Embed Size (px)
Citation preview
Using Transition Assessment to Develop Postschool and Annual
Transition GoalsJim Martin
University of Oklahoma
Zarrow CenterWeb: http://education.ou.edu/zarrow/
Email: [email protected]
2
Agenda Purpose of Special Education Four-Part Transition Assessment Process
Self-Determination Skills Adaptive Behavior Vocational Interests
Can read Can’t read
Transition Success Behaviors Building Transition Assessment Implementation
Timeline Across Grades and Student Abilities
3
The Purpose of Special Education
What is the purpose of Special Education?
4
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.
5
The Reason Why - 1
6
The Reason Why -2
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
Student Transition Questions Postschool Goal Questions
Where do I want to live Where do I want to work? Where do I want to learn?
Annual Transition Goal Question What do I need to learn now to live where I want? What do I need to learn now to do the career I want? What do I need to learn now to go to where I want to
learn?
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. New Jersey: Merrill Prentice Hall.
9
Transition Assessment Results
Present Levels of Academic Achievement and Functional Educational Performance Current assessment data Transition strengths and needs
Address with transition goals
Transition Assessment Results Name of assessment, date given, and results Used to develop postsecondary goals and transition
goals
Transition Assessment Implementation Timeline
Look at example in handout packet Build by grade and skill level Identifies what, who, when, and how often Can establish school or district wide
implementation of a sequential transition assessment process
Four-Part Transition
Assessment Model
12
Transition Assessment Model Components
1. Self-Determination Assessment
2. Adaptive Behavior Assessment
3. Vocational Interest and Skills Assessment
4. Postschool Predictor Assessment (in development)
13
Self-Determination Assessment
Part 1 of the 4-Part Transition Assessment Model
14
Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Use of self-management
strategies to attain plan• Self-evaluation• Adjustment
15
Why SD Assessment? Improved postsecondary outcomes
Goal setting during early adolescence Awareness of disability Goal attainment
Improved academic performance Limited studies so far
16
AIR Self-Determination Assessment
Parent Version Teacher Version Student Version Available at
http://education.ou.edu/zarrow Cost: free
17
ARC Self-Determination Assessment
Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow
Field and Hoffman SD Assessments
SD Student Scale SD Parent Scale SD Teacher Scale SD Observation Checklist User’s Guide Cost: free Available at http://education.ou.edu/zarrow
19
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
20
Page 2, top box and Page 3 top box for example of OK IEP Examples
21
Adaptive Behavior Assessment
Part 2 of the 4-Part Transition Assessment Model
22
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?
23
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
24
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
25
Informal Assessments for Transition
Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community
Participation Communication Interpersonal
Relationships
Available From– (www.proedinc.com)–Pro-Ed
Cost: $39.00
26
Scales of Independent Behr-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
27
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
28
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
29
30Page 4 of OK IEP Examples – top box, page 5 top box
Casey Life Skills
Educational SupplementAssessment
32
Vocational Interest Assessment
Part 3 of the 4-Part Transition Assessment Process
33
Vocational Interests for High Achieving Students With Mild
Disabilities
Group Interest Inventories ACT Explore ACT Plan
U.S. Dept of Labor O*NET www.onetcenter.org Interest profiler, ability profiler Look left under Products Select career exploration tools
36
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
37
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
38
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
39
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?id=
27,&nodeid=27 www.careervoyages.com
Uses the above videos in an interactive format
OKCIS OKCIS
http://okcis.intocareers.org/ provides comprehensive career information for
students developing and updating educational plans. OKCIS includes tools that encourage self-assessment, exploration, research, goal setting, and decision-making.
OKCIS Junior The reading requirement for this version is fifth-
grade level, making it appropriate for special populations.
42
Career Awareness & Exploration Watching
Video http://acinet.org/acinet/videos.asp?id=27,&nodeid=27 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
43
Designed for Students Involved in Work Study
Programs
Functional Vocational Assessment
44
What does the law say?
. . . and when appropriate . . . functional vocational evaluation.
When to consider what’s appropriate?
When the previous informal assessments do not provide needed information.
What do we use?
Tools that student’s can explore and make a job match.
45
Functional Assessment Process
Over time Repeated Measures
Situational Assessment
46
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-O’Rourke & Browder (1998)
47
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.
48
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
49
Vocational Interests via Career Exploration - For
Those Who Can ReadChoosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
Requires reading and writing skills
50
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)
Choosing Goals
Quick means for students to develop goals
Using Process to Select Annual Transition Goal
53
Key: Determine Match Between What I Like and What’s at This Site
54
Each time student chooses a characteristic one more cell on the graph is marked
55
Job Duties - How I Did
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
56
Uses self-evaluation methodology to teach job performance skills and to assess job duty skills
57
Vocational Interest Assessment for Non-
Readers
58
Characteristics I Like vs Here
Compares initial preferences to those experienced at a particular job site.
59
Characteristics Graph
60
Personal Improvement
Contract
61
My Employment
Plan
62
Resource
Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com
63
Choose and Take ActionVocational Assessment Software
Use of a software program and community experiences to identify entry-level job interests
64
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
65
CTA Constructs• Vocational Choice Making
CharacteristicsSettingActivities (jobs)
• Planning• Community ExperienceWatchDo
• Self-Evaluation• Choose Again with Adjustment
66
14 entry-level vocational settings found in most communities
15 job activities repeated across two settingsCare for animals in a vet’s officeCare for animals in a retail store
12 characteristics repeated across two or three activitiesWorking in a factory where it is inside and noisy
CTA Choice Factors
67
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
68
Settings Activities Characteristics
Car repair shop Bag items/bring carts Big open space
Child care center Care for animals Small space
Construction site Care for people Clean
Factory Care for plants Messy
Greenhouse Clean-up Few people
Grocery store Clear tables Many people
Hospital Filing Inside
Hotel Handle materials Outside
Janitorial service Heavy cleaning Noisy
Landscape Company Laundry Quiet
Office Move things Wear own clothes
Restaurant Do paperwork Wear a uniform
Store Stock shelves
Vet Office Wash dishes
Yard work
69
70
71
72
73
PublisherChoose and Take Action: Finding a Job for You
Sopris West4093 Specialty PlaceLongmont, CO 80504800.547.6747www.sopriswest.com
74
One-Shot Vocational Interest Assessment for
Non-Readers
75
Reading Free Interest Inventory
Published by Pro Ed
www.proedinc.com
Price: $110
76
77
78
79
COPS-PIC
Non-Verbal Assessment of Occupational Interest
EDITS / P.O. Box 7234 / San Diego, CA 92167
800-416-1666 / 619-222-1666 / Fax 619-226-1666
25 copies for $50.90
80
WRIOT2: Wide Range Interest and Occupation Test 2
Available: www.proedinc.com
Cost: appx $200 for entire package
81
Transition Success Assessment
Part 4 of the 4-Part Transition Assessment Model
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)
Postschool Success Predictors
Reviewed the literature to identify student behaviors that predicted postschool success. 37 quantitative and qualitative
studies Several different search engines Journal reference lists Hand searched major journals Asked colleagues around the
country
83
12 Concept Clusters
• Desires • Goals
• Strengths • Limits
• Disability Awareness • Persistence
• Use of Support Systems • Coping Skills
• Social Skills • Proactive Involvement
• Making Positive Choices • Transition Education Involvement
84
Transition Success Assessment
Transition Success Assessment: A Transition Behavior Profile 41 items Professional, Family, and Student TSA Versions TSA Graphic Profile TSA Goal Identification Matrix
Takes about 10 minutes to answer the items and score
85
Summary of Performance
A great place to pull together all of the transition assessment information
87
Collaborative Effort
88
89
Jim Martin, Ph.D.
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
For More Information Contact:
