Transition Assessment Sue Severson, Ed.D. Minnesota State University Moorhead severson@mnstate.edu Minneapolis Career Fair March 4, 2005

IDEIA, 2004 The term “transition services” means a coordinated set of activities for a child with a disability that - (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests. . . . IDEA 101-476, the first transition mandate as well as IDEA 1997 indicated that transition planning must be based on students’ needs preferences and interests. IDEIA 2004 added that we must also identify student transition-related strengths. So--our assessment plan must identify transition-related strengths, needs, preferences and interests. June 7, 2004 Vermillion

IDEIA, 2004 Appropriate Measurable Postsecondary Goals Based upon age appropriate transition assessment Related to training, education, employment and where appropriate independent living skills IDEIA 2004 also indicates that we must identify appropriate measurable postsecondary goals. These goals are to be based on appropriate, transition assessment and we must identify postsecondary goals in the areas of training, education, employment and when appropriate independent living skills. We have done this in MN for many years. We have called these Future Outcome/Goals and we identify these in five transition areas: Employment, Recreation and Leisure, Home Living, Community Participation and Post Secondary Education. There are some assessments that provide information on postsecondary goals and some do not. These will be reviewed in this presentation. June 7, 2004 Vermillion

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. June 7, 2004 Vermillion

Questions Transition Assessment Must Answer What are the desired future outcomes/goals? (preferences and interests) 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) Sue What are the student’s desired future outcomes/goals?” -Discussed after our first break. Jon 2 & 3. “What skills does the student possess and, what skills must the student acquire to achieve their goals?” -In some cases, assessment results may indicate that the student’s current repertoire of skills is adequate for reaching their future goals, eliminating the need for life skill-oriented IEP goals and objectives and/or planned activities for that specific area. -In other cases, assessment will identify that the student has skill needs that must be addressed in the planning process. “What planning issues need to be addressed to enhance the student’s opportunities to experience success in vocational, residential and community environments?” -If a student desires to continue their education after high school graduation, they will need to make plans to visit, apply and finance this education. -Ask participants for another example. -Smooth transitions will not occur if planning is incomplete. -Assessment must identify not only what planning needs exist, but also the planning issues that have already been addressed. June 7, 2004 Vermillion

(preferences & interests) Postsecondary Goals (preferences & interests) ASSESS Course of Study Present Level Of Educational Performance --------------- Build on strengths, address needs Statement of Needed Transition Services ASSESS Jon p. 28 in manual The transition planning process evolves through several stages. Stage One is assessment (ESTR Scales) Stage Two involves Future goal statements (we will practice writing today) and Performance Levels in each transition area (we will practice writing today). Sue From the information documented in performance levels teams work together to develop the IEP which includes “statement of transition service needs” (course of study), “statement of needed transition services” (we will discuss today when we talk about LCCE curriculum), and goals and objectives. You are familiar with this process and so we will be focusing on the “how to” of assessment, future goals, performance levels, and curriculum. Goals & Objectives June 7, 2004 Vermillion

Transition Assessment Key piece of the “preparation for life” puzzle Systematic observation of what individuals need to function successfully as adults Systematic observation--objective and organized means of gathering data to confirm or validate (DCD Manual) June 7, 2004 Vermillion

Transition Assessment Instruments ESTR Scales ESTR-J-R + Parent Form Transition specific assessment for students with mild disabilities ESTR III + Parent Form Transition specific assessment for students with more disability Transition Planning Inventory (TPI) Transition screening for students with mild disabilities LCCE Batteries (Published by CEC) Knowledge Battery-200 multiple choice test Performance Battery-Performance-based measures Brigance Diagnostic Inventory of Employability Skills Criterion referenced performance-based assessment Brigance Diagnostic Inventory of Life Skills June 7, 2004 Vermillion

Transition Planning Inventory (TPI) Four forms: home, school, student, profile 46 transition planning statements 9 planning areas Employment, Further Education/Training, Daily Living, Leisure Activities, community Participation, Health, Self-Determination, communication, & Interpersonal Relationships June 7, 2004 Vermillion

Transition Planning Inventory (TPI) Screening? Broad items Manual contains further breakdown Mild Disabilities? Authors indicate it can be used for all Early Years? June 7, 2004 Vermillion

TPI Profile June 7, 2004 Vermillion

Measurable Postschool Outcomes Student form Parent form in manual 15 open ended statements June 7, 2004 Vermillion

Enderle-Severson Transition Rating Scales ESTR III ESTR III Parent Form ESTR-J-Revised ESTR-J-Revised Parent Form Transition Planning in the Schools: Using the Enderle-Severson Transition Rating Scales, 3rd Edition Sue You have several products today in your packet that we will be discussing. Brief description of the following: Describe ESTR III and ESTR III Parent Form Jon-describe ESTR-J-R and ESTR-J-R Parent Form Talk about Transition Planning manual indicating how we will be referring to it throughout the presentation. The Manual includes: 1-historical perspective 2-best practice 3-history and development of ESTR scales 4-administering ESTR scales 5-conducting transition planning using the ESTR Scales 6-case studies of three students 7-reliability and validity info 8-Appendices-explain.

ESTR III Items reflect the original scale (published in 1991). 5 transition areas- Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education Areas are inclusive of the areas identified in IDEA Useful when assessing students with more disability. Jon June 7, 2004 Vermillion

ESTR-J-Revised Reduced number of items from ESTR-III. Same 5 transition areas- Employment, Recreation & Leisure, Home Living, Community Participation, Post Secondary Education Areas are inclusive of the areas identified in IDEA Useful when assessing students with MILD disabilities. Jon Explain why we reduced items. Include that ESTR-J-R is still comprehensive. Explain bullets that act as indicators. June 7, 2004 Vermillion

ESTR-J-Revised Administration Respondents Parent Form (gray form) Rating system Yes=Independent and Consistent No= Not performed or performed inconsistently. Sue We include parent form with ESTR-J. Talk about completing the form with the student. Explain yes/no rating system-what it means, why we use it. June 7, 2004 Vermillion

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Brigance Life Skills Inventory Provides performance-based assessment to determine students strengths/needs Does not assess Postsecondary Goals (Future Outcomes) Is not organized around the five transition areas Does not assess planning issues But-it DOES provide performance based assessment of student skills June 7, 2004 Vermillion

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LCCE Knowledge Battery Life Centered Career Education Published by CEC 200 Multiple Choice Test Percentile rank June 7, 2004 Vermillion

LCCE Knowledge Battery Life Centered Career Education 3 Curriculum areas Assesses Daily Living Skills, Personal Social Skills, Occupational Skills Broken down into 22 competencies Broken down into 97 subcompetencies June 7, 2004 Vermillion

LCCE Knowledge Battery Life Centered Career Education 10 questions for each competency What the student knows in comparison to peers Not what the student does on a daily basis June 7, 2004 Vermillion

LCCE Performance Battery Life Centered Career Education Nonstandardized criterion referenced measure of LCCE competencies Performance based assessment June 7, 2004 Vermillion

Budgeting June 7, 2004 Vermillion

Medical Symptoms June 7, 2004 Vermillion

Attendance & Punctuality June 7, 2004 Vermillion

Sitlington, 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 student’s 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) Sue Scores Criterion-referenced. June 7, 2004 Vermillion

Time Flies June 7, 2004 Vermillion

We have all of our ducks in a row. June 7, 2004 Vermillion

Transition-We’ve created a good fit. All the pieces are coming together. June 7, 2004 Vermillion

Because of our preparation… June 7, 2004 Vermillion