Integrating Transition Assessment into the IEP

1. Integrating Transition Assessment into the IEP Gary M. Clark, Ed.D. Department of Special Education University of Kansas gclark@ku.edu

2. Outline • Context of transition assessment and planning (Blueprint) • Assessment sources (Tools) • existing data • formal instruments • informal methods • Strategies for integrating assessment information into the IEP (Techniques/Recommended Practice)

3. “LEA folks work very hard . . . but they often don’t have any ‘blueprints’ or the ‘right tools.’”

4. Context of Transition Assessment

5. What is acceptable to teachers? • good for students • fits their philosophies and styles of working • not complicated to give or use • not time-consuming to give or interpret • fair to all students • not expensive

6. IDEA 2004 -- The Regs • {300.42(a)(1)} “…results-oriented process … focused on improving the academic and functional achievement … • {300.42(a)(2)} “…taking into account the child’s strengths…” • {300.305(e)(3)} “…summary of the child’s academic and functional performance which shall include recommendations on how to assist … • {300.320(b)(1)} “…appropriate measurable postsecondary goals …”

7. IDEA 2004! -- The Regs-- (cont.) • {300.320(b)(2)} “…transition services (including course of study) needed …” • {300.321(b)(2)} “…steps to ensure that the child’s preferences and interests are considered.” • {300.322(2)} “…beginning not later than the first IEP … when the child is 16, or younger if determined by the IEP Team …”

8. Transition Planning Process Teaching of knowledge/skills Comprehensive Transition Needs Assessment Proactive Transition Education Transition Planning Further Assessment of Select Areas Linkage to supports/services Dream Summary of Performance Source: Patton & Dunn (1997)

9. “Knowledge/Skills” = competencies addressed through instructional goals (IEP) “Supports/Services” = assistance needed now or in adulthood -- addressed through linkage goals (IEP/ITP)

10. Context of Transition Planning

11. Key Elements of Successful Transitions • Comprehensive Planning • (1)assessment • (2) individualplanning • Reasonable Implementation(i.e,action) • 4 C’s: Communication, Coordination, Cooperation, and Collaboration

12. Two Options: (1) Reactive -- identify needs late in game -- respond to crises or due process actions (2) Proactive -- start early, preferably by 14 -- affirm instruction and appropriate courses of study (transition education) as a transition service”

13. The goal of transition planning: To ensure that a plan to address strengths and needs and a support network exist before the student exits school. “journey” vs. “destination”

14. Adulthood Implications of the Transition Process School-Based Activities Family-Centered Activities Knowledge, Skills, Supports, & Service Needs Demands of Adulthood Personal Fulfillment Self-Initiated Activities Adult Services Activities Source: Patton & Dunn (1998)

15. Student Participation

16. Home Involvement

17. USA: pest Diversity Considerations China: pet Northern Thailand: appetizer

18. NASSP (1996): “By the time a student reaches the halfway point in high school, the Personal Plan for Progress should start emphasizing a transition plan to direct the student’s curricular goals toward . . . . “ (p. 18)

19. Belief Summary If a comprehensive transition assessment is conducted reasonably well, then, planning should be reasonably easy to accomplish.

20. Belief Summary, cont’d. The more we know about the receiving settings and the student’s competence to deal with these settings, the more likely we can increase the student’s chances for success.

21. Major Planning Questions • Whatdo we need to know about students ? • When do we begin? • Where can we get information? • Who should be doing the assessment? • How will we use information?

22. Tools of the Trade for Transition Assessment!

23. Comprehensive Planning Individual Needs Assessment Starts with the Questions: • What do we need to know? • Where can we get the information?

24. What do we need to know for transition planning? • Student’s personal interests and preferences • Family preferences for student • Self-determination knowledge and skills • Cognitive strengths • Academic strengths

25. What do we need to know for transition planning? (Cont’d) • Community participation and community living skills • Vocational skills • Social skills • Physical and mental health status • Student and family support needs

26. Where can we get this information? • Existing information • Standardized assessments • Non-standardized (informal) assessments

27. intellectual capacity academic achievement adaptive skill levels vocational experience and skills behavior and inter- personal relationships social skills physical abilities health-related issues personal interests and preferences family preferences Info/Data That Might ExistFor Transition Planning

28. Commercially- Available Instruments Related to Transition Planning (Standardized and Non-standardized)

29. Transition Instruments • LCCE Knowledge Battery • Life Skills Inventory (LSI) • Employment Skills Inventory (ESI) • Kauffman Functional Academic Skills Test • LCCE Performance Battery • Enderle-Severson Transition Rating Scale -- 3/e (ESTR-III) (ESTR-J) • Transition Behavior Scale (2/e) (TBS) • Transition Skills Inventory (TSI) • Transition Planning Inventory (TPI)

34. Strategy and Technique Considerations for Integrating Assessment Data into the IEP: Iowa Model

39. Strategy and Technique Considerations for Integrating Assessment Data into the IEP: Individual Teacher Model

40. Strategies for Before the Transition-Focused IEP Meeting • Establish student’s measurable postsecondary goals. • Obtain from existing information or complete all assessments needed for the student. • Get supporting data when possible. • Share the assessment results with the student and family. • Get consensus on reliability of findings and draw tentative conclusions about needed instructional goals and/or linkages that are appropriate for preparing the student to meet his/her postsecondary goals.

41. Strategies for During the Transition-Focused IEP Meeting Have transition assessment needs information organized clearly as they relate to postsecondary goals. Have data to document priority IEP goal recommendations and/or linkage services. Raise concerns regarding further assessment needs, if appropriate. Ensure priority goals for instruction are linked to student’s course of study

42. Key Elements for Integrating Assessment Data • Present levels of performance • Goal generation • Activities, related services, accommodations, transition services

43. CASE STUDIES

45. Key Points -- Today • Process must be comprehensive, across academic and functional achievement. • Use some system. • Resources are available. • Good for all students!!

46. Doing quality transition assessment and planning takes new learning for everyone.