Transition Assessment

1
Transition Assessment Planning Using the
Enderle-Severson Transition Rating Scale

• Sue Severson, Ed.D.
• Minnesota State University Moorhead
• severson_at_mnstate.edu
• Jon Enderle, M. S.
• Moorhead Public Schools

2
IDEIA 2004

• Results oriented process
• Post-school outcomes
• postsecondary education, vocational training,
  integrated employment (including supported
  employment, continuing and adult education, adult
  services, independent living or community
  participation

3
Results Orientation

• Previous language outcome oriented
• Planning for student participation in
• Employment, Recreation/leisure, Home living,
  Community participation, Post-secondary education
• Not just focusing on the diploma
• Assessment Implication Identify learners
  desired post school outcomes in all transition
  areas

4
IDEIA Definition

• based on the individual childs needs, taking
  into account the childs strengths, preferences
  and interests
• Transition Assessment Implications
• Identify needs in transition areas
• Identify strengths in transition areas
• Know and understand STUDENT interests and
  preferences and focus on these in the transition
  planning process

5
Age 16

• Proposed regulations provide IEP teams with the
  authority to initiate transition planning before
  age 16 (DCDT)
• Earlier planning
• Opportunity to connect students to high school
  course of study to reach goals
• Opportunity to initiate services that support
  students to remain in school
• Transition Assessment Implications
• Assessment in evaluation period prior to age 16
• Transition assessment outside of 3-yr evaluation

6
Summary of Performance

• Final Performance Summary
• Includes result of transition-focused assessment
• Written in a way that will communicate key
  information to assist student to gain access to,
  and participate in post-secondary education and
  employment
• Clearly indicates students postsecondary goals
  and the progress made toward achieving those
  goals (DCDT)
• To eliminate unnecessary testing improve
  interagency linkages, central component should be
  review of previous disability documentation
  functional impact of of the disability
• Transition Implication
• Contents of the online assessment summary

7
Transition Assessment Model
Elementary
Middle School/Junior High
High School
Postsecondary
Basic Skills Assessment
100
50
Assessment
Transition Assessment/ Career Exploration
0
8
Transition Assessment Planning
Teaching of skills/knowledge (goals objectives,
general education curriculum)
Initial Identification of Needs
Transition Planning
In-Depth Assessment of Select Areas
Linkage to services/supports (activities)
Adapted from Transition Planning Inventory, Clark
Patton, 1997.
9
Initial Identification of Needs

• ESTR Scales
• ESTR-J-Revised
• ESTR III
• Transition Planning Inventory (TPI)

Initial Identification of Needs
10
In Depth Assessment of Select Areas

• Brigance Scales
• Life skills
• Employability skills
• LCCE Knowledge Performance Battery
• Teacher made tests

Initial Identification of Needs
In-Depth Assessment of Select Areas
11
Transition Planning
Teaching of skills/knowledge (goals objectives,
general education curriculum)

• Linkages and supports
• Course of study
• Statement of needed
• transition services
• Activities to address needs
• Goals and objectives

Transition Planning
Linkage to services/supports (activities)
12
Postsecondary Goals (preferences interests)
ASSESS
Course of Study
Present Level Of Educational Performance --------
------- Build on strengths, address needs
Statement of Needed Transition Services
ASSESS
Goals Objectives
13
Questions Transition Assessment Must Answer

• What are the learners desired future
  outcomes/goals?
• Results oriented process.
• Needs, strengths, preferences and interests.
• What skills does the student possess? (strengths)
• Relative to their goals.
• What skills must the student acquire to achieve
  their goals? (needs)
• What planning issues need to be addressed?
  (needs)

14
Transition Planning in the Schools Using the
Enderle-Severson Transition Rating Scales

• Historical perspective
• Best practices
• Administration of ESTR Scales
• Writing transition into the IEP
• Case studies
• Reliability and validity information

15
ESTR Scales

• ESTR Scales
• ESTR-J-Revised
• Transition specific assessment for students with
  mild disabilities
• Learning disabilities, emotional disorders,
  hearing impairments, visual impairments,
  physical/health disabilities, speech/language
  disorder (mild levels)
• ESTR-J-Revised Parent Form
• ESTR-J form to gather information from parents

16
ESTR Scales

• ESTR III
• Transition specific assessment for students with
  more disability
• Cognitive disabilities
• Moderate to severe range
• ESTR III Parent Form
• ESTR II form to gather information from parents

17
ESTR-III Administration

• Respondents
• School personnel
• Parents
• Parent form (crème)
• Student

18
Rating System

• Rating system
• 2Independent and consistent.
• 1Participates with assistance or is
  inconsistent.
• 0Does not participate at this time.
• Anecdotal comments.

19
ESTR III Scoring

• For each section
• Count the number of 2s-enter in appropriate
  space on front cover
• Count the number of 1s-enter in appropriate
  space on front cover
• Items where 0 is indicated are not counted
• On front cover
• Multiply the number of 2 scores by 2
• Multiply the number of 1 scores by 1
• Add TOTALS for 1s and 2s
• Add these scores for Total Performance Score

20
ESTR-J-Revised Administration

• Respondents
• Parents (gray form)
• Students
• School personnel

21
Administration ESTR-J-R

• Rating system
• YesIndependent and Consistent
• No Not performed or performed
• Anecdotal comments.inconsistently.

22
ESTR J-Revised Scoring

• For each section
• Add up 1 scores and enter number in appropriate
  space on front cover.
• On the front cover
• Once all scores are recorded-
• Determine the percentage for each area.
• Add raw scores for all areas-record as Total
  Performance Score.
• Calculate Total Performance Percentage.

23
What do these scores mean?

• Total Performance Score scores for each
  subscale are reference points.
• ESTR III Score indicates degree of independence
  as well as areas of participation where
  assistance is provided.
• Low score at graduation indicates that support
  systems need to be in place.
• ESTR-J--Scores indicate skill levels and the
  status of planning.

24
Measurable Postsecondary Goals(Results Oriented
Process)

• Students dreams and aspirations for their
  future.
• Students preferences and interests.
• Looking beyond the diploma.
• Realistic/unrealistic.
• ESTR Worksheets
• Student form.
• Parent form.

25
Measurable Postsecondary Goals

• Included in the IEP.
• I statements.
• Coordinated set of Activities that comprise
  transition planning focus on identified future
  outcomes/goals
• Identified by the learner (parent).

26
Present Level of PerformanceSitlington, Clark,
and Kolstoe (2000)
The most central and critical use of transition
assessment information is as a component of the
Present Level of Educational Performance in the
students IEP. Transition goals and objectives,
along with official linkages with nonschool
agencies, would come directly from
transition-referenced assessment and the
information in the Present Level of Educational
Performance. The data should have direct
implications for instructional program decisions,
including program design, program placement,
curriculum planning, instructional procedures,
and additional assessment requirements. ( p. 123)
27
ESTR-J-Revised Present Level of Performance

• Each item of the scale included in performance
  level.
• Efficient means of organizing information
• Strengths
• Possible areas of concern.
• Include anecdotal comments.

28
ESTR III Present Levels of Performance

• Includes every item of the ESTR III along with
  other relevant information (anecdotal comments).
• Organized around the areas of
• 2-Independent and Consistent
• 1-Participates with Assistance or is
  Inconsistent,
• 0-Does Not Participate.

29
Computer Assisted Performance Levels

• NEW!!
• Worksheet for transition planning.
• Online entry.
• Purchase of assessment reports.
• Enter information online.
• Report generated in PDF format.

30
Assessment Summary Report

• Contents
• Demographic information
• Description of assessment instrument
• Future goals information
• Strengths/needs
• Future goals
• Other information-such as..

31
Assessment Report
32
Next Steps

• Course of study
• Statement of Needed Transition Services
• Goals and Objectives
• Lesson plans/instruction