TRANSITION ASSESSMENTS 12 TH ANNUAL OKLAHOMA TRANSITION INSTITUTE

TRANSITION ASSESSMENTS 12 TH ANNUAL OKLAHOMA TRANSITION INSTITUTE JIM MARTIN, AMBER MCCONNELL, & MALARIE DEARDORFF

AGENDA 1. Transition Assessment Fundamentals 2. Building Annual Transition Goals from Transition Assessment Results 3. TAGG 4. Transition Plan 5. Teaching TAGG Skills 6. Assessments for Postsecondary 7. Assessments for Employment 8. Assessment for Independent Living – Practice Annual Goal Writing 9. Transition Assessments for Students with More Significant Needs 10. Case Study Time

TRANSITION ASSESSMENT FUNDAMENTALS Picture of construction worker holding blueprints

POST-SECONDARY AND ANNUAL TRANSITION GOALS • IEPs must include postsecondary and annual transition goals –Based upon age-appropriate transition assessments –Related to training, education, employment, and independent living (when needed) • Suggestion: Consider independent living is always needed unless data say otherwise

POSTSECONDARY GOAL FLUFF SCALE Amount of Fluff Match Not as Important (Fluff OK) Firm Match Freshman Sophomore Junior HIGH SCHOOL YEARS Senior

TRANSITION ASSESSMENT & THE COURTS • Prince, Plotner, & Yell (2014) examined district court findings and recommend –Using multiple assessments across transition domains –DO not solely use informal assessments • This means at least one transition assessment in your transition assessment battery needs supporting validity evidence –Maximize student participation in the transition

CASE LAW DECISION Case involved inadequate transition assessments. Decision: • The court held that without meaningful assessments, Dracut could not provide appropriate, measurable goals and ruled in favor of the family. Massachusetts Bureau Of Special Education Appeals And Currently Under Appeal In Federal Court, Dracut Public Schools, BSEA #08 -5330,

DCDT TRANSITION STANDARDS • Use valid and reliable transition assessments as part of each student’s transition assessment battery • Use assessments on an on-going basis • Use assessments to identify student interests, skills, and needs • Interpret results for students and families

TRANSITION ASSESSMENT AREAS 1. 1. Education & Training 2. 2. Employment 3. 3. Independent Living

ANNUAL TRANSITION GOALS BASED ON RESULTS FROM TRANSITION ASSESSMENTS

ANNUAL GOAL MUST BE MEASURABLE • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

ANNUAL GOALS NEED TO INCLUDE • Condition – involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior – identifies the performance that is being monitored. • Criterion – how much, how often, or to what standards the behavior must occur

ANNUAL TRANSITION GOAL FORMULA

EDUCATION/TRAINING ASSESSMENTS TO CREATE EDUCATION & TRAINING ANNUAL TRANSITION GOALS 14

GUIDE TO ASSESSING COLLEGE READINESS

GUIDE TO ASSESSING COLLEGE READINESS • Landmark Assessing College Readiness Assessment – http: //www. iidc. indiana. edu/styles/iidc/defiles/INSTRC/Webinar s/College-Readiness_Assessment. pdf • Provides Assessment for Self-Advocacy to include in annual transition goals • Five Domains • Academic Skills • Self-Understanding • Self-Advocacy • Executive Functioning • Motivation and Confidence

TRANSITION ASSESSMENT AND GOAL GENERATOR (TAGG)

TAGG. OU. EDU/TAGG

ITEMS, RESULTS, AND COST • An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education • The TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile.

PURPOSE • Assess non-academic skills associated with and predictive of post-school further education and employment • To provide IEP team student strengths, needs, a written summary, and annual transition goals to facilitate writing I-13 compliant IEPs

WHO? • TAGG Designed to Assess –Secondary-aged students with IEPs who plan to be competitively employed and/or enrolled in further education after graduation • Each TAGG set includes 3 versions – Student – Family – Professional

TAGG CONSTRUCTS • Strengths and Limitations • Disability Awareness • Student Involvement in the IEP • Persistence • Goal Setting and Attainment • Interacting with Others • Employment • Support Community

READING LEVEL • Professional 10. 4 grade level • Family 5. 7 grade level • Student 4. 8 grade level

AMPLE VALIDITY EVIDENCE • Firm Factor Structures • Solid Internal Reliability • Satisfactory Test-Retest Reliability • Fair across Gender, GPA, Disability Categories, and Class Placement • Moderate Correlation to AIR Self-Determination Assessment • Constructs Predict Post-High School Education and Employment

Remember The TAGG Can Be Used To Establish Further Education and Employment Annual Transition Goals

COLLEGE VIEW USE GAINED KNOWLEDGE FOR INFORMATIONAL INTERVIEW

COLLEGE VIEW lhttp: //www. collegeview. com/collegesearch/inde x. jsp l. Free

SELF-DETERMINATION • Improved postsecondary outcomes –Goal setting during early adolescence –Awareness of disability –Goal attainment • Improved academic performance 35

Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Use of self-management strategies to attain goals • Self-evaluation Picture of man running • Adjustment 36

AIR SELF-DETERMINATION SCALE

AIR SELF-DETERMINATION SCALE • Parent Version • Teacher Version • Student Version • Available at No Cost from http: //www. ou. edu/content/education/centers-andpartnerships/zarrow/self-determination-assessment-tools/air-selfdetermination-assessment. html 38

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CHOICEMAKER SELFDETERMINATION ASSESSMENT

CHOICEMAKER ASSESSMENT • The Choice. Maker Self-Determination Assessment is a curriculum-based assessment and planning tool. • Educator Version Only • Paper and Pencil, Easy Profile for Scoring • http: //www. ou. edu/content/education/centers-andpartnerships/zarrow/choicemakercurriculum/choicemaker-assessment. html

CHICEMAKER SECTIONS • Choosing Goals –Education, Employment, and Personal • Expressing Goals –Self-Directed IEP • Taking Action –Goal Attainment

1. Began meeting by introducing everyone 2. Stated the purpose of the meeting 0 1 2 3 4 3. Reviewed past goals 4. Asked questions if didn’t understand 0 1 2 3 4 5. Dealt with differences in opinion 6. Stated needed support 7. Described postsecondary goals 8. Described annual transition goals 0 1 2 3 4 0 1 2 3 4

IEP INVOLVEMENT NEEDS

FROM AN IDENTIFIED NEED, WRITE AN ANNUAL TRANSITION GOAL FOR EDUCATION / TRAINING

CAREER & EMPLOYMENT ASSESSMENTS TO CREATE GOALS BASED ON OCCUPATIONAL AWARENESS, EMPLOYMENT RELATED KNOWLEDGE AND SKILLS AND SPECIFIC CAREER PATHWAY KNOWLEDGE AND SKILLS. 48

O-NET INTEREST PROFILER

O-NET INTEREST PROFILER AT MY NEXT MOVE WEBSITE • Free • http: //www. mynextmove. org/explore/ip

HOLLAND CODE CAREER • Free • http: //www. truity. com/test/holland-code-careertest

CAREER CLUSTER INTEREST SURVEYS

CAREER CLUSTERS • Career Tech uses career clusters to classify their programs. • Career Clusters Interest Survey http: //www. careertech. org/sites/default/files/Stude nt. Interest. Survey-English. pdf • Free

MADISON COLLEGE’S ON-LINE CAREER CLUSTERS INTEREST ASSESSMENT • http: //intranet. madisoncollege. edu/care er-assess/ • Free

CAREER ONE STOP CAREER CLUSTER VIDEOS • Career Clusters Videos –https: //www. careeronestop. org/Videos/Career. Videos/c areer-videos. aspx • Used for career exploration in identified clusters. • Used for interest assessment for students who have trouble reading.

EMPLOYABILITY/LIFE SKILLS ASSESSMENT

EMPLOYABILITY/LIFE SKILLS ASSESSMENT • Self-Help Skills • Work Habits • Task Related • Work Quality • Attitude http: //r. search. yahoo. com/_ylt=Awr. T 6 Vrseb. BZQAk. Aq. I 4 nn. Il. Q; _ylu=X 3 o. DMT Byb 2 lvb. XVu. BGNvb. G 8 DZ 3 Ex. BHBvcw. Mx. BHZ 0 a. WQDBHNl. Yw. Nzcg-/RV=2/RE=1504766573/RO=10/RU=http%3 a%2 f%2 fwww. ocali. org%2 fup_ doc%2 f. ELSA_14_21. pdf/RK=1/RS=n 47 CLd. S 0 v. TIGVELTU 9 t. WVb 7 u 43 I-

ANNUAL GOAL MUST BE MEASURABLE • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

ANNUAL GOALS NEED TO INCLUDE • Condition –involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior –identifies the performance that is being monitored. • Criterion –how much, how often, or to what standards the behavior must occur

WRITE AN ANNUAL TRANSITION GOAL FOR EMPLOYMENT

INDEPENDENT LIVING ASSESSMENTS 74

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 75

TRANSITION PLANNING INVENTORY

TRANSITION PLANNING INVENTORY • • School Rating Form Home Rating Form Student Rating Form Profile Summary Form • Published by Pro-Ed • Complete Kit $269

TPI DOMAINS • Working –Employment Knowledge and Skills • Learning –Functional Communication –Self-Determination • Living –Personal Money Management –Community Involvement and Usage –Leisure Activities –Health –Interpersonal Relationships

INDEPENDENT LIVING EXAMPLE • Scored from 0 to 5 • DK = don’t know • NA = not applicable

Domains • Working: Career Choice and Planning • Learning: Further Education and Training • Living: Independent Living Domains Match TPI

INFORMAL ASSESSMENTS FOR TRANSITION PLANNING Included Within TPI or Can Be Purchased Alone from Pro-Ed

LIFE SKILLS INVENTORY

LIFE SKILLS INVENTORY • 15 domains (money, hygiene, safety, etc) • Four levels: basic, intermediate, advanced, exceptional –Must know 3 of 5 to advance from basic to intermediate • Must know the person or have family member complete http: //www. iidc. indiana. edu/styles/iidc/defiles/INSTRC/ Webinars/Life_skills_inventory. pdf

ESTR TRANSITION SCALES Estr. net (each costs about $2. 00 in sets of 10 or 20)

ENDERLE-SEVERSON TRANSITION RATING FORMS • 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 87

ESTR AUTOMATIC SCORING

CASEY LIFE SKILLS

CASEY LIFE SKILLS • Web based and FREE!!! • Spanish, French 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 • Available from: http: //lifeskills. casey. org/ 90

CLS CONSTRUCTS • Permanecy • Daily Living • Self-Care • Relationships and Communication • Housing and Money Management • Career and Educational Planning • Looking Forward

SUPPLEMENT ASSESSMENTS, TOO • American Indian • Homeless Youth • Younger Youth • Gay, Lesbian, Bisexual, Transgender, and Questioning Youth Assessment • Educational Supports - contains an excellent sections for students with an IEP • Pregnant and Parenting

CASEY LIFE SKILLS ASSESSMENT EXAMPLE

ANNUAL GOAL MUST BE MEASURABLE • A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

ANNUAL GOALS NEED TO INCLUDE • Condition –involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. • Behavior –identifies the performance that is being monitored. • Criterion –how much, how often, or to what standards the behavior must occur

WRITE AN ANNUAL TRANSITION GOAL FOR ADULT LIVING

TRANSITION ASSESSMENTS FOR STUDENT WITH MORE SIGNIFICANT NEEDS

ENDERLE-SEVERSON TRANSITION RATING FORM • 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 – https: //www. estr. net/ – $2. 00 per assessment 98

ESTR-S

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: //www. ouhsc. edu/thecenter/products/personalpref erence. asp • Cost: free

EMPLOYMENT SUPPORT INDICATORS • Interview format • Family members, friends, professionals who know student well • Designed for students with significant support needs • Social Supports • Work Setting Supports • Work Style Supports • http: //www. ouhsc. edu/thecenter/products/ documents/Employment. Support. Indicators. pdf

PICTORIAL INTEREST INVENTORY • Color Photos presented 3 per page • Count marks by type of jobs • Eight entry-level or minimal training jobs • Five or more jobs for each area • Simple score sheet • Cost: free • Available at: http: //www. capregboces. org/Programs. Servic es/Ed. Support. Services/RSETASC/PDFs/Pictoral. Interest. Inventory. pdf

CAREER INTEREST INVENTORY - ILLUSTRATED • 6 career areas with interesting names –Realistic: The Doer –Investigative: The Thinker • 6 jobs per each career area • User checks preferred jobs under each area • Summary identifies set of pictures enjoyed the most • Free • Available from: http: //www. capregboces. org/Programs. Services/E d. Support. Services/RSETASC/PDFs/Picture. Career. Interest_Inventory. pdff

TRANSITION ASSESSMENTS FOR MIDDLE/ELEMENTARY

CAREER VIEW • Free • http: //www. vaview. vt. edu/

PAWS IN JOBLAND • http: //paws. bridges. com/cfnc 1. htm

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For More Information Contact: University of Oklahoma Zarrow Center for Learning Enrichment 338 Cate Center Drive, Room 190 Norman, OK 73019 Phone: 405 -325 -8951 E-mail: ambermcc@ou. edu Jemartin@ou. edu Malarie. deardorff@ou. edu Web: zarrowcenter. ou. edu 118