A Four-Part Transition Assessment Model

1. Jim Martin, Ph.D. University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: jemartin@ou.edu Web: www.education.ou.edu/zarrow A Four-Part Transition Assessment Model

2. Transition Big Idea #1 Parents and educators and students need to decide: Where will the student live? Where will the student work? Where will the student receive job training? Where will the student receive education after high school?

3. Transition Big Idea #2 Design the high school years to ensure that students have the opportunity and gain the skills needed to achieve post-school education, employment, and living goals.

4. Transition Big Idea #3 To enable students to attain postschool goals, involve students in identifying and making linkages to post-school supports and programs before exiting the school system.

5. Seven Transition Steps • Involve student in IEP Planning Process • Team completes a three (soon to be four)-part transition assessment process. • Team Writes Present Level of Academic Achievement and Functional Performance • Team develops course of study • Team develops postschool linkages • Students work on attaining IEP and personal goals • Families and students build a Student-Directed Summary of Performance

6. IDEA 2004 on Transition Assessment • TAs are needed to develop • a coordinated set of activities • within a results oriented process • based on student needs • taking into account student strengths, preferences, and interests

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

8. Coordinated Activities • Coordinated activities includes • instruction • related services • community experiences • the development of employment and other postschool objectives • when appropriate functional vocational evaluation • What does functional voc evaluation mean?

9. CEC’s Division on Career Development and Transition • Transition assessment is the ongoing process of collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services • Focus is upon future roles as worker and citizen • Student choice a major theme • TA is an on-going, future focused, person centered process • Students need to direct own transition planning process • Yields match between strengths, needs, preferences and demands and culture of current and future environments Sitlington, P. L., Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69-79.

10. Goals of Transition Assessment • Help students make informed choices • Help students take charge of the process • Most special educators are not using transition assessment methods that facilitate student involvement or student self-determination (Thoma, et al. 2002) • Help students understand skills needed for postschool environments Test, D. S., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. New Jersey: Pearson Merrill, Prentice Hall.

11. 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 are my strengths and what do I need to improve? • What do I need to learn to do what I want? • What do I do after I leave school? Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.

12. Career Development • Career Awareness • Believes self as worker • Elementary • Career Exploration • Explore interests in relation to jobs • Middle and beginning of high school • Career Preparation • Skill acquisition that matches interest and skills • High school and/or after high school • Career Assimilation • Postschool movement into job

13. IDEA Requires the Summary of Performance • When terminated from services • School will provide child a summary of academic achievement and functional performance • which shall include recommendation on how to assist the child in meeting postsecondary goals

14. New Concept • Rather than just give SOP when student’s leave: • Use SOP to frame transition plan and place for transition assessment information • Incorporates all transition assessment • Academic, vocational, social, living • Teach students to develop and present own SOP • Provides framework for exit meeting • Information flows into planning document and process

15. SOP • Teacher-Directed SOP • Designed for educators and agency • Prepared by educators for use by students • Nationally created SOP • www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc • Student-Directed SOP • Designed for students, family, and agency • Prepared by students for use by students and family • Will soon be at www.education.ou.edu/zarrow

16. Three (soon to be four)-Part Transition Assessment Model

17. Four Part Transition Process • Self-Determination Assessment • Adaptive Behavior Assessments • Vocational Interest and Skills • Transition Assessment Based on PostSchool Success Predictors

18. Self-Determination Assessment Part 1 of the 4-Part Transition Assessment Process

19. AIR Self-Determination Assessment • Parent Version • Teacher Version • Student Version • Available at • www.ou.edu/zarrow/sdetermination.html • Cost: free

20. ARC Self-Determination Assessment • University of Kansas, Beach Center • www.beachcenter.org • Click on downloads, then select books, manuals, reports - full pubs • Cost: free

21. ChoiceMaker SD Assessment • Curriculum Referenced Assessment • Choosing Goals • Participating in IEP Meetings • Taking Action on Goals • Sopris West (search by author: Martin) • www.sopriswest.com • Cost: $12.95 for 25 copies

22. Adaptive Behavior Skills Assessment Part 2 of the 4-Part Transition Assessment Process

23. Adaptive Behavior Assessments • Transition Planning Inventory (TPI) • ProEd, Austin Texas (www.proedinc.com) • Casey Life Skills • www.caseylifeskills.org • Enderle-Severson Transition Rating Scales • www.estr.net

24. Transition Planning Inventory • Home version • Teacher version • Student version • CD version speaks to students or parents and automatically scores

25. Informal Assessments for Transition Planning • Reproducible • Employment • Daily Living • Health • Self-Determination • Leisure Activities • Community Participation • Communication • Interpersonal Relationships

26. Casey Life Skills - Why Look Anywhere Else? • Web based and FREE!!! • Spanish 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

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

28. Vocational Interests for High Achieving Students With Mild Disabilities • Group Interest Inventories • ACT Discover • ACT Explorer • U.S. Dept of Labor O*NET • www.onetcenter.org • Interest profiler, ability profiler

29. Individualized Interest Inventories • Paper Individual Interest Inventories • Strong Interest Inventory • Self-Directed Search • On-Line Individual Interest Inventories • http://www.myfuture.com/toolbox/workinterest.html • www.ioscar.org • http://www.careerkey.org/cgi-bin/ck.pl?action=choices • www.careervoyages.com • www.careerclusters.org (download in pdf format)

30. 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

31. YES! (Your Employment Selections) • Reading free, video based job preference program • Videos for 120 jobs • Accessed by characteristics or job choices • Matched to training and qualifications • Can access from CD ($395) or web ($20 per person for 3 months) • www.yesjobsearch.com

32. What If Some Can’t Read?

33. Reading Free Interest Inventory Published by Pro Ed www.proedinc.com

34. COPS-PIC • Non-Verbal Assessment of Occupational Interest • EDITS/ P.O. Box 7234 / San Diego, CA 92167 • 800-416-1666 / 619-222-1666 / Fax 619-226-1666 • 25 copies for $50.90

35. WRIOT2: Wide Range Interest and Occupation Test 2 Available: www.proedinc.com Cost: appx $200 for entire package

36. Functional Vocational Assessment Designed for Those Students Who Can’t Use the Other Vocational Interest Tools

37. Vocational Interests via Career Exploration Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

38. Key: Determine Match Between What I Like and What’s At This Site

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

40. Job Duties - How I Did Lesson 10 • Job duties identified and written onto form • Student evaluates speed, independent performance, and accuracy • Supervisor evaluates speed, independent performance, and accuracy • Match made between student and supervisor

41. Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

42. Job Clusters • Career Awareness through use of different job clusters • Explore chosen job titles in more depth Lesson 16

43. Dream Job • Explore a few jobs using directed prompts provided by the lessons • Conduct dream job interview • Scripted form to prepare for and guide the interview Lessons 17 & 18

44. Vocational ChoiceMaking Students With Mental Retardation and Other Severe Disabilities

45. Discrepancy Problems • Discrepancy problems occur when • Chosen job, task, and characteristics do not match specific jobs • Discrepancy problems diminish when job site characteristics match preferences • Logical choice making occurs when chosen preferences match available jobs.

46. Basic Procedures • Prior to visiting a job site, individual will select preferred tasks and characteristics • Visit job site and spend time watching and/or doing tasks • After visit, will compare initial preferences to those at the site • Process repeated across numerous sites

47. Characteristics I Like

48. All Choices Get Graphed

49. Shadowing Form Means to structure the shadowing process. Enables person to leave a record of their opinions.

50. Char I Like vs Here Compares initial preferences to those experienced at a particular job site.