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Section 3
Survey of Transition Assessment Planning Practices
Survey of Transition Assessment Planning Practices 2016 1
Survey of Transition Assessment Planning Practices
2016
About this survey: Thank you for your willingness to participate in this survey. This survey will help us
gather data about current transition assessment practices in the state to aid in planning state resources,
technical assistance, and professional development activities. We anticipate a follow up survey to
measure our state’s progress.
Time: This 12-item survey should take no more than 20 minutes to complete.
Reference: The creation of this survey was due to the collaboration between the National Secondary
Transition Technical Assistance Center (NSTTAC), Utah State Office of Education, Department of Special
Education Transition, and the Michigan Transition Outcomes Project (MITOP), University of Oklahoma,
University of Massachusetts, Boston.
Survey of Transition Assessment Planning Practices 2016 2
Section One: School-wide Information
This section is to help us gather information about the general practices existing in your school. Please select the answers that best represent the school-wide practices, not special cases.
1. In general, when does your school first administer transition assessments to students with disabilities? (please select one from the following two lists)
� I do not know the answer to this question
Age or Grade
� 10 years � 4th
� 11 years � 5th
� 12 years � 6th
� 13 years � 7th
� 14 years � 8th
� 15 years � 9th
� 16 years � 10th
� 17 years � 11th
� 18 years � 12th
2. In general, how often does your school administer transition assessments for an individual
student? (please select one from the following list)
� I do not know the answer to this question
How often?
� Several times per year
� One time per year
� Every other year
� Every third year
� One time only
3. In general, who administers the transition assessment(s)? (please select all that apply)
� I do not know the answer to this question
Who administers?
� Student self-assessment
� Parent
� Special education teacher
� General education teacher
� Para-professional
� Transition coordinator
� Counselor
� OT/PT/SLP
� Administrator
Survey of Transition Assessment Planning Practices 2016 3
Section Two: Participant Information and Transition Assessments
This section is to help us gather information about your current practices using transition assessment.
Please select the answers that best represent your practices, not special cases.
4. Demographics: Which of the following is your primary role in transition:
Role:
� Special education teacher � Para-professional
� General education teacher � Transition coordinator
� Counselor � Administrator
� OT/PT/SLP � Outside agency representative
� Other:
5. What transition assessment domains* do you assess for most of your students?
Domains:
� Academic performance � Self-determination
� Communication � Mobility/transportation
� College readiness � Leisure and recreation
� Work readiness � Health and fitness
� Independent daily living skills � Interpersonal relationships
� Integrated community participation
*Adapted from Sitlington, P.L., Neubert, D.A., & Clark, G.M. (2010). Transition Education and Services for Students with Disabilities, 5th ed., p.77.
Transition Assessments: Transition assessment is a structured, coordinated effort to collect data on students’ strengths, needs, preferences, and interests related to their postsecondary goals (Sitlington, et. al, 2007). Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]). Formal assessments are standardized instruments that include descriptions of their norming process, reliability and validity, and recommended uses (NTACT, 2016). In contrast, informal assessments generally provide descriptive information but lack formal norming procedures (NTACT, 2016). Please identify what formal and informal measures you use to collect this information. 6. What formal transition assessment instruments do you administer for most of your students?
Formal – Achievement Tests
� Adult Basic Learning Examination (ABLE) � Basic Achievement Skills Inventory (BASI)
� Basic Achievement Individual Screener (BASIS)
� Kaufman Test of Educational Achievement, Second Edition
� Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)
� Stanford Achievement Test (STAT)
� Wide Range Achievement Test-Revision 3 (WRAT 3)
� Woodcock Johnson III
Survey of Transition Assessment Planning Practices 2016 4
Formal - Adaptive Behavior Assessment Information
� AAMR Adaptive Behavior Scales (ABS)
� Brigance Life Skills Inventory
� Independent Living Scales (ILS)
� Inventory for Client and Agency Planning (ICAP)
� Scales of Independent Behavior-Revised (SIB-R)
� Social Skills Rating System (SSRS)
� Vineland Adaptive Behavior Scales
Formal - General and Specific Aptitude Tests
� Armed Services Vocational Aptitude Battery (ASVAB)
� Bennett’s Mechanical Comprehension Test
� Occupational Aptitude Survey and Interest Schedule-3rd (OASIS-3)
� O*NET Ability Profiler
� Wiesen Test of Mechanical Aptitude
Formal-Interest Inventories
� Becker Reading Free Interest Inventory – Revised
� COPS Interest I nventory
� Career Cruising
� Career Decision-Making System Revised (CDM-R)
� CareerForward
� Life Centered Career Education (LCCE) inventories
� myDreamExplorer
� OASIS – 3 Interest Schedule
� O*NET Career Interest Inventory
� Picture Interest Career Survey
� Reading-Free Vocational Interest Inventory:2 (R-FVII:2) � Self-Directed Search Form R and CE
� The Strong Interest Inventory
� Utah FUTURES
� Wide Range Interest-Opinion Test Revised (WRIOT-R)
Formal – Intelligence Tests
� Comprehensive Test of Nonverbal Intelligence (CTONI)
� Kaufman Brief Intelligence Test (K-BIT)
� Kaufman Adolescent & Adult Intelligence Test (KAIT)
� Peabody Picture Vocabulary Test – 3rd Ed. (PPVT-III)
� The Stanford-Binet Intelligence Scale, Form L-M (SBL-M)
� The Wechsler Abbreviated Scale of Intelligence™ (WASI™)
� The Wechsler Intelligence Scale for Children-IV (WISC-IV)
� The Wechsler Intelligence Scale for Adults – III (WAIS-III)
� Wonderlic Basic Personnel Test
Formal-Personality or Preference Tests
� 16 Personality Factor Questionnaire (16PF, Fifth Edition)
� Myers-Briggs Type Indicator®(MBTI®) Instrument
Survey of Transition Assessment Planning Practices 2016 5
Formal – Agency Planning
� Inventory for Client and Agency Planning (ICAP)
Formal - Career Development Measures
� CAPS Ability Battery
� Career Beliefs Inventory (CBI)
� Career Decision Scale (CDS)
� Career Thought Inventory (CTI)
� COPES Work Values
� Job Search Aptitude Survey – 3rd Ed.
Formal – On-the-Job or Training Evaluations
� Becker Work Adjustment Profile
� Job Observation and Behavior Scale (JOBS)
� Work Adjustment Inventory
� Work Personality Profile
Formal – Further Education and Employment Transition Planning Inventory
� Transition Assessment and Goal Generator (TAGG)
Formal – Self-Determination Assessments
� American Institutes for Research Self-Determination Scale (AIR)
� Choice Maker Self-Determination Assessment
� STEPS to Self-Determination Assessment
� The Arc’s Self-Determination Scale – Adolescent Version (ARC)
7. What informal transition assessment instruments do you administer for most of your students?
Informal – Adaptive Behavior
� Checklist of Adaptive Living Skills (CALS)
� Functional Living Skills and Adaptive Behavior (FISH)
� UCLA Pathway Skills and Behavior Assessment
� UI REACH Behavioral Assessment
Informal – Assistive Technology
� WATI Assessment Package
Informal – Interviews and Questionnaires
� Transition Planning Inventory (TPI)
� Enderle-Severson Transition Rating Scales (ESTR)
� Teacher-Created Transition Interview or Survey
Informal – Direct Observation
� Task Analysis
Informal - Environmental or Situational Analysis � Job Site Analysis Survey
� MA Work Based Learning Plan (WBLP)
Survey of Transition Assessment Planning Practices 2016 6
Informal – Curriculum-Based Assessments
� Brigance Employability Skills Inventory
� Brigance Life Skills Inventory
� Brigance Transition Skills Inventory
� Choice Maker Set
� Life Centered Career Education (LCCE)
Informal-Interest Inventories
� California Career Zone Self Assessment
� CareerOneStop Skills Asessment
� Career View
� Drive of Your Life Career Exploration Game
� Indiana Career Explorer
� Virginia Career Town Career Exploration Game
Informal-Postsecondary Readiness Assessments
� Landmark’s Assessing College Readiness
� A-STEP Mentee Tracking Form
� Ohio Employability/Life Skills Assessment 14-21 years
� Think College Postsecondary Readiness Rubric
Informal – Transition Planning Inventories
� Casey Life Skills (http://lifeskills.casey.org/)
� Choosing Outcomes and Accomodations for Children 3 (COACH3)
� Future Planning Inventory
� Gary Clark’s – Informal Assessment for Transition Planning
� Washington’s Life Skills Inventory: Independent Living Skills Assessment Tool
� Quickbook of Transition Assessments
� STAT-R
� Supports Intensity Scale (SIS)
� TEACCH Transition Assessment Profile
� Transition Planning Inventory
� Transition to Work Inventory (TWI)
Informal – Self-Determination Assessments
� Barsch Learning Styles Inventory
� C.I.T.E. Learning Styles Inventory (http://bit.ly/1rvwrAA)
� CO Goal Attainment Scaling Self-Advocacy Assessment
� Kaleidoscope Profile Learning Preferences
� edutopia Multiple Intelligences Self-Assessment
� NCSU Learning Styles Questionnaire
� Odessa Learning Styles Inventory
� Personal Preference Indicators
� UMN Learning Styles Survey
� VARK Adapted from NTACT’s Age Appropriate Transition Assessment Toolkit 4.0 Edition at transitionta.org, Zarrow Center presentations and materials, and DCDT materials
Survey of Transition Assessment Planning Practices 2016 7
8. What other formal transition assessment do you use with most of your students? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. What other informal transition assessment do you use with most of your students? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. How and when do students first find out their transition assessment results?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. How is administration of transition assessments documented in the IEP? (please check all that apply)
Documentation
� Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file
� Protocols in the IEP file
� Summary in PLAAFP
� Other: _______________________________________________________________
12. How are the results of transition assessments documented in the IEP? (please check all that apply)
Documentation
� Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file
� Protocols in the IEP file
� Summary in PLAAFP
� Other: _______________________________________________________________
30
Section 4
Transition Assessment Implementation Timeline
31
32
Transition Assessment Implementation Timeline: Suggestions for Assessment
33
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Skill
s, In
tere
sts,
Nee
ds
Sk
ills,
Inte
rest
s, N
eeds
Skill
s, In
tere
sts,
Nee
ds
Sk
ills,
Inte
rest
s, N
eeds
8
th G
rad
e (o
r le
ss)
9th
Gra
de
10
th G
rad
e 1
1th
Gra
de
12
th G
rad
e +
Aca
dem
ic A
sses
smen
t
D
oes
th
e st
ud
ent
hav
e A
cad
em
ic n
eed
s? U
se o
ne
or
mo
re o
f th
e fo
llow
ing
Ass
ess
men
ts t
o f
ind
ou
t. R
eme
mb
er, y
ou
are
try
ing
to h
elp
th
e st
ud
ent
answ
er t
he
follo
win
g q
ues
tio
ns:
• W
ho
am
I?
• W
hat
are
my
un
iqu
e ta
len
ts a
nd
inte
rest
s?
• W
hat
do
I w
ant
in li
fe, n
ow
an
d in
th
e fu
ture
?
• W
hat
are
so
me
of
life’
s d
em
and
s th
at I
can
mee
t n
ow
?
• W
hat
are
th
e m
ain
bar
rier
s to
get
tin
g w
hat
I w
ant
fro
m s
cho
ol a
nd
my
com
mu
nit
y?
• W
hat
are
my
op
tio
ns
in t
he
sch
oo
l an
d c
om
mu
nit
y fo
r p
rep
arin
g m
e fo
r w
hat
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ant,
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w a
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he
futu
re?
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uenc
y P
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tin
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rio
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tin
g P
rio
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tin
g P
rio
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g P
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urr
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t S
tud
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of
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urs
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den
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llege
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CT)
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tud
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den
t
Arm
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rvic
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cati
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al
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titu
de
Bat
tery
(A
SVA
B)
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m/
S
tud
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Stu
den
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Kau
fman
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st o
f Ed
uca
tio
nal
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chie
vem
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TEA
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abo
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Vo
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Te’]
st (
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den
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tud
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s o
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asic
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tud
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y M
ath
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tud
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T W
ork
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tud
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den
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siti
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elin
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Wid
e R
ange
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–
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Ed
. (W
RA
T -
4)
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den
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den
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tud
ent
Stu
den
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sch
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ivid
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vem
en
t Te
st (
WIA
T)
Rev
iew
Per
man
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Rec
ord
s: A
pti
tud
es
sho
uld
be
incl
ud
ed in
th
e p
sych
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gica
l Ass
essm
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Stu
den
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S
tud
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Wo
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Self
-Det
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essm
ent
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stu
den
t h
ave
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eed
s? U
se o
ne
or
mo
re o
f th
e fo
llow
ing
Ass
essm
ents
to
fin
d o
ut.
Rem
em
ber
, yo
u a
re t
ryin
g to
hel
p t
he
stu
den
t an
swer
th
e fo
llow
ing
qu
esti
on
s:
• W
ho
am
I?
• W
hat
are
my
un
iqu
e ta
len
ts a
nd
inte
rest
s?
• W
hat
do
I w
ant
in li
fe, n
ow
an
d in
th
e fu
ture
?
• W
hat
are
so
me
of
life’
s d
em
and
s th
at I
can
mee
t n
ow
?
• W
hat
are
th
e m
ain
bar
rier
s to
get
tin
g w
hat
I w
ant
fro
m s
cho
ol a
nd
my
com
mu
nit
y?
• W
hat
are
my
op
tio
ns
in t
he
sch
oo
l an
d c
om
mu
nit
y fo
r p
rep
arin
g m
e fo
r w
hat
I w
ant,
no
w a
nd
in t
he
futu
re?
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uenc
y P
rio
r to
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tin
g P
rio
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g P
rio
r to
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g P
rio
r to
IEP
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tin
g P
rio
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tin
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IR S
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en
t*
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Dir
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ple
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ts
(so
me
are
fre
e)
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
*In
dic
ates
ass
essm
ent
is f
ree
of
char
ge
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Car
eer A
war
enes
s
Car
eer/
Self-
Aw
aren
ess
Car
eer I
nter
ests
C
aree
r Exp
lora
tion
C
aree
r Dev
elop
men
t
8
th G
rad
e (o
r le
ss)
9th
Gra
de
10
th G
rad
e 1
1th
Gra
de
12
th G
rad
e +
Vo
cati
on
al In
tere
sts,
Exp
lora
tio
n, a
nd
Car
eer
Dev
elo
pm
ent
Too
ls
Do
es t
he
stu
den
t h
ave
a vo
cati
on
al in
tere
st?
Re
me
mb
er, y
ou
are
try
ing
to h
elp
th
e st
ud
ent
answ
er t
he
follo
win
g q
ues
tio
ns:
• W
ho
am
I?
• W
hat
are
my
un
iqu
e ta
len
ts a
nd
inte
rest
s?
• W
hat
do
I w
ant
in li
fe, n
ow
an
d in
th
e fu
ture
?
• W
hat
are
so
me
of
life’
s d
em
and
s th
at I
can
mee
t n
ow
?
• W
hat
are
th
e m
ain
bar
rier
s to
get
tin
g w
hat
I w
ant
fro
m s
cho
ol a
nd
my
com
mu
nit
y?
• W
hat
are
my
op
tio
ns
in t
he
sch
oo
l an
d c
om
mu
nit
y fo
r p
rep
arin
g m
e fo
r w
hat
I w
ant,
no
w a
nd
in t
he
futu
re?
Freq
uenc
y P
rio
r to
IEP
P
rio
r to
IEP
P
rio
r to
IEP
P
rio
r to
IEP
P
rio
r to
IEP
O
ccu
pat
ion
al O
utl
oo
k H
and
bo
ok
htt
p:/
/ww
w.b
ls.g
ov/
oo
h/
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Job
Vid
eo
s (t
o w
atch
vid
eo
s ab
ou
t jo
bs)
*
htt
p:/
/ww
w.c
aree
ron
est
op
.org
/vid
eos/
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
AC
T Ex
plo
re (
8th
Gra
de
)
htt
p:/
/ww
w.a
ct.o
rg/c
on
ten
t/ac
t
/en
/pro
du
cts-
and
-ser
vice
s.h
tml
Stu
den
t
Stu
de
nt-
Dir
ect
ed
Tra
nsi
tio
n
Pla
nn
ing
(SD
TP)
htt
p:/
/ww
w.o
u.e
du
/co
nte
nt/
ed
uca
tio
n/c
ente
rs-a
nd
-p
artn
ersh
ips/
zarr
ow
/tra
siti
on
-ed
uca
tio
n-m
ater
ials
/stu
den
t-d
irec
ted
-tra
nsi
tio
n-
pla
nn
ing.
htm
l
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
SDS
Car
ee
r Ex
plo
rer
htt
p:/
/ww
w.s
elf-
dir
ect
ed-
sear
ch.c
om
/ (C
ost
$6
8/3
5 c
op
ies)
Stu
den
t
AC
T P
lan
(1
0th
Gra
de
)
htt
p:/
/ww
w.a
ct.o
rg/c
on
ten
t/a
ct/e
n/p
rod
uct
s-an
d-
serv
ices
.htm
l
Stu
den
t
Self
-Dir
ect
ed
Se
arch
PA
R
htt
p:/
/ww
w4
.par
inc.
com
/Pro
du
cts/
Pro
du
ct.a
spx?
Pro
du
ctID
=SD
S-R
-5
(co
st $
4.9
5/r
epo
rt)
S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
CIP
SI:
Car
eer
Inte
rest
s,
Pre
fere
nce
s, a
nd
Str
en
gth
s In
ven
tory
htt
p:/
/ww
w.p
roed
inc.
com
/cu
sto
mer
/pro
du
ctV
iew
.asp
x?ID
=5
08
3
(co
st $
12
5.0
0)
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
ON
ET In
tere
st P
rofi
ler*
htt
ps:
//w
ww
.on
eto
nlin
e.o
rg/
S
tud
ent
Stu
den
t
Cam
pb
ell
Inte
rest
an
d S
kill
Surv
ey
(CIS
S) –
pri
ces
vary
htt
p:/
/ww
w.p
ears
on
clin
ical
.co
m/t
alen
t/p
rod
uct
s/1
00
00
03
23
/cam
pb
ell-
inte
rest
-an
d-s
kill-
surv
ey-c
iss.
htm
l
S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Self
-Dir
ect
ed
Em
plo
yme
nt
htt
p:/
/ww
w.a
maz
on
.co
m/S
elf-
Dir
ecte
d-E
mp
loym
ent-
Han
db
oo
k-Tr
ansi
tio
n-
Spec
ialis
ts/d
p/1
55
76
65
80
X
(co
st $
49
.95
)
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Bri
gan
ce T
ran
siti
on
Inve
nto
ry-
[com
bina
tion
of B
rigan
ce L
ife
Skill
s and
Em
ploy
abili
ty]
htt
p:/
/ww
w.c
urr
icu
lum
asso
ciat
es.c
om
/pro
du
cts/
det
ail.a
spx?
Tit
le=B
rigT
SI
(co
st $
39
/10
ct
reco
rd b
oo
k)
Co
nsu
mer
Re
vie
wed
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Pra
ctic
al A
sse
ssm
en
t Ex
plo
rati
on
Sys
tem
(P
AES
)- 1
1th
gr
ade
to
age
21
htt
p:/
/ww
w.t
alen
tass
essm
ent.
com
/pag
es/
PA
ES
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Inte
rvie
ws/
Qu
est
ion
nai
res*
Car
eer
Pre
fere
nce
s
Stu
den
t D
ream
Sh
eet
Stu
den
t
Fam
ily M
em
ber
Stu
den
t
Fam
ily M
em
ber
Stu
den
t
Fam
ily M
em
ber
Stu
den
t
Fam
ily M
em
ber
Stu
den
t
Fam
ily M
em
ber
Job
Try
Ou
ts*
htt
p:/
/ww
w.s
hak
erc
g.co
m/r
es
ou
rces
/an
swer
s-fo
r-th
e-vi
rtu
al-j
ob
-try
ou
t
Stu
den
t S
tud
ent
Stu
den
t S
tud
ent
Stu
den
t
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Cu
rric
ulu
m-B
ase
d A
sse
ssm
en
ts
(so
me
are
fre
e)
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Arm
ed
Se
rvic
es
Vo
cati
on
al
Ap
titu
de
Bat
tery
(A
SVA
B)
htt
p:/
/off
icia
l-as
vab
.co
m/
S
tud
ent
Stu
den
t
*In
dic
ates
ass
essm
ent
is f
ree
of
char
ge
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
8
th G
rad
e (o
r le
ss)
9th
Gra
de
10
th G
rad
e 1
1th
Gra
de
12
th G
rad
e +
Ad
apti
ve B
ehav
ior/
Ind
epen
den
t Li
vin
g
Do
es t
he
stu
den
t n
eed
an
Ind
epen
den
t Li
vin
g G
oal
? U
se o
ne
or
mo
re o
f th
e fo
llow
ing
Ass
essm
ents
to
fin
d o
ut.
Rem
emb
er, y
ou
are
try
ing
to h
elp
th
e st
ud
ent
answ
er t
he
follo
win
g q
ue
stio
ns:
• W
ho
am
I?
• W
hat
are
my
un
iqu
e ta
len
ts a
nd
inte
rest
s?
• W
hat
do
I w
ant
in li
fe, n
ow
an
d in
th
e fu
ture
?
• W
hat
are
so
me
of
life’
s d
em
and
s th
at I
can
mee
t n
ow
?
• W
hat
are
th
e m
ain
bar
rier
s to
get
tin
g w
hat
I w
ant
fro
m s
cho
ol a
nd
my
com
mu
nit
y?
• W
hat
are
my
op
tio
ns
in t
he
sch
oo
l an
d c
om
mu
nit
y fo
r p
rep
arin
g m
e fo
r w
hat
I w
ant,
no
w a
nd
in t
he
futu
re?
Freq
uenc
y P
rio
r to
IEP
Mee
tin
g P
rio
r to
IEP
Mee
tin
g P
rio
r to
IEP
Mee
tin
g P
rio
r to
IEP
Mee
tin
g P
rio
r to
IEP
Mee
tin
g C
ase
y Li
fe S
kills
*
htt
p:/
/lif
eski
lls.c
asey
.org
/
AC
LS I
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
AC
LS II
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
AC
LS II
I
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
AC
LS II
I or
IV
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
AC
LS II
I or
IV
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Pe
rso
nal
Pre
fere
nce
Ind
icat
ors
*
htt
ps:
//w
ww
.ou
.ed
u/c
on
ten
t/d
am/E
du
cati
on
/do
cum
ents
/pe
rso
nal
-pre
fere
nce
-in
dic
ato
r.p
df
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Par
en
t Tr
ansi
tio
n S
urv
ey*
- [a
pplic
able
to e
duca
tion,
em
ploy
men
t, in
depe
nden
t liv
ing]
htt
p:/
/ww
w.t
ran
siti
on
coal
itio
n.
org
/wp
-co
nte
nt/
up
load
s/2
01
5/0
1/N
ew
-Par
ent-
Tran
siti
on
-Su
rvey
-En
glis
h.p
df
Co
nsu
mer
Re
vie
wed
Fam
ily M
em
ber
F
amily
Me
mb
er
Fam
ily M
em
ber
F
amily
Me
mb
er
Fam
ily M
em
ber
End
erl
e-S
eve
rso
n T
ran
siti
on
R
atin
g Sc
ale
htt
ps:
//w
ww
.est
r.n
et/
(co
st $
20
.00
/10
sca
les)
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Life
Ce
nte
red
Ed
uca
tio
n (
LCE)
htt
p:/
/ww
w.c
ec.s
ped
.org
/Pu
bli
cati
on
s/LC
E-Tr
ansi
tio
n-
Cu
rric
ulu
m/A
sse
ssm
ent-
Inst
rum
ents
Stu
den
t
Ed
uca
tor
Stu
den
t
Ed
uca
tor
Stu
den
t
Ed
uca
tor
Stu
den
t
Ed
uca
tor
Stu
den
t
Ed
uca
tor
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Tran
siti
on
Su
cce
ss A
sse
ssm
en
t:
A T
ran
siti
on
Be
hav
ior
Pro
file
*
htt
ps:
//o
u.e
du
/co
nte
nt/
dam
/Ed
uca
tio
n/d
ocu
men
ts/T
SA%
20
Pro
fess
ion
al.p
df
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Tran
siti
on
Pla
nn
ing
Inve
nto
ry
htt
p:/
/ww
w.p
roed
inc.
com
/cu
sto
mer
/pro
du
ctV
iew
.asp
x?id
=60
63
(co
st $
26
9.0
0/c
om
ple
te k
it)
Res
earc
h in
form
atio
n p
rovi
de
d
at li
nk
abo
ve
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
The
Vin
ela
nd
–II
htt
p:/
/ww
w.p
ears
on
clin
ical
.co
m/p
sych
olo
gy/p
rod
uct
s/1
00
00
06
68
/vin
elan
d-a
dap
tive
-beh
avio
r-sc
ale
s-se
con
d-e
dit
ion
-vin
ela
nd
-ii-
vin
elan
d-i
i.htm
l
(co
st $
17
0.5
0)
Rev
iew
Per
man
ent
Rec
ord
s: A
pti
tud
es
sho
uld
be
incl
ud
ed in
th
e p
sych
olo
gica
l Ass
essm
ent
Stu
den
t
Fam
ily M
em
ber
Ed
uca
tor
Tran
siti
on
Ass
ess
me
nt
Imp
lem
en
tati
on
Tim
elin
e
Sugg
estio
ns fo
r Ass
essm
ent
Ch
eck
list
of
Ad
apti
ve L
ivin
g Sk
ills
(CA
LS)
htt
p:/
/ww
w.h
mh
co.c
om
/hm
h-
asse
ssm
ents
/oth
er-c
linic
al-
asse
ssm
ents
/cal
s (c
ost
$1
52
.00
/co
mp
lete
kit
)
Stu
den
t
Stu
den
t
Stu
den
t
Scal
es
of
Ind
ep
en
de
nt
Be
hav
ior-
Re
vise
d (
SIB
-R)
htt
p:/
/ww
w.h
mh
co.c
om
/hm
h-
asse
ssm
ents
/oth
er-c
linic
al-
asse
ssm
ents
/sib
-r
(co
st $
31
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34
Section 5
Informative Links and Other Sources
of Information
35
36
Websites