1 / 49

Four-Part Transition Assessment Model

Four-Part Transition Assessment Model. Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu. The Purpose of Special Education. What is the purpose of Special Education? . The Purpose of SPED.

huong
Télécharger la présentation

Four-Part Transition Assessment Model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Four-Part Transition Assessment Model Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

  2. The Purpose of Special Education What is the purpose of Special Education?

  3. The Purpose of SPED . . . a free appropriate public education that emphasizes special education and related services designed to meet students’ unique needs and to prepare them for further education, employment, and independent living.

  4. The Reason Why - 1

  5. The Reason Why -2

  6. IDEA 2004 Post-Secondary Goals • IEPs must include appropriate measurable postsecondary goals • based upon age-appropriate transition assessment • related to training, education, employment, and when appropriate, independent living

  7. Student Transition Questions • What are my interests, aptitudes, and capabilities in school, work, and community living? • Where do I want to live, work, or go to school after leaving high school? • What courses do I want to take in high school to graduate and prepare for my future? • What do I need to learn to do what I want? • What do I do after I leave school? • What are my strengths? • What do I need to improve to be successful? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

  8. Four-Part Transition Assessment Model

  9. Transition Assessment Model Components • Self-Determination Assessment • Adaptive Behavior Assessment • Vocational Interest and Skills Assessment • Postschool Predictor Assessment (in development)

  10. Transition Assessment Progression Chart • Look at example in handout packet • Build by grade and by skill level • Identifies what, who, when, and how often • Can establish school or district wide implementation of a sequential transition assessment process

  11. Self-Determination Assessment Part 1 of the 4-Part Transition Assessment Model

  12. Why SD Assessment? • Improved postsecondary outcomes • Goal setting during early adolescence • Awareness of disability • Goal attainment • Improved academic performance • Limited studies so far

  13. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Use of self-management strategies to attain plan • Self-evaluation • Adjustment

  14. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • http://education.ou.edu/zarrow • Cost: free

  15. ARC Self-Determination Assessment • Student version • Must use the manual to score • Cost: free • Available at http://education.ou.edu/zarrow

  16. Field and Hoffman SD Assessments • SD Student Scale • SD Parent Scale • SD Teacher Scale • SD Observation Checklist • User’s Guide • Cost: free • Available at http://education.ou.edu/zarrow

  17. Adaptive Behavior Assessment Part 2 of the 4-Part Transition Assessment Model

  18. Our Belief • The law states that an independent living goal be addressed “when appropriate.” • We believe that to determine if an independent living goal needs to be written, an adaptive behavior assessment needs to be given. This provides evidence of needing an independent living goal or not. How else would a team determine if an independent living goal is needed?

  19. Adaptive Behavior Assessments • Transition Planning Inventory (TPI) • ProEd, Austin Texas (www.proedinc.com) • Informal Assessments for Transition Planning • ProEd, Austin Texas (www.proedinc.com) • Enderle-Severson Transition Rating Form • Great tool for students with significant support needs • www.estr.net • Casey Life Skills • www.caseylifeskills.org

  20. Page 4 of OK IEP Examples – top box, page 5 top box

  21. Vocational Interest Assessment Part 3 of the 4-Part Transition Assessment Process

  22. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Plan • ACT Explorer • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler • Look left under Products • Select career exploration tools

  23. Self-Directed Search - Form E • Students with limited reading skills • Spanish version • manual, assessment booklets,& occupations finder • Reports interests across occupations • Available: www.parinc.com • Cost: $150

  24. On-Line Free Interest Inventories • On-Line Individual Interest Inventories • My Future • http://www.myfuture.com/toolbox/workinterest.html • I Oscar • www.ioscar.org • Career Voyages • www.careervoyages.com • Career Clusters • www.careerclusters.org (download in pdf format) • Dept of Labor • www.onetcenter.org

  25. Exploration of Interest Results • Occupational Outlook Handbook • www.bls.gov/oco/home.htm • www.bls.gov/k12/index.htm • Job videos (English or Spanish) • Individuals & Job clusters • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 • www.careervoyages.com • Uses the above videos in an interactive format

  26. Career Awareness & Exploration • Watching • Video • http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 • Provides numerous videos for students to watch • English or Spanish • Job cluster and skill categories • Horse Training • Coast Guard Assistant • Construction Workers • Live in the Community • Doing • Short exploration periods • Long-term try-outs

  27. Functional Vocational Assessment Designed for Students Involved in Work Study Programs

  28. Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

  29. Key: Determine Match Between What I Like and What’s at This Site

  30. Each time student chooses a characteristic one more cell on the graph is marked

  31. Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

  32. Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

  33. Transition Success Assessment Part 4 of the 4-Part Transition Assessment Model

  34. Missing Link In Transition Assessment • The field needs a transition assessment tool based on actual postschool success predictors • The field needs a tool to assess students’ current behavior and attitudes linked to identified transition success predictors • No tool like this exists (that we could find)

  35. Postschool Success Predictors • Reviewed the literature to identify student behaviors that predicted postschool success. • 45 quantitative and qualitative studies • Several different search engines • Journal reference lists • Hand searched major journals • Asked colleagues around the country

  36. 14 Concept Clusters

  37. Transition Success Assessment • Transition Success Assessment: A Transition Behavior Profile • 46 items • Professional, Family, and Student TSA Versions • TSA Graphic Profile • TSA Goal Identification Matrix • Takes about 10 minutes to answer the items and score

  38. Wording of TSA Items • Fine tuned wording internally at ZC • Conducted six social validity groups • 4 expert panels (27 participants) • 1 parent panel (8 participants) • 1 student panel (8 participants) • 1 more student panel to go • First round produced changes to 36 of 50 Professional TSA items • Subsequent panels made fewer and fewer changes

  39. Issues Expressed by Social Validity Groups • Family group focused on wording associated with friends, asking for support, coping skills, and independent living. • Students did not like the word “used.” • Professional group more sensitive regarding words such as limitation and disability awareness. • Very positive feedback from all the groups • Easy to understand and use • Makes sense • Beneficial to planning students’ future • “Now I understand what to teach” • Found the TSA practical

  40. IES Grant Submitted • Submitted grant to IES to conduct large scale studies • Structural equation modeling to build construct validation • Test parallel versions (student, professional, and family) • Similar factor structure across tools • Reliability studies across country • Undertake predictor studies

  41. Transition Success Assessment – Draft 45

  42. Collaborative Effort

  43. For More Information Contact: Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edu Web: http://education.ou.edu/zarrow/

More Related