Integrating Transition Assessment into the IEP

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Integrating Transition Assessment into the IEP

• Gary M. Clark, Ed.D.
• Department of Special Education
• University of Kansas
• gclark_at_ku.edu

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Outline

• Context of transition assessment and planning
  (Blueprint)
• Assessment sources (Tools)
• existing data
• formal instruments
• informal methods
• Strategies for integrating assessment information
  into the IEP (Techniques/Recommended Practice)

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LEA folks work very hard . . . but they often
dont have any blueprints or the right
tools.
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Context of Transition Assessment
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Assessment Issues

• Useful framework for planning
• Appropriate timing in the planning
• process
• Proper tools
• Family and student involvement
• Involving other personnel
• What is effective?
• What will teachers accept?

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What is acceptable to teachers?

• good for students
• fits their philosophies and styles of working
• not complicated to give or use
• not time-consuming to give or interpret
• fair to all students
• not expensive

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IDEA 2004 -- The Regs

• 300.42(a)(1) results-oriented process
  focused on improving the academic and functional
  achievement
• 300.42(a)(2) taking into account the childs
  strengths
• 300.305(e)(3) summary of the childs
  academic and functional performance which shall
  include recommendations on how to assist
• 300.320(b)(1) appropriate measurable
  postsecondary goals

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IDEA 2004! -- The Regs-- (cont.)

• 300.320(b)(2) transition services (including
  course of study) needed
• 300.321(b)(2) steps to ensure that the
  childs preferences and interests are
  considered.
• 300.322(2) beginning not later than the
  first IEP when the child is 16, or younger if
  determined by the IEP Team

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Transition Planning Process
Teaching of knowledge/skills
Comprehensive Transition Needs Assessment
Proactive Transition Education
Transition Planning
Further Assessment of Select Areas
Linkage to supports/services
Dream
Summary of Performance
Source Patton Dunn (1997)
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Knowledge/Skills competencies
addressed through instructional goals
(IEP) Supports/Services
assistance needed now or in adulthood
-- addressed through linkage goals
(IEP/ITP)
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Context of Transition Planning
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Key Elements of Successful Transitions

• Comprehensive Planning
• (1) assessment
• (2) individual planning
• Reasonable Implementation (i.e,
  action)
• 4 Cs Communication, Coordination, Cooperation,
  and Collaboration

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Two Options
(1) Reactive -- identify needs late in
game -- respond to crises or due process
actions (2) Proactive -- start early,
preferably by 14 -- affirm
instruction and appropriate courses of study
(transition education) as a transition service
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The goal of transition planning To
ensure that a plan to address strengths and
needs and a support network exist before the
student exits school. journey vs.
destination
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Adulthood Implications of the Transition Process
School-Based Activities
Family-Centered Activities
Knowledge, Skills, Supports, Service Needs
Demands of Adulthood
Personal Fulfillment
Self-Initiated Activities
Adult Services Activities
Source Patton Dunn (1998)
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Student Participation
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Home Involvement
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USA pest
Diversity Considerations
China pet
Northern Thailand appetizer
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NASSP (1996) By the time a student reaches
the halfway point in high school, the
Personal Plan for Progress should start
emphasizing a transition plan to direct the
students curricular goals toward . . . .
(p. 18)
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Belief Summary

• If a comprehensive transition assessment is
  conducted reasonably well,
• then, planning should be reasonably easy to
  accomplish.

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Belief Summary, contd.

• The more we know about the receiving settings and
  the students competence to deal with these
  settings,
• the more likely we can increase the students
  chances for success.

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Major Planning Questions

• What do we need to know about students ?
• When do we begin?
• Where can we get information?
• Who should be doing the assessment?
• How will we use information?

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Tools of the Trade for Transition Assessment!
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Comprehensive Planning Individual Needs
Assessment Starts with the Questions

• What do we need to know?
• Where can we get the information?

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What do we need to know for transition planning?

• Students personal interests and preferences
• Family preferences for student
• Self-determination knowledge and skills
• Cognitive strengths
• Academic strengths

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What do we need to know for transition planning?
(Contd)

• Community participation and community living
  skills
• Vocational skills
• Social skills
• Physical and mental health status
• Student and family support needs

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Where can we get this information?

• Existing information
• Standardized assessments
• Non-standardized (informal)
  assessments

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Info/Data That Might ExistFor Transition Planning

• intellectual capacity
• academic achievement
• adaptive skill levels
• vocational experience and skills
• behavior and inter- personal relationships

• social skills
• physical abilities
• health-related issues
• personal interests and
• preferences
• family preferences

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Commercially- Available Instruments Related to
Transition Planning (Standardized and
Non-standardized)
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Transition Instruments

• LCCE Knowledge Battery
• Life Skills Inventory (LSI)
• Employment Skills Inventory (ESI)
• Kauffman Functional Academic Skills Test
• LCCE Performance Battery
• Enderle-Severson Transition Rating
• Scale -- 3/e (ESTR-III) (ESTR-J)
• Transition Behavior Scale (2/e) (TBS)
• Transition Skills Inventory (TSI)
• Transition Planning Inventory (TPI)

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Strategy and Technique Considerations for
Integrating Assessment Data into the IEP Iowa
Model
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Strategy and Technique Considerations for
Integrating Assessment Data into the
IEP Individual Teacher Model
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Strategies for Before the Transition-Focused IEP
Meeting

• Establish students measurable postsecondary
  goals.
• Obtain from existing information or complete
  all assessments needed for the student.
• Get supporting data when possible.
• Share the assessment results with the student
  and family.
• Get consensus on reliability of findings and
  draw tentative conclusions about needed
  instructional goals and/or linkages that are
  appropriate for preparing the student to meet
  his/her postsecondary goals.

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Strategies for During the Transition-Focused IEP
Meeting

• Have transition assessment needs information
  organized clearly as they relate to postsecondary
  goals.
• Have data to document priority IEP goal
  recommendations and/or linkage services.
• Raise concerns regarding further assessment
  needs, if appropriate.
• Ensure priority goals for instruction are
  linked to students course of study

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Key Elements for Integrating Assessment Data

• Present levels of performance
• Goal generation
• Activities, related services, accommodations,
  transition services

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CASE STUDIES
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Case Study
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Key Points -- Today

• Process must be comprehensive, across academic
  and functional achievement.
• Use some system.
• Resources are available.
• Good for all students!!

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Doing quality transition assessment and planning
takes new learning for everyone.