Transition Success Assessment

Using Transition Assessment to Develop Postschool and Annual Transition GoalsJim MartinUniversity of Oklahoma Zarrow CenterWeb: http://education.ou.edu/zarrow/Email: jemartin@ou.edu

2AgendaPurpose of Special EducationFour-Part Transition Assessment ProcessSelf-Determination SkillsAdaptive BehaviorVocational InterestsCan readCant readTransition Success BehaviorsBuilding Transition Assessment Implementation Timeline Across Grades and Student Abilities23The Purpose of Special EducationWhat is the purpose of Special Education?

34The 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.

45The Reason Why - 1

56The Reason Why -2

6IDEA 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

7Student Transition QuestionsPostschool Goal QuestionsWhere do I want to liveWhere do I want to work?Where do I want to learn?

Annual Transition Goal QuestionWhat do I need to learn now to live where I want?What do I need to learn now to do the career I want?What do I need to learn now to go to where I want to learn?Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.89Transition Assessment ResultsPresent Levels of Academic Achievement and Functional Educational PerformanceCurrent assessment dataTransition strengths and needsAddress with transition goalsTransition Assessment ResultsName of assessment, date given, and resultsUsed to develop postsecondary goals and transition goals

9Transition Assessment Implementation TimelineLook at example in handout packetBuild by grade and skill levelIdentifies what, who, when, and how oftenCan establish school or district wide implementation of a sequential transition assessment processFour-Part Transition Assessment Model

1112Transition Assessment Model ComponentsSelf-Determination AssessmentAdaptive Behavior AssessmentVocational Interest and Skills AssessmentPostschool Predictor Assessment (in development)

1213Self-Determination AssessmentPart 1 of the 4-Part Transition Assessment Model1314Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Use of self-management strategies to attain plan Self-evaluation Adjustment

1415Why SD Assessment?Improved postsecondary outcomesGoal setting during early adolescenceAwareness of disabilityGoal attainmentImproved academic performanceLimited studies so far1516AIR Self-Determination AssessmentParent VersionTeacher VersionStudent VersionAvailable athttp://education.ou.edu/zarrowCost: free1617ARC Self-Determination AssessmentStudent versionMust use the manual to scoreCost: freeAvailable at http://education.ou.edu/zarrow

17Field and Hoffman SD AssessmentsSD Student ScaleSD Parent ScaleSD Teacher ScaleSD Observation ChecklistUsers GuideCost: freeAvailable at http://education.ou.edu/zarrow

19ChoiceMaker SD AssessmentCurriculum Referenced AssessmentChoosing GoalsParticipating in IEP MeetingsTaking Action on GoalsSopris West (search by author: Martin)www.sopriswest.comCost: $12.95 for 25 copies1920

Page 2, top box and Page 3 top box for example of OK IEP Examples2021Adaptive Behavior AssessmentPart 2 of the 4-Part Transition Assessment Model2122Our BeliefThe 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?2223Adaptive Behavior AssessmentsTransition Planning Inventory (TPI)ProEd, Austin Texas (www.proedinc.com)Informal Assessments for Transition PlanningProEd, Austin Texas (www.proedinc.com)Enderle-Severson Transition Rating FormGreat tool for students with significant support needswww.estr.netCasey Life Skillswww.caseylifeskills.org

2324Transition Planning InventoryHome versionTeacher versionStudent versionCD version speaks to students or parents and automatically scoresAvailable From(www.proedinc.com)Pro-EdCost: $175. Computer Version: $159. Combo: $2502425Informal Assessments for Transition ReproducibleEmploymentDaily LivingHealthSelf-DeterminationLeisure ActivitiesCommunity ParticipationCommunicationInterpersonal Relationships

Available From(www.proedinc.com)Pro-Ed Cost: $39.002526

Scales of Independent Behr-R

SIB-R Scales (norm referenced)Community and personal living skillsSocial interaction and communicationMotor skillsOverall measure of independence14 adaptive behavior & 8 problem behav areasAvailable Fromhttp://www.riverpub.com/Riverside PublishingCost: $248

2627Enderle-Severson Transition Rating FormESTR-JStudents with mild disabilitiesParent version (available in Spanish)Teacher versionFive Transition areas$20 for 10 assessmentswww.estr.netESTR-IIIStudents with more disabilitiesParent versionTeacher versionFive Transition areas$20 for 10 assessmentswww.estr.net

2728Casey Life Skills - Why Look Anywhere Else?Web based and FREE!!!Spanish or English, with numerous supplemental assessmentsYouth and caregiver formatsAutomatically scored and sent to youCan obtain class summariesProvides different levels of questions for students across functioning levelsLevel 1 basic skillsLevel 4 complex skillswww.caseylifeskills.org

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Page 4 of OK IEP Examples top box, page 5 top box30

Casey Life Skills

Educational SupplementAssessment32Vocational Interest AssessmentPart 3 of the 4-Part Transition Assessment Process3233Vocational Interests for High Achieving Students With Mild DisabilitiesGroup Interest InventoriesACT ExploreACT PlanU.S. Dept of Labor O*NETwww.onetcenter.orgInterest profiler, ability profilerLook left under ProductsSelect career exploration tools3336Self-Directed Search - Form EStudents with limited reading skillsSpanish versionmanual, assessment booklets,& occupations finderReports interests across occupationsAvailable: www.parinc.comCost: $1503637Self Directed Search - Form RStudents with advanced reading skillsSpanish versionmanual, assessment booklets,& occupations finderReports interests across occupations, educational opportunities, and leisureAvailable: www.parinc.comCost: $1503738On-Line Free Interest InventoriesOn-Line Individual Interest InventoriesMy Futurehttp://www.myfuture.com/toolbox/workinterest.htmlI Oscarwww.ioscar.orgCareer Voyageswww.careervoyages.comCareer Clusterswww.careerclusters.org (download in pdf format)Dept of Laborwww.onetcenter.org

3839Exploration of Interest ResultsOccupational Outlook Handbookwww.bls.gov/oco/home.htmwww.bls.gov/k12/index.htm

Job videos (English or Spanish)Individuals & Job clustershttp://acinet.org/acinet/videos.asp?id=27,&nodeid=27www.careervoyages.comUses the above videos in an interactive format

39OKCISOKCIShttp://okcis.intocareers.org/provides comprehensive career information for students developing and updating educational plans. OKCIS includes tools that encourage self-assessment, exploration, research, goal setting, and decision-making. OKCIS Junior The reading requirement for this version is fifth-grade level, making it appropriate for special populations.42Career Awareness & ExplorationWatchingVideohttp://acinet.org/acinet/videos.asp?id=27,&nodeid=27Provides numerous videos for students to watchEnglish or SpanishJob cluster and skill categoriesHorse TrainingCoast Guard AssistantConstruction WorkersLive in the CommunityDoingShort exploration periodsLong-term try-outs4243

Designed for Students Involved in Work Study ProgramsFunctional Vocational Assessment4344What does the law say?. . . and when appropriate . . . functional vocational evaluation.When to consider whats appropriate?When the previous informal assessments do not provide needed information.What do we use?Tools that students can explore and make a job match.4445Functional Assessment ProcessOver timeRepeated Measures Situational Assessment

4546Interest & Skill Assessment Using Situational AssessmentRepeated opportunities to make choicesDirect communication of choicesExperience with the choiceRepeated assessment across daysRegular assessment across blocks of time to verify choicePresentation of stimuli in a manner person can independently usePresentation of stimuli in a paired format

Lohrmann-ORourke & Browder (1998)4647Discrepancy ProblemsDiscrepancy problems occur whenChosen job, task, and characteristics do not match specific jobsDiscrepancy problems diminish when job site characteristics match preferencesLogical choice making occurs when chosen preferences match available jobs.4748Basic ProceduresPrior to visiting a job site, individual will select preferred tasks and characteristicsVisit job site and spend time watching and/or doing tasksAfter visit, will compare initial preferences to those at the siteProcess repeated across numerous sites4849Vocational Interests via Career Exploration - For Those Who Can ReadChoosing Employment GoalsSopris West Publishers(www.sopriswest.com)

Requires reading and writing skills4950CoverageIntensive lessons in teaching Choosing Goals process (lessons 1 - 5)Community-based assessment and problem solving (lessons 6 - 15)Classroom-based career exploration (lessons 16 - 19)

50Choosing GoalsQuick means for students to develop goalsUsing Process to Select Annual Transition Goal53

Key: Determine Match Between What I Like and Whats at This Site5354

Each time student chooses a characteristic one more cell on the graph is marked5455Job Duties - How I DidJob duties identified and written onto formStudent evaluates speed, independent performance, and accuracySupervisor evaluates speed, independent performance, and accuracyMatch made between student and supervisorLesson 10

5556

Uses self-evaluation methodology to teach job performance skills and to assess job duty skills5657Vocational Interest Assessment for Non-Readers

5758Characteristics I Like vs Here

Compares initial preferences to those experienced at a particular job site.5859

Characteristics Graph5960

Personal Improvement Contract6061

My Employment Plan6162ResourceSelf-Directed EmploymentPaul Brookes PublishingBaltimorewww.brookespublishing.com

6263Choose and Take ActionVocational Assessment SoftwareUse of a software program and community experiences to identify entry-level job interests

6364Target PopulationSecondary students and adults with moderate to significant cognitive needs who:Have difficulty getting information from printCan attend to a computer screenCan follow simple 1 or 2 step directionsHave limited to no previous work experience

6465CTA Constructs Vocational Choice MakingCharacteristicsSettingActivities (jobs) Planning Community ExperienceWatchDo Self-Evaluation Choose Again with Adjustment656614 entry-level vocational settings found in most communities

15 job activities repeated across two settingsCare for animals in a vets officeCare for animals in a retail store

12 characteristics repeated across two or three activitiesWorking in a factory where it is inside and noisyCTA Choice Factors6667CTA Features A navigator to give instructions and guide user through the program

Restricted mouse movements

Highlight critical features as navigator says them

Record made of all choices

Input options may include user installed touch screen

6768SettingsActivitiesCharacteristicsCar repair shopBag items/bring cartsBig open spaceChild care centerCare for animalsSmall spaceConstruction siteCare for peopleCleanFactoryCare for plantsMessyGreenhouseClean-upFew peopleGrocery storeClear tablesMany peopleHospitalFilingInsideHotelHandle materialsOutsideJanitorial serviceHeavy cleaningNoisyLandscape CompanyLaundryQuietOfficeMove thingsWear own clothesRestaurantDo paperworkWear a uniformStoreStock shelvesVet OfficeWash dishesYard work6869

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7273PublisherChoose and Take Action: Finding a Job for YouSopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com

7374One-Shot Vocational Interest Assessment for Non-Readers

7475Reading Free Interest Inventory

Published by Pro Edwww.proedinc.comPrice: $1107576

7677

7778

7879COPS-PICNon-Verbal Assessment of Occupational InterestEDITS / P.O. Box 7234 / San Diego, CA 92167800-416-1666 / 619-222-1666 / Fax 619-226-166625 copies for $50.90

7980WRIOT2: Wide Range Interest and Occupation Test 2

Available: www.proedinc.comCost: appx $200 for entire package8081Transition Success AssessmentPart 4 of the 4-Part Transition Assessment Model81Missing Link In Transition AssessmentThe field needs a transition assessment tool based on actual postschool success predictorsThe field needs a tool to assess students current behavior and attitudes linked to identified transition success predictorsNo tool like this exists (that we could find)

Postschool Success PredictorsReviewed the literature to identify student behaviors that predicted postschool success.37 quantitative and qualitative studiesSeveral different search enginesJournal reference listsHand searched major journalsAsked colleagues around the country

8312 Concept Clusters Desires Goals Strengths Limits Disability Awareness Persistence Use of Support Systems Coping Skills Social Skills Proactive Involvement Making Positive Choices Transition Education Involvement

84Transition Success AssessmentTransition Success Assessment: A Transition Behavior Profile41 itemsProfessional, Family, and Student TSA VersionsTSA Graphic ProfileTSA Goal Identification MatrixTakes about 10 minutes to answer the items and score

85Summary of PerformanceA great place to pull together all of the transition assessment information

87

Collaborative Effort87888889Jim Martin, Ph.D.University of OklahomaZarrow Center for Learning EnrichmentCarpenter Hall Room 111Norman, OK 73019Phone: 405-325-8951E-mail: jemartin@ou.eduWeb: http://education.ou.edu/zarrow/

For More Information Contact:

89

Oklahoma Career Information System

Comprehensive overviews of work and educational opportunities

Seamless connections between career aspirations and preparation requirements

OKCIS Content

Career ClustersExplore the world of work with 16 career clusters and 81 pathways. Identify skills, education requirements, anticipated earnings, and employment outlook.Occupations

Explore the world of work with information covering the duties, requirements, employment, wages, skills, and preparation for over 500 occupations.Programs of StudyLearn about postsecondary education opportunities, from

associate to professional degrees, and link to schools offering those programs. Oklahoma SchoolsGet detailed information about career training schools, colleges, and univerities in Oklahoma.U.S. Colleges and UniversitiesLook at detailed information about admission requirements,

tuition, and programs of study for all accredited, public and private, two- and four-year colleges and universities in the United States.Financial AidDiscover major sources of financial aid for college and get specific information on more than $550 million in grants and scholarships.Self-Employment Look at the rewards and costs of self-employment from a career planning perspective.Military EmploymentInvestigate careers in the military, military work life, and

education and training opportunities.Finding and Keeping a JobGet helpful hints for organizing and conducting a job search and find out real-life skills to help you keep your job.

Special FeaturesCareer Planning PortfolioU Create an online portfolio where you can store CIS

information of interest, exploration tool responses, personal reflections, plans, and education and work history.

Course PlannerU Generate a course plan based on career and educational

goals. The plan can include classes for 9th through 12th grades plus two years of postsecondary education.

Resum WriterU Use the information entered in the education and work history to generate a resum.Real World InterviewsU Career profiles present personal perspectives on

working in a specific occupation.Occupational VideosU Occupations come alive with short clips and

narrated descriptions.Practical Learning ActivitiesU More than 600 activities that are designed

to infuse career information and career development concepts into various secondary curriculum areas.

Internet LinksU Built-in links to websites for colleges, online

applications, professional associations, licensing organizations, apprenticeships, JOBcentral, and other resources that expand research and planning opportunities.

Administration ToolsU Tools for counselors, teachers, and site

administrators to generate aggregate and individual user reports.

Online Support MaterialsU CIS reference guides, worksheets, and curriculum

resources make applying CIS easy for counselors and instructors.

Spanish TranslationsU Components with Spanish versions are

indicated with a *. We are continuing our translation efforts, and will have more to offer soon.

The Exploration Tools

Career Cluster Inventory Identify career clusters related to the things your users like to do.Occupation MatchLearn about the labor market while generating a list of occupations that match your users' interests, abilities, and work preferences. SKILLS Assessment*Deepen self-knowledge with self-assessment of skill preferences, expand skills vocabulary, and tie skill preferences to occupations and career paths.O*NET Interest ProfilerIdentify the strongest work-related interests to locate possible

occupational goals.O*NET Work Importance LocatorIdentify work values, such as achievement, recognition, and relationships, and associate these values with characteristics of occupations.Undergraduate and Graduate SortsSearch for colleges and universities that match your users' educational needs and preferences.Financial Aid SortFind scholarships and loans that match your users' educational

plans, abilities, and background.Assessment LinkConnect the results of standard career assessment instruments, such as the Self-Directed Search (SDS) and the Career Occupational Preference System (COPS), to matching or closely related occupations in CIS.Reality CheckAllows users to select lifestyle options and find out how

much money is needed to earn to support choices. Users can also find occupations that match these lifestyle needs or create a lifestyle based upon occupation choice.

Sorts to locate information based on personal characteristics, preferences, and goals

Assessment instruments to encourage exploration, deepen self-knowledge, and facilitate goal setting

Optional Components

IDEAS Assessment*

Explore interests using the Interest D

etermination,

Exploration, and Assessment System

(IDEAS) from

Pearson Assessments, Inc.

The items listed with* have Spanish versions.

Find out interests

Find out skills

Find out limits

Find out requirements

Pursue interest

Take music classes to learn to read sheet music

Learn skills

Re-evaluate interest

Learn skills

Re-evaluate interest

Choosing General Goals Worksheet

YES

YES

YES

YES

YES

YES

NO

NO

NO

NO

NO

Write interests

Write skills

Write limits

Write requirements

1.

4.

6.

3.

5.

2.

Name

Do I knowmy interests?

Do I have theskills to meet therequirements?

Do my limitsinterferewith therequirements?

Do I knowmy skills?

Do I knowmy limits?

Do I knowwhat isrequired to do this?

Interests

Go to #5 andconsideryour limits.

Can I do something tochange this limit?

Can I learnthe skills?

Skills

Limits

Requirements

Transition Area

NO

Goals

NO

YES

Thomas

Musical talentPerformGet paying jobs

Good singer

Play in a band

Cant read sheet music

Employment

NO

YES

1997 (Second Edition) by University of Colorado. All rights reserved.L05_R01.pdf