FourPart Transition Assessment Model

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Four-Part Transition Assessment Model

• Jim Martin
• University of Oklahoma
• Zarrow Center
• Web http//education.ou.edu/zarrow/
• Email jemartin_at_ou.edu

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The Purpose of Special Education
What is the purpose of Special Education?
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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
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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

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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 do I need to learn to do what I want?
• What do I do after I leave school?
• What are my strengths?
• What do I need to improve to be successful?

Greene, G., Kochhar-Bryant, C. A. (2003).
Pathways to successful transition for youth with
disabilities. New Jersey Merrill Prentice Hall.
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Four-Part Transition Assessment Model
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Transition Assessment Model Components

• Self-Determination Assessment
• Adaptive Behavior Assessment
• Vocational Interest and Skills Assessment
• Postschool Predictor Assessment (in development)

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Transition Assessment Progression Chart

• Look at example in handout packet
• Build by grade and by skill level
• Identifies what, who, when, and how often
• Can establish school or district wide
  implementation of a sequential transition
  assessment process

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Self-Determination Assessment

• Part 1 of the 4-Part Transition Assessment Model

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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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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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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

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Field and Hoffman SD Assessments

• SD Student Scale
• SD Parent Scale
• SD Teacher Scale
• SD Observation Checklist
• Users Guide
• Cost free
• Available at http//education.ou.edu/zarrow

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Adaptive Behavior Assessment

• Part 2 of the 4-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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Vocational Interest Assessment

• Part 3 of the 4-Part Transition Assessment Process

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Vocational Interests for High Achieving Students
With Mild Disabilities

• Group Interest Inventories
• ACT Plan
• ACT Explorer
• U.S. Dept of Labor ONET
• 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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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?id27,nodeid
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• 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?id27,nodeid
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• 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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Functional Vocational Assessment
Designed for Students Involved in Work Study
Programs
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Vocational Interests via Career Exploration - For
Those Who Can Read

• Choosing Employment Goals
• Sopris West Publishers
• (www.sopriswest.com)

Requires reading and writing skills
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Key Determine Match Between What I Like and
Whats 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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Choose and Take Action Vocational Assessment
Software
Use of a software program and community
experiences to identify entry-level job interests
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Publisher
Choose and Take Action Finding a Job for
You Sopris West 4093 Specialty Place Longmont,
CO 80504 800.547.6747 www.sopriswest.com
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Transition Success Assessment

• Part 4 of the 4-Part Transition Assessment Model

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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)

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Postschool Success Predictors

• Reviewed the literature to identify student
  behaviors that predicted postschool success.
• 45 quantitative and qualitative studies
• Several different search engines
• Journal reference lists
• Hand searched major journals
• Asked colleagues around the country

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14 Concept Clusters
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Transition Success Assessment

• Transition Success Assessment A Transition
  Behavior Profile
• 46 items
• Professional, Family, and Student TSA Versions
• TSA Graphic Profile
• TSA Goal Identification Matrix
• Takes about 10 minutes to answer the items and
  score

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Wording of TSA Items

• Fine tuned wording internally at ZC
• Conducted six social validity groups
• 4 expert panels (27 participants)
• 1 parent panel (8 participants)
• 1 student panel (8 participants)
• 1 more student panel to go
• First round produced changes to 36 of 50
  Professional TSA items
• Subsequent panels made fewer and fewer changes

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Issues Expressed by Social Validity Groups

• Family group focused on wording associated with
  friends, asking for support, coping skills, and
  independent living.
• Students did not like the word used.
• Professional group more sensitive regarding words
  such as limitation and disability awareness.
• Very positive feedback from all the groups
• Easy to understand and use
• Makes sense
• Beneficial to planning students future
• Now I understand what to teach
• Found the TSA practical

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Transition Success Assessment Draft 45
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Need Educators for Reliability Studies

• Now
• Complete on three students then send to OU
• Complete on same three students again four week
  later and send to OU
• In the Fall
• With parental consent and student ascent students
  complete TSA student version
• Same students complete TSA four weeks later
• Parent completes TSA

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IES Grant Submitted

• Submitted grant to IES to conduct large scale
  studies
• Structural equation modeling to build construct
  validation
• Test parallel versions (student, professional,
  and family)
• Similar factor structure across tools
• Reliability studies across country
• Undertake predictor studies

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Collaborative Effort
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For More Information Contact
Jim Martin University of Oklahoma Zarrow Center
for Learning Enrichment Carpenter Hall Room
111 Norman, OK 73019 Phone [phone] E-mail
jemartin_at_ou.edu Web http//education.ou.edu/zarro
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