Transition Assessment and the IEP Pages

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• Transition Assessment and the IEP Pages

Jim Martin University of Oklahoma Zarrow
Center 840 Asp Ave., Room 111 Norman, OK
73019 Phone [phone] Email
jemartin_at_ou.edu Web http//education.ou.edu/zarro
w/
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Agenda

• Purpose of Special Education
• Transition Big Ideas
• Three-Part Transition Assessment Process
• Self-Determination Skills
• Basic transition skills
• Vocational Interests
• Can read
• Cant read
• Functional Assessment
• Student-Directed Summary of Performance to Frame
  Transition Assessment and IEP Transition Page
  Construction

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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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Elementary Model
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A Secondary TransitionEducation Framework
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Transition Big Idea 1
Where will the student live? Where will the
student work? Where will the student receive
education after high school?
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Transition Big Idea 2
Design the high school years to ensure that
students opportunities to gain the skills needed
to achieve postsecondary education, employment,
and living goals.
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Transition Big Idea 3
To enable students to attain postsecondary goals,
involve students in identifying and making
linkages to postsecondary supports and programs
before exiting the school system.
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Seven Transition Steps

• Student becomes involved in IEP planning process
• Student completes a three-part transition
  assessment process.
• Student writes Present Level of Academic
  Achievement and Functional Performance
• Student develops Course of Study
• Student develops Postschool Linkages
• Student works on attaining IEP and personal goals
• Student builds a their Summary of Performance

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Step Two
Completing a Three-Part Transition Assessment
Process
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IDEA 2004 and Transition Assessment

• TAs are needed to develop postsecondary goals
  that take into account
• Student strengths, preferences, and interests

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Career Development Stages. Where Are Your
Students?

• Career Awareness
• Believes self as worker in different jobs
• Career Exploration
• Explore interests in relation to jobs
• Career Preparation
• Skill acquisition that matches interest and
  skills
• Career Assimilation
• Movement into job

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Transition Assessment in The IEP (Form 7)

• Present Levels of Academic Achievement and
  Functional Educational Performance
• Page 1 of form 7
• Current assessment data
• Transition strengths and needs
• Address with transition goals
• Transition Assessment Results
• Page 6 of form 7
• Name of assessment, date given, and results
• Used to develop postsecondary goals and
  transition goals

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Three-Part Transition Assessment Model
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Three Part Transition Assessment Model

• Self-Determination Assessment
• Adaptive Behavior Assessment
• Vocational Interest and Skills

Frequency We believe that each of the three
types of assessments need to be completed at
least annually.
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Transition Assessment Progression Chart

• Divided by Mild Disabilities and Moderate and
  Severe Disabilities
• Mild Disabilities
• Motivated independent learner
• Less motivated learner
• Presents by grade or age what to do when

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Self-Determination Assessment

• Part 1 of the 3-Part Transition Assessment Process

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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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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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SD Assessment Components

• AIR SD Assessment
• Capacity
• Knowledge
• Ability
• Perception
• Opportunity
• At school
• At home
• Graph Results
• Parent Version
• Teacher Version
• Student Version

• ChoiceMaker SD Assessment
• Curriculum-referenced assessment
• Student Skills and Opportunity at School
• Choosing Goals
• Expressing Goals
• Taking Action
• Graph Results
• Select IEP Goals
• Only teacher version

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Complete the AIR Educator SD Assessment on a
Student You Know.
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Page 2, top box and Page 3 top box for example of
OK IEP Examples
Page 2 of OK IEP Examples top box, page 3 top
box
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Adaptive Behavior Assessment

• Part 2 of the 3-Part Transition Assessment Process

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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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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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Scales of Independent Behavior-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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Informal Assessments for Transition (Two Books)

• 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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Enderle-Severson Transition Rating Form

• ESTR-J
• Students with mild disabilities
• Parent version (available in Spanish)
• Teacher version
• Five Transition areas
• 20 for 10 assessments
• www.estr.net
• ESTR-III
• Students with more disabilities
• Parent version
• Teacher version
• Five Transition areas
• 20 for 10 assessments
• www.estr.net

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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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Page 4 of OK IEP Examples top box, page 5 top
box
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Adaptive Behavior Assessments

• Transition Planning Inventory (TPI)
• ProEd, Austin Texas (www.proedinc.com)
• Scales of Independent Behavior - R
• Riverside Publishing (http//www.riverpub.com)
• Informal Assessments for Transition Planning
• ProEd, Austin Texas (www.proedinc.com)
• Enderle-Severson Transition Rating Form
• www.estr.net
• Casey Life Skills
• www.caseylifeskills.org

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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 Plan
• ACT Explorer
• U.S. Dept of Labor ONET
• www.onetcenter.org
• Interest profiler, ability profiler

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Individualized Interest Inventories

• Paper and Pencil Individual Interest Inventories
• Strong Interest Inventory
• Self-Directed Search

Page 5 and 6 of OK IEP Examples bottom box
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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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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)
• OK Career Information Systems (need username)
• http//okcis.intocareers.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
• Teaching Assistants
• 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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What 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.
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Functional Assessment Process

• Over time
• Repeated Measures Situational Assessment

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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-ORourke Browder (1998)
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Target Outcome of Situational Assessment
Job Characteristics
Job Settings
Job Tasks
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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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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

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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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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)

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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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Job Duties - How I Did
Lesson 10

• 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
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Vocational Interest Assessment for Non-Readers
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Characteristics I Like
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All Choices Get Graphed
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Characteristics I Like vs Here
Compares initial preferences to those experienced
at a particular job site.
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Characteristics Graph
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Personal Improvement Contract
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Final Choices

• Summary of all assessment experiences
• Individual involved in compiling information
• Presented to school, vocational rehab., and other
  involved agencies.

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My Employment Plan
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Resource

• Self-Directed Employment
• Paul Brookes Publishing
• Baltimore
• www.brookespublishing.com

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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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Problems with Illustrations
For individuals with limited to no vocational
experience illustrations may mean little. Real
choice making doesnt exist until students learn
what the illustrations mean. Time consuming to
make and costly to undertake systematic
situational assessment. Not all programs can put
students or adults into the field with enough
frequency and structure to make the approach
worthwhile. Is there an alternative?
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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 Characteristics Setting A
ctivities (jobs) Planning Community
Experience Watch Do Self-Evaluation Choose Again
with Adjustment
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CTA Choice Factors
14 entry-level vocational settings found in most
communities 15 job activities repeated across
two settings Care for animals in a vets
office Care for animals in a retail store 12
characteristics repeated across two or three
activities Working in a factory where it is
inside and noisy
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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
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Page 7 of OK IEP Examples middle and bottom box
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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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One-Shot Vocational Interest Assessment for
Non-Readers
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YES! (Your Employment Selections)

• Reading free, video based job preference program
• Videos for 120 jobs
• Accessed by characteristics or job choices
• Matched to training and qualifications
• Can access from CD (395) or web (20 per person
  for 3 months)
• www.yesjobsearch.com

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Reading Free Interest Inventory(An Example of
an Outdated Tool)

• Published by Pro Ed
• www.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 [phone]
• 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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Teaching Students How to Become Involved in Their
Transition Education and Planning

• Student-Directed Transition Planning
• Lessons and Materials

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Student Participation In Transition Discussions

• Spirit behind IDEA encourages students to become
  actively involved in discussions IEP transition
  discussions.
• We need to teach students how to become involved
  in these discussions.
• Need to provide opportunities for students to
  become involved in these discussions.

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How Much Do Students Participate?
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www.ou.edu/zarrow/pilot
http//education.ou.edu/zarrow
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Student-Directed Transition Planning Does having
a disability mean you cant be successful? Your
disability only limits you if you let it! Lets
meet some successful people!
Successful People
This award-winning actress,comedian, and singer
has a learning disability. Film credits include
The Color Purple, Ghost, and Sister Act.
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IDEA Requires the Summary of Performance

• Schools will provide students a summary of
  performance when they exit school.
• Includes recommendations to assist students to
  attain postsecondary goals.

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SOP

• Teacher-Directed SOP
• Designed for educators and agency
• Prepared by educators for use by students
• Nationally created SOP
• www.ldaamerica.org/aboutld/adults/docs/SOP_Templat
  e.doc
• Student-Directed SOP
• Designed for students, family, and agency
• Prepared by students for use by students and
  family
• OSDE Form 15 (Go to www.state.ok.us, then special
  education services, OSDE Forms, then to Form 15)

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Summary of Performance

• Purpose
• Provides the IEP team an opportunity to
  understand and discuss student and family
  post-high school goals.
• Provides the team an opportunity to explore the
  students perception of their disability and its
  impact on their life, learning, and work.
• Provides students comprehensive document once
  they leave school to facilitate their plan.
• Timeline
• The OK-SOP directions suggest using the prior to
  students freshman year IEP meeting and then
  annually.

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Summary of Performance

• Section 1
• Students describe their postsecondary goals to
  attain within one year of leaving high school,
  and the schools recommendations to achieve each
  goal, and suggested accommodations and supports
  to assist in achieving the goals.

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Summary of Performance

• Section 2
• Students describe their disabilities, how their
  disability affects their performance, and useful
  high school supports and accommodations.

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Summary of Performance

• Section 3 (Area of Functioning)
• Completed in the junior year of high school.
• School staff describe how the young adults
  disabilities affect their performance and useful
  accommodations and supports.

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Summary of Performance

• Section 4
• School staff will complete and review annually
  with the IEP team to determine goals, and if
  additional assessments will be needed to
  facilitate attainment of transition goals.

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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