Transition Assessments Matrix Great Prairie AEA Transition Coordinators  Transition Assessment  Living, Learning and Working

 It will help us do a better job of transition planning  Outcome studies tell us we need to be more targeted in our planning  IDEA 2004 requires it

 Students with disabilities have individualized education programs (IEP) that are “designed to meet their unique needs and prepare them for employment, further education, and independent living.”

 The content of the IEP, for students 16 (14) and older, include: “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.”

 The content of the IEP identify the transition services and activities needed for students to pursue their postsecondary goals.

 Defines “transition services” as a set of coordinated activities that are based on the student’s needs, taking into account the student’s strengths, preferences, & interests.  Indicates that it is the responsibility of the IEP team to include a course of study for the student that is based on age-appropriate transition assessments.

 Collects/gathers relevant (appropriate) information/data on a student’s interests, preferences, strengths, and needs as they relate to the student’s postsecondary expectations for living, learning, & working  Begins at least by the year the student turns 14 years of age and continues until the student graduates or ages out;

 Provides data from which to plan & make decisions that assist the student to move to postsecondary activities of living, learning, and working;  Involves input from student, family, school personnel, and other relevant stakeholders such as adult agencies, related services personnel (the IEP team)

The transition assessment process should provide information to help the student answer these questions—  Where am I now?  Where do I want to go?  What do I need to get there?

 The IEP team must collect information on all three areas of postsecondary expectations—living, learning, working

 The IEP team must understand the target postsecondary environment, its demands and supports, and assess the student with this information in mind.

 A full range of information sources should be used, including the student, the family, school staff, and appropriate community-based service providers.

 A number of methods should be used to collect assessment information. These methods should include—  (R) Review of existing information  (I) Interviews with appropriate persons  (O) Observations of the student in various settings  (T) Testing using informal and formal instruments as deemed necessary

 Transition assessment should provide students, families, educators, and adult providers the information necessary to:  Identify appropriate goals, services, activities, and supports that help students pursue their postsecondary expectations; and  Develop a course of study based on the student’s performance, needs, & expectations.  Ensure that the student’s educational program and course of study are relevant and rigorous.

 The results of the transition assess- ment must be fully integrated into the student’s IEP and Summary of Post Secondary Expectations for Living, Learning & Working.

 Does the student have a post-secondary expectation in one or more of the following areas: living, learning, and working?  If not, what do we know about the student to help develop one?

 What are the essential knowledge, habits, attitudes, and skills that any individual needs for these postsecondary expectations?

 What are this student’s current attitudes, habits, basic skills, critical thinking, and application skills?

 What is the discrepancy between the essential skills needed for the PSE and the student’s current skills?

How we are defining the areas of Living Learning and Working

Transition Planning Assessment Areas: Application for Post-Secondary Area of: LivingLearningWorking Interests & Preferences for Post- Secondary Expectations Community Living Preferences Cell 1 Formal education with licensure, certification or degree Informal education Cell 2 Work Style Options Career Options Cell 3 Basic Skills for Post- Secondary Expectations Home and Community Living Skills Cell 4 Literacy/ Communication Skills  Writing  Speaking  Listening  Quantitative  Technology Cell 5 Core Workplace Skills  Job Seeking  Job Keeping  Disability Rights Cell 6 Attitudes/ Habits/ Self Awareness for Post-Secondary Expectations Personal Organization Attitudes/Habits Interpersonal Attitudes/Habits Intrapersonal Attitudes/Habits Cell 7 Study/Test-taking Behaviors Personal Learning Characteristics Cell 8 Work Ethics/Values Use of Self Advocacy Skills Cell 9 Critical Thinking/Application Skills for Post Secondary Expectations Decision-making Skills Personal Life Choices Cell 10 Application of knowledge to real life (Application/ Adaptation) Cell 11 Ability to adapt to new tasks/jobs Ability to problem solve on the job Technical skills (job- specific) Cell 12

 Home and Community Living Skills  Skills necessary to complete daily and adult living activities.  Daily Home Living skills are those activities adults do every day (e.g., preparing meals, budgeting, maintaining a home, caring for personal health/insurance issues, etc.)  Adult Community Living activities are important adult activities that are done occasionally, such as registering to vote, doing taxes, renting a home.  Other examples of home and community living skills could includ e: managing money; managing a household; buying, preparing, consuming food; buying and caring for clothing; exhibiting responsible citizenship; using recreational facilities and engaging in leisure; getting around the community; access community agencies.

 --Review student file  --Student and/or Parent interview  --Classroom observation of life skills  --Community-based situational assessment of life skills  --Comprehensive Inventory (Level 2 of TPI, Items 12-16, in IATP**, pp  --Independent Living Assessment Instrument (interview protocol in IATP**, p. 102)  --Life Centered Career Education Knowledge/Performance Batteries  --BRIGANCE Life Skills Inventory  --Street Survival Skills Questionnaire  --Ansell-Casey Life Skills Assessment-III  --Any adaptive behavior scale (for developmental disabilities  --Comprehensive Adult Student Assessment System  --Enderle-Severson Transition Rating Scales  --Transition Planning Inventory (Daily Living Skills and Community Participation domains items)

 This level of the website includes a brief description of each of the assessment tools, the information on how to obtain the assessment, or links to the website  This level also includes links to some of the informal interviews and surveys provided by Dr. Gary Clark of University of Kansas and practitioners across the state

 In addition to the Assessment Model and Matrix, the website includes or may include:  A brief introduction to Transition Assessment  Information on how to document the assess- ment results in the IEP  Resources, eventually including transition specialists in each AEA  Materials to assist with the Gap Analysis (question #4 of the Assessment Model)

 Most of the assessments listed are pencil & pa per, and many students have reading or writing difficulties—  Teachers have little time to sit with students to complete the surveys—  How do we collect the information? Use assistive technology!!