Using Transition Assessment to Develop Postschool and Annual
Transition GoalsJim Martin
University of Oklahoma Zarrow Center
Web: http://education.ou.edu/zarrow/Email: [email protected]
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Agenda Purpose of Special Education Building Transition Assessment Implementation
Timeline Across Grades and Student Abilities Three-Part Transition Assessment Process
Self-Determination Skills Adaptive Behavior Vocational Interests
Can read Can’t read
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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.
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The Reason Why - 1
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The Reason Why -2
Seven Major Transition Steps1. Involve students in IEP Planning Process2. Students complete a three-part transition
assessment process.3. Students write present level of educational and
functional performance4. Students write postschool and annual transition
goals.5. Students write course of study.6. Students attain own IEP goals7. Students develop and present own summary of
performance
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
Student Transition Questions Postschool Goal Questions
Where do I want to live Where do I want to work? Where do I want to learn?
Annual Transition Goal Question What 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.
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Transition Assessment Results Present Levels of Academic Achievement and
Functional Educational Performance Current assessment data Transition strengths and needs
Address with transition goals Transition Assessment Results
Name of assessment, date given, and results Used to develop postsecondary goals and transition
goals
Transition Assessment Implementation Timeline Look at example in handout packet Build by grade and skill level Identifies what, who, when, and how often Can establish school or district wide
implementation of a sequential transition assessment process
Three-Part Transition
Assessment Model
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Transition Assessment Model Components1. Self-Determination
Assessment2. Adaptive Behavior Assessment3. Vocational Interest and Skills
Assessment
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Self-Determination Assessment
Part 1 of the 3-Part Transition Assessment Model
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Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management
strategies to attain plan• Self-evaluation• Adjustment
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Why SD Assessment? Improved postsecondary outcomes
Goal setting during early adolescence Awareness of disability Goal attainment
Improved academic performance Limited studies so far
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AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at
http://education.ou.edu/zarrow Cost: free
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ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow
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
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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
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TSA: 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)
Postschool Success Predictors
Reviewed the literature to identify student behaviors that predicted postschool success. 37 quantitative and qualitative
studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the
country
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12 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
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Transition Success Assessment Transition Success Assessment: A Transition
Behavior Profile 41 items Professional, Family, and Student TSA Versions TSA Graphic Profile TSA Goal Identification Matrix
Takes 10 minutes to answer the items and score (15 minutes the first time)
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Adaptive Behavior Assessment
Part 2 of the 3-Part Transition Assessment Model
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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?
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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
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Transition Planning Inventory Home version Teacher version Student version CD version speaks to students or parents and
automatically scores Available From
(www.proedinc.com) Pro-Ed
Cost: $175. Computer Version: $159. Combo: $250
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Informal Assessments for Transition
Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community
Participation Communication Interpersonal
Relationships
Available From– (www.proedinc.com)–Pro-Ed
Cost: $39.00
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Scales of Independent Behr-R SIB-R Scales (norm referenced)
Community and personal living skills Social interaction and communication Motor skills Overall measure of independence 14 adaptive behavior & 8 problem behav areas
Available From http://www.riverpub.com/ Riverside Publishing
Cost: $248
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Enderle-Severson Transition Rating Form ESTR-J
Students with mild disabilities Parent (available in Spanish) and Teacher version Five Transition areas
ESTR-III Students with “more” disabilities Parent and Teacher version Five Transition areas
ESTR-S Students with severe/multiple impairments Parent and Teacher versions Employment, Rec/leisure, home living, community
participation, and adult life Estr.net (each costs about $2.00)
Personal Preference Indicators Interview format Family members, friends, professionals who
know student well Designed for students with significant support
needs Likes, dislikes, social indicators, choices Health, body clock, future http://education.ou.edu/zarrow/ Cost: free
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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 Level 1 basic skills Level 4 complex skills
www.caseylifeskills.org
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Casey Life Skills
Educational SupplementAssessment
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Vocational Interest Assessment
Part 3 of the 3-Part Transition Assessment Process
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Vocational Interests for High Achieving Students With Mild
Disabilities Group Interest Inventories
ACT Explore ACT Plan
U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools
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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
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Self Directed Search - Form R Students with advanced reading skills Spanish version manual, assessment booklets,&
occupations finder Reports interests across occupations,
educational opportunities, and leisure Available: www.parinc.com Cost: $150
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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
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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
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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
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Designed for Students Involved in Work Study
Programs
Functional Vocational Assessment
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What does the law say?. . . and when appropriate . . . functional vocational evaluation.
When to consider what’s appropriate?When the previous informal assessments
do not provide needed information.
What do we use?Tools that student’s can explore and make a job match.
Assumptions Individuals with disabilities have personal preferences,
likes, and dislikes ChoiceMaking is “an individual’s selection of a preferred
alternative from among several familiar options” (Shevin & Klein, 1984)
No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979).
Must have a means to communicate preferences ChoiceMaking skills typically must be taught ChoiceMaking opportunities must be provided
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Functional Assessment Process
Over time Repeated Measures
Situational Assessment
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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.
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Interest & Skill Assessment Using Situational Assessment
Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of
time to verify choice Presentation of stimuli in a manner
person can independently use Presentation of stimuli in a paired format
Lohrmann-O’Rourke & Browder (1998)
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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
Informed Choice Quality of choice dependent upon amount of
practice person has had making choices (Rawlings et al., 1995)
Must involve multiple, individualized choice opportunities across time that become validated through on-the-job experiences (Bambara & Koger, 1995)
Requires direct exposure to and interactions with the duties and job characteristics (Schaller & Szymanski, 1992)
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Vocational Interests via Career Exploration - For
Those Who Can ReadChoosing Employment Goals
Sopris West Publishers(www.sopriswest.com)
Requires reading and writing skills
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Coverage Intensive 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)
Choosing Goals Quick means for students to develop goals
Zeke’s Example
Using Process to Select Annual Transition Goal
Research Choosing Goals Lessons 1 - 5 produced
significant differences in measures of self-determination across two assessment instruments
Students expressed preferences in their IEP meetings.
Students were in high school and had mild to moderate mental retardation
(Cross, Cooke, Wood, & Test, 1999)
Job Duties I Like Identifies job duties
Based upon current job or work experience Assess preferences for job duties Calculate % of Job Duties I Like
Job Characteristics I Like Teach Job Characteristics Introduces Match Concept between
What I like What’s at this job
Computes % of Matches
Key: Determine Match Between What I Like and What’s At This Site
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Each time student chooses a characteristic one more cell on the graph is marked
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Job Duties - How I Did 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
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Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
Work, Social, & Personal Skills Student rates performance Supervisor or teacher rate performance Calculates what supervisor thinks Calculates match between worker and supervisor
Self-Determination Contracts to solve on-the job problems
Choice-Making
Functional Vocational Assessment
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Vocational Interest Assessment for Non-
Readers
Preference Assessment Repeated opportunities to make choices Direct communication of choices Experience with the choice Repeated assessment across days Regular assessment across blocks of time to
verify choice Presentation of stimuli in a manner person
can independently use Presentation of stimuli in a paired format
Lohrmann-O’Rourke & Browder (1998)
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.
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
What Do I Want To Do?
http://brookespublishing.com/picturebank/
What Jobs Have I Done?
Characteristics I Like
All Choices Get Graphed
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Characteristics Graph
All Choices Get Graphed
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Characteristics I Like vs Here
Compares initial preferences to those experienced at a particular job site.
Characteristics Graph
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Personal Improvement
Contract
• The match contract compares self-evaluation to job coach or supervisor’s evaluation.
• Worker makes a plan, implements plan, evaluates performance, and makes adjustment.
Social Improvement Contract
Task Improvement Form
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My Employment
Plan
Field Testing 751 Individuals with disabilities across 11 years
234 with mental retardation 145 with chronic mental illness 113 with severe learning disability 102 with physical disabilities 96 with other disability including autism 61 with traumatic brain injury
Replicated across numerous sites
More Data Those who completed the assessment
process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process Chi square p < .05
Of those successful, 92% came with two placements. Significantly came with first placement
Follow-up Data 5-year cumulative summary
88% still working 55% at same job 33% at different jobs
Major reason for job change was to move to a better job
Over 93% of placements matched first or second job choice
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Resource Self-Directed Employment
Paul Brookes Publishing Baltimore www.brookespublishing.com
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Choose and Take ActionVocational Assessment Software
Use of a software program and community experiences to identify entry-level job interests
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Target Population
Secondary students and adults with moderate to significant cognitive needs who:
Have difficulty getting information from print Can attend to a computer screen Can follow simple 1 or 2 step directions Have limited to no previous work experience
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CTA Constructs• Vocational Choice Making
CharacteristicsSettingActivities (jobs)• Planning• Community ExperienceWatchDo• Self-Evaluation• Choose Again with Adjustment
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14 entry-level vocational settings found in most communities
15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store
12 characteristics repeated across two or three activitiesWorking in a factory where it is inside and noisy
CTA Choice Factors
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CTA 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
Format designed so teachers can add comments on student performance
Teacher can set number of video clips student can see in one trial
Pair of video clips presented together Minimum teacher control over available video
choices
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Settings Activities Characteristics
Car repair shop Bag items/bring carts Big open spaceChild care center Care for animals Small spaceConstruction site Care for people CleanFactory Care for plants MessyGreenhouse Clean-up Few peopleGrocery store Clear tables Many peopleHospital Filing InsideHotel Handle materials OutsideJanitorial service Heavy cleaning NoisyLandscape Company Laundry QuietOffice Move things Wear own clothesRestaurant Do paperwork Wear a uniformStore Stock shelvesVet Office Wash dishes
Yard work
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PublisherChoose and Take Action: Finding a Job for You
Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
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One-Shot Vocational Interest Assessment for
Non-Readers
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Reading Free Interest Inventory
Published by Pro Edwww.proedinc.com
Price: $110
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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
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WRIOT2: Wide Range Interest and Occupation Test 2
Available: www.proedinc.com
Cost: appx $200 for entire package
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Collaborative Effort
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Jim Martin, Ph.D.
University of Oklahoma
Zarrow Center for Learning EnrichmentCarpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact: