Transition Assessment Malarie Deardorff & Andrea Suk University of Oklahoma Zarrow Center Web: zarrowcenter.ou.edu

Our Goals for This Workshop Understand fundamental transition assessment concepts Use the TAGG to identify strengths, needs, and annual transition goals Use transition assessment and structured conversations to build meaningful post-secondary goals Use transition assessment results to write compliant EdPlan Transition Services Plan

Agenda Transition Assessment Fundamentals The TAGG Transition Services Plan Teaching TAGG Skills – Free Lessons Assessments for Post-Secondary Assessments for Employment Assessment for Independent Living Practice Annual Goal Transition Assessments for Students with More Significant Needs Case Study Time

Transition Assessment Fundamentals Picture of construction worker holding blueprints

Post-Secondary and Annual Transition Goals IEPs must include postsecondary and annual transition goals based upon age-appropriate transition assessments related to training, education, employment, and independent living (when needed) Suggestion: Consider independent living is always needed unless data say otherwise Amber

Transition & The Courts Prince, Plotner, & Yell (2014) examined district court findings and recommend Use multiple assessments across transition domains DO not solely use informal assessments This means at least one transition assessments need supporting validity evidence Maximize student participation in the transition planning process

Case Law Decision Case involved inadequate transition assessments. Decision: Ruled in favor of the family. School needed to focus on meaningful non-academic goals to prepare students for post-school life. Massachusetts Bureau Of Special Education Appeals And Currently Under Appeal In Federal Court, Dracut Public Schools, BSEA #08-5330, 15 MSER 78 (2009).

DCDT Transition Standards Use valid and reliable transition assessments Use assessments on an on-going basis Use assessments to identify student interests, skills, and needs Interpret results for students and families Involve students in transition planning

Basic Validity and Reliability Questions What is the purpose? For whom was it designed? How were the items developed? Does ample evidence exist in the areas of Factor structure Internal reliability Test-retest reliability No or minimal bias by gender, placement, GPA, grade, disability category, SES Predictive validity

Behaviors Predictive of Further Education and Employment Outcomes Use to identify strengths and needs Use to build education and employment annual transition goals See DCDT Handout for the 10 Behaviors

The TAGG (Transition Assessment and Goal Generator) Using the TAGG to Identify Strengths Needs Annual Education/Training Transition Goal Annual Employment Goal

TAGG.OU.EDU/TAGG

Purpose Assess non-academic skills associated with and predictive of post-school further education and employment To provide IEP team student strengths, needs, a written summary, and annual transition goals to facilitate writing I-13 compliant IEPs

Who? TAGG Designed to Assess Secondary-aged students with IEPs who plan to be competitively employed and/or enrolled in further education after graduation Each TAGG set includes 3 versions Student Family Professional

TAGG An easy-to-use transition assessment based upon behaviors and experiences research has identified as associated with post-school employment and further education The TAGG assessment yields priority ranked annual transition goals and an overall strengths and needs profile. $3.00 per use

TAGG Constructs Strengths and Limitations Disability Awareness Student Involvement in the IEP Persistence Goal setting and attainment Interacting with Others Employment Support Community Amber

TAGG Web-Generated Results Profile Graphic results by constructs Written summary Relative and greatest strengths Relative and greatest needs Annual transition goals Components may be copied and pasted into IEP

Standards for Educational and Psychological Assessment Guided TAGG Development

Reading Level Professional 10.4 grade level Family 5.7 grade level Student 4.8 grade level

Three Years of Data Collection 2,556 participants from 42 states and 162 schools 1,291 secondary students with disabilities who had postsecondary further education and/or competitive employment goals 172 professional completed TAGG on 7 to 8 of their students 847 family members completed TAGG on their child

Generally a score between .7 and .8 is considered “good” Internal Reliability Generally a score between .7 and .8 is considered “good” Each TAGG version has great overall internal consistency and satisfactory subscale consistency (ranging from α =. 89 to α =. 95)

Test-Retest Reliability Scores of .7 or higher represent good or satisfactory test-retest reliability 14 weeks after the first TAGG was completed, same users completed the TAGG again. A large correlation was found between the first and the second administration .80 for professional TAGG .70 for family TAGG .70 for student TAGG

Fairness Validity Evidence: Gender Do differences exist by gender? No overall difference by gender on TAGG-P, TAGG-S On TAGG-F small overall differences Some construct differences exist. On TAGG-S females rated themselves higher on student involvement than males Males rated higher on employment

Fairness Validity Evidence: Disability Categories Construct Differences were as expected but small On most constructs OHI and LD higher than Autism, ED, and ID Students with ED and Autism lower scores on interacting with others

Fairness Validity Evidence: SES Free/reduced lunch eligibility No significant differences for construct scores on TAGG-P or TAGG-S. Only small differences for TAGG-F scores. Family employment No significant differences for construct scores Family education Significant differences- Highest family education lower TAGG scores

How Close Are Students, Professionals, and Family TAGG Scores? How closely do the different TAGG versions assess the same student? Medium correlations across Parent, Educator, and Student versions when assessing the same student. This is excellent for this type of assessment

TAGG & AIR Self-Determination Assessment Same users completed TAGG and AIR Self-Determination Assessment Medium Correlation This implies the TAGG addresses some self-determination skills and assesses other skills, too.

Predictive Validity Process Follow-up of 297 former high school students who completed the TAGG while in high school Logistic regressions examined relations between TAGG non-academic behavior constructs and postsecondary education and employment

Constructs Predicting Further Education Student Involvement in the IEP Interacting with Others Support Community Goal Setting and Attainment

Constructs Predicting Employment Student Involvement in IEP Interacting with Others Support Community Employment

Let’s Give It A Try Find Safari of Internet Explorer on Computer (NOT FIREFOX….NOT CHROME) Search https://tagg.ou.edu/demo/ Pick One ZCTaggDemoA@gmail.com (user name) ZCTaggDemoB@gmail.com (user name) Password = SpringTime1

Directions Create A New Assessment Make-up a student’s first name Make-up a student’s last name Click Save Find your made-up student on the list Click on “Not Complete” – a drop down will appear Complete Professional Form Student Form Parent Form

Study Results Profile Charts compare student’s results to norm sample Look at the Greatest & Relative Strengths by User Look at Greatest & Relative Needs by User Read through summary of assessment results Read through suggested annual transition goals matched to greatest needs

EdPlan Worksheet You will need: Example of Transition Services Plan Worksheet (Beyoncé) One copy of the blank Transition Services Plan worksheet TAGG Results Profile of the Student you created

Let’s look at the example

Example of Present Levels of Performance for Beyoncé

Post-Secondary Goals on EdPlan

Annual Transition Goals on EdPlan

Annual Goals Need to Include Condition involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. Behavior identifies the performance that is being monitored. Criterion how much, how often, or to what standards the behavior must occur The TAGG’s Results Profile Provides Suggested Annual Goals Matching this Gold Standard Format

Coordinated Set of Activities on Ed Plan

Coordinated Set of Activities

Stepping-up Transition Planning The Post-Secondary Goals, Annual Transition Goals, and Coordinated Set of Activities build upon one another.

Needs identified The needs identified will aid in the development of annual transition goals and coordinated set of activities.

Education/Training Post-Secondary Goal Annual Transition Goal Coordinated Set of Activities

Post-Secondary Goal Employment Annual Transition Goal Coordinated Set of Activities

EdPlan Worksheet You will need: Example of Transition Services Plan Worksheet (Beyoncé) One copy of the blank Transition Services Plan worksheet TAGG Results Profile of the Student you created

Blank Copy of Transition Services Plan Worksheet 1. Fill in the current assessment “TAGG” 2. List 1 identified strength and Weakness in regards to Education/training and Employment from the TAGG profile

Present Levels of Performance From the TAGG demo, create a summary statement of present levels of performance (Hint: take the one already written for you on the TAGG results). This is where you can add in things you know about your student as well (preferences and interests)

Create a Post-Secondary goal for education/training and Employment for your “student”

Create Annual Transition Goals Use TAGG Results Profile and pick two recommended annual transition goals matching the chosen needs Choose one for Education/Training Choose one for Employment

Education/Training and Employment Create Coordinated Set of Activities to match Post-Secondary Goal and Annual Transition Goal Education/Training and Employment Use the Coordinated Set of Activities Packet

Questions on the Transition Services plan? Set the transitions plan worksheet aside-–we will fill in the Independent Living Section later in the session using a different transition assessment’s results.

NON-Demo Account Main Site: https://tagg.ou.edu/tagg/

Create Your TAGG Account Go to TAGG Public Web Site https://tagg.ou.edu/tagg/ Create Account We will add credits to your account One TAGG Credit for each student Plus 10 extra TAGG Credits

BREAK Time

Agenda Transition Assessment Fundamentals The TAGG Transition Services Plan Teaching TAGG Skills – Free Lessons Assessments for Post-Secondary Assessments for Employment Assessment for Independent Living Practice Annual Goal Transition Assessments for Students with More Significant Needs Case Study Time

Teaching TAGG Skills

FREE LESSON PLANS OU Zarrow Center Website

Me! Lessons for Teaching Self-Awareness & Self-Advocacy Lesson Package to Teach the Following TAGG Skill Constructs Strengths and Limitations Disability Awareness Interacting with Others

Lessons for Teaching Self-Awareness & Self-Advocacy Screenshot of the Me! logo. Me! Lessons for Teaching Self-Awareness & Self-Advocacy

Units Getting Started Learning About Special Education Understanding Self-awareness & Self-advocacy Understanding What It’s all About Learning About Special Education Learning About the History of Disability Learning About Special Education: How & why did I get here? Creating My History Understanding My Individualized Education Program Getting to Know My IEP Still Getting to Know My IEP

Understanding My Rights and Responsibilities Learning About My Rights & Responsibilities in High School Learning About My Rights & Responsibilities After High School Where do I go from Here? Improving My Communication Skills Learning How to Communicate Effectively Knowing What to Share and Who to Share It With

Increasing My Self-Awareness Starting My Self-Awareness Project Completing My Self-Awareness Project Presenting My Self-Awareness Project Advocating For My Needs in High School Planning How to Advocate Learning From Experience

Advocating For My Needs After High School Using My New Skills on the Job Using My New Skills at Postsecondary School Reporting My Findings Developing My Resources Completing My Summary of Performance and Goals Assessing My Progress & Portfolio Assessing My Progress Assessing My Portfolio

Transition Bell Ringers Zarrow Center has PowerPoint Already Created on Topics like: ME! Lesson Plans Use a dictionary and/or the internet to determine the meaning of self-awareness. Use 10 words or phrases to describe the person you admire the most. If someone besides yourself had to write one paragraph to describe you, what would you want them to say about your personality and accomplishments? (This can true be fictional) Math What happens if you do not pay your taxes? Explain the difference between a bank and credit union? What is the difference between a checking account and savings account? Elementary What do you feel you are good at doing? It can be at school or home. What are 3 things at school you DO NOT enjoy doing? Why do you not like these things? What are your favorite classes at school? Why do you like those classes?

Details Time to Teach Where to Teach Cost Approximately 20 hours 23 sessions taking 45-60 minutes each Where to Teach Resource English, Social Studies, Transition class or Study Skills class Cost FREE – download at http://zarrowcenter.ou.edu/

Take Action: Making Goals Happen Lesson Package to Teach the Following TAGG Skill Constructs Goal Setting and Attainment Support Community Persistence

Take Action Major Steps: Plan Establish standards Determine how to get feedback Identify motivation to attain goal Select strategies, support, and schedule Jodie

Take Action Major Steps: Action Check each plan part for action Jodie

Take Action Major Steps: Evaluate Understand why action was or was not taken Screen shot of evaluate section – understand why action was or was not taken I still really want a job. I have completed 3 job applications I didn’t complete the application in activity hour. She didn’t say anything and made me laugh. Mrs. Jones was too busy in activity hour. Jodie

Take Action Major Steps: Adjust Propose changes to actions that did not work Screen shot of proposed changes to actions that did not work. Standard and schedule marked no for the action row. In the evaluate row standard motivation, and strategy marked yes. Schedule, support and feedback marked no. In the adjustment row, student opted to keep standard, motivation, and strategy. Changed schedule to when my mom of work. Changed support to only go with my mom. Changed feedback to my mom knows what she is talking about. I had to wait until my friend was ready. My friend didn’t give me any! I really want my driver’s license before school starts. I really need to practice! She didn't say anything and made me laugh. Jodie Mrs. Reed really helped me complete applications. Keep Keep Complete applications in English class. Keep Mrs. Reed.

Take Action Major Steps: Adjust Adopt suggested plan adjustments Screen shot of sample Take Action Major step for adjust. Student wrote Keep in the first row for standard, motivation, strategy. For schedule change to when my mom is off of work. Support changed to only go with my mom. Feedback revised to read my mom knows what she is talking about. The second states the adjustment steps kept and new ones that were added. My mom knows what she is talking about. Keep Keep When my mom is off work. Keep Only go with my mom! Get job by spring break. Jodie To be able to spend my own money. Complete job applications. During English class I completed 10 job applications. Mrs. Reed helped me with the first few, I completed the rest by myself. Feedback was really helpful!

Revisions to Take Action Addition of Reminder Screen shot of revisions made to the Take Action Schedule Plan. A reminder titled How Will I remember is added to the schedule section. Reminder How will I remember? Jodie

Self-Directed IEP & Student-Directed Transition Planning Lesson Packages to Teach Student Involvement In IEP Meeting

Self-Directed IEP Steps Deal with Differences in Opinion State Support Needs Summarize Goals Close Meeting Work on Goals All Year State Purpose of Meeting Introduce Team Review Past Goals Ask for Feedback State School and Transition Goals Ask Question If Don’t Understand

FREE – download at http://zarrowcenter.ou.edu/

Review and Break The TAGG How to Use TAGG Results in IEPs Free Lessons Plans Related to the TAGG Next Up– Other Transition Assessments

Assessments for Post-Secondary Education We Will Cover Landmark Assessing College Readiness

Guide to Assessing College Readiness Landmark College Assessment http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/Webinars/College-Readiness_Assessment.pdf Free Provides Assessment for Self-Advocacy to include in annual transition goals Five Domains Academic Skills Self-Understanding Self-Advocacy Executive Functioning Motivation and Confidence

Assessments for Post-Secondary Employment We Will Cover Career Clusters Results in Career Cluster Preferences My Next Move Interest Inventory Results in Holland’s Career Categories

Career Clusters Career Tech uses career clusters to sort programs. http://www.careertech.org/sites/default/files/StudentInterestSurvey-English.pdf Free

Madison College’s On-Line Career Clusters Assessment http://intranet.madisoncollege.edu/career-assess/ Free

Career One Stop Assessments & Videos http://www.careeronestop.org/Videos/SkillandAbilityVideos/skill-and-ability-videos.aspx Free

My Next Move (Interest Inventory) Free http://www.mynextmove.org/explore/ip

Pictorial Interest Inventory Color Photos presented 3 per page Count marks by type of jobs Eight entry-level or minimal training jobs Five or more jobs for each area Simple score sheet Cost: free Available at: https://www.cves.org/wp-content/uploads/2015/08/Pictoral_Interest_Inventory_template_SHEN.pdf

Illustrated Career Interest Inventory 6 career areas with interesting names Realistic: The Doer Investigative: The Thinker 6 jobs per each career area User checks preferred jobs under each area Summary identifies set of pictures enjoyed the most Free Available from: https://www.cves.org/wp-content/uploads/2015/08/PictureCareerInterest_Inventory.pdf

Career Interest Inventory -- Pictorial Version Scoring System Career Interest Inventory -- Pictorial Version

Self-Direct Employment Assessment Rotate student through a series of short-term on-the-job experiences During each student will indicate job preference, task preferences, and job characteristic preferences Choices graphed and clustered across to yield top preferences

Taken From Self-Directed Employment Book

Taken From Self-Directed Employment Book

Used to Identify Characteristics Across Different Job Sites

Assessments for Independent Living We Will Cover Life Skills Inventory Employability Life Skills Assessment

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?

Life Skills Inventory 15 domains (money, hygiene, safety, etc) Four levels: basic, intermediate, advanced, exceptional Must know 3 of 5 to advance from basic to intermediate Must know the person or have family member complete Cost: free Available athttp://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/Webinars/Life_skills_inventory.pdf

Complete Life Skills Inventory Identify 4 domains Complete these 4 domains Mark level of competence with date Basic Intermediate Advanced Excellent

Employability/Life Skill Assessment Free http://www.ocali.org/up_doc/ELSA_14_21.pdf Self-Help Skills Work Habits Task Related Work Quality Attitude

Agenda Transition Assessment Fundamentals The TAGG Transition Services Plan Teaching TAGG Skills – Free Lessons Assessments for Post-Secondary Assessments for Employment Assessment for Independent Living Practice Annual Goal Transition Assessments for Students with More Significant Needs Case Study Time

Annual Goal Must Be Measurable A measurable goal includes the behavior or skill that can be measured at periodic intervals against some criterion of success.

Annual Goals Need to Include Condition involve the application of skills or knowledge and describe the materials and environment necessary for the goal to be completed. Behavior identifies the performance that is being monitored. Criterion how much, how often, or to what standards the behavior must occur

Write an Annual Transition Goal for Adult Living Given instruction in a transition class, I will explain what a security deposit is and identify three reasons landlords may keep all or a portion of the security deposit with 100% accuracy using a scoring rubric.

Independent Living Interests & Needs Live in my own apartment with friends Use kitchen appliances safely and effectively Identify types of housing within a budget Post-Secondary Goal After graduation from high school, I will live . . .

Write an Annual Transition Goal for Independent living

Transition Assessments for Students with More Significant Needs

Enderle-Severson Transition Rating Form ESTR-III Students with “more” disabilities Parent and Teacher version Five Transition areas ESTR-S Students with severe/multiple impairments Parent and Teacher versions Employment, Rec/leisure, home living, community participation, and adult life https://www.estr.net/ $2.00 per assessment

ESTR-S

Personal Preference Indicators Interview format Family members, friends, professionals who know student well Designed for students with significant support needs Likes, dislikes, social indicators, choices Health, body clock, future Cost: Free http://www.ouhsc.edu/thecenter/products/personalpreference.asp

Employment Support Indicators Interview format Family members, friends, professionals who know student well Designed for students with significant support needs Social Supports Work Setting Supports Work Style Supports http://www.ouhsc.edu/thecenter/products/documents/EmploymentSupportIndicators.pdf

CASE STUDY TIME!!! Miley Cyrus and Shia LeBouf Justin Bieber High school students with competitive employment goals Justin Bieber High school student who will need supported employment Using provided case study materials complete the paper Transition Services Plan

For More Information Contact University of Oklahoma Zarrow Center for Learning Enrichment Phone: 405-325-8951 Malarie Deardorff: malarie.deardorff@ou.edu Andrea Suk: andrea.suk@ou.edu Web: zarrowcenter.ou.edu