition from middle to high school • Students with disabilities have a more difficult time adjusting to this change than students who do not have disabilities. • Critical issues that must be addressed are: • Whether the student is, or continues to be, eligible for services • What services the student is eligible for • Where and how often these services will occur • How they will be provided • Who will provide them • At this point in their educational program, students must become increasingly self-sufficient, independent, and capable of self-advocate. • Their class program and schedule are now directed by their aptitudes and interests: college preparation, job preparation, etc.

12. Middle school to secondary school assessment procedures • Person- Centered Planning- to build connections and linkages to the community, to support an individual's career preferences and interests, and to help the person achieve satisfactory adult lifestyle outcomes with their interests in mind • Situational Assessment- the use of systematic observation to evaluate work and job related performance and functional skills under actual conditions in authentic environments • The Interview Process- used to ascertain whether students understand their disability, are aware of their special needs, know how to access the assistance they need, and have the inclination and ability to self-advocate. See figure 12-13 for examples of interview questions. • Career Assessment- evaluating a broad range of practical life skills (vocational competencies, social behaviors, functional academics, and daily life skills) that are part of living and working as an adult. See figure 12-15 for work personality 12-16 for a job environment 12-17 for a career education checklist. • Work-Sample Analysis- used to evaluate specific and general work skills, traits, and characteristics. May be produced by students as they work individually, in a cooperative group, or on a whole class project. • Self-Determination Assessment- focuses on the four essential characteristics: autonomy, self-regulation of behaviors, response to events in a psychologically empowered manner, self-realization actions • Checklists and Rating Scales- Used to denote progress and skill mastery as well as providing a scope and sequence of required skills, which can be developed directly from students’ IEP goals and objectives. See figure 12-18 on pgs. 470-471 and 12-19 on pg. 472. • Performance Assessment- students actively accomplish complex and significant tasks while bringing to bear prior knowledge, recent learning, and relevant skills to solve problems. See figure 12-20 on pg. 473 • Vocational/Career-Related Portfolios- includes examples of student work completed in natural settings under authentic situations. Students select what material is collected. See figure 12-21 on pg. 473. • Curriculum-Based Vocational Assessment- CBVA is used to evaluate the acquisition of vocational and related skills embedded within content and applied courses.

13. Transitioning out of high school • It is necessary that the IEP team writes an individualized transition plan designed to address the strategies and services needed in the student’s educational program. • Students with a mild learning disability may plan to attend college or decide on competitive employment. This transition plan might include: • Evaluating independent work-study skills • Planning and time management skills • Self- advocacy skills • Students with a severe learning disability may be placed in extended employment, previously referred to as sheltered workshops. This transition plan might include: • Evaluating vocational interests • Evaluating aptitude • Evaluating student abilities and functional self-help and life skills

14. Transition from special education to general education • With the least restrictive environment foremost in educational planning, the IEP team should always be focused on assessing the student’s capability of being successful in the most inclusive environment possible. • Before transitioning a child from self-contained or resource center special education class to inclusion in a regular education class the following capabilities must be evident: • Can the child • Sit and focus for extended periods of time • Follow the class routine • Access school lockers • Maneuver through the cafeteria line • Follow departmentalized school schedules • Cooperate in group activities • Follow basic directions

15. Transition from hospital/home to school • Students returning to school following a serious medical condition (physical, medical, or emotional) may experience many difficulties such as problems with memory, disorganization, and delayed processing. • They may show signs of fatigue, limited mobility, frequent absences, and the need for medical interventions. • Psychosocial issues that may be evident include depression, embarrassment, anxiety/fear, stress, frustration, and social isolation. • Some modifications to meet their needs may include: • Shortened school day • Modified curriculum • An adjustment to required assignments • The use of assistive technologies • Appropriate positioning for participation in activities • Communicative devices

16. Accommodations forpostsecondary settings • Postsecondary settings may include college or a job in the work force. • It is necessary that students experiencing this part of their life are able to self-advocate by clearly articulating what they need in order to function and to seek out these needed services. • As per the regulations of Section 504 of the Rehabilitation Act of 1973, all public and many private organizations, companies, and educational facilities which receive federal financial assistance are required to provide reasonable accommodations to these students once they provide their institutions with evidence of documented need. • Postsecondary school accommodations include: • Services to help with admissions • Course advising advice • Testing procedures • Limiting the number of courses per day • Scheduling fewer credit hours • Allowing additional time to complete the program • Considering part time status as opposed to full time • Providing programming breaks between rigorous courses • Job accommodations include: • Modified work schedules • Frequent breaks • Special equipment (amplification on telephones, modified desks to accommodate wheelchairs, Braille display device) • Private room office • Adjusted heights of bathroom sinks • Office change from a higher to a lower floor • Special air filtration

17. Summary points • Transitions are a normal aspect of human experience that occur as individuals move through life. Some transitions are expected