A Practical Transition Assessment Framework Jim Martin, Ph.D. OU Zarrow Center

Agenda  Transition Assessment Concepts  Questions Students Need to Answer  Grade/Age Transition Assessment Guide  Using Transition Assessments to Determine Goals  Final Transition Check

Quality Transition Education Produces Greater Outcomes Transition Education Begins With Transition Assessment

Federal Law and Regulations  Annually, postsecondary and annual transition goals emerge from the strengths, interests, and needs identified from transition assessments  Transition assessments  The “S” implies....  Transition Assessments need to be age appropriate  Transition assessments are used to determine transition goals  Almost forgot.. Functional Vocational Assessment can be done as appropriate 

Emerging Framework To Understand Transition Assessment Age-appropriate transition assessment is an on-going process of collecting information on the youth’s needs, strengths, preferences, and interests as they relate to measurable postsecondary goals. This process includes a careful match between the characteristics of the youth and the requirements of secondary environments and postsecondary environments requirements along with recommendations for accommodations, services, supports and technology to ensure the match. Youth and their families are taught how to use assessment results to drive the transition requirements in the IEP process (including annual transition goals), develop the SOP document, and advocate for needed or desired supports to succeed in meeting postsecondary goals. Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Age-Appropriate  Transition assessment uses methods that take into account both chronological and developmental ages.  Match skills and experiences to the assessment content and requirements  DO NOT simply determine if an assessment is appropriate by chronological age Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

On-Going Assessment  At least annually administer transition assessments  Monitor data on progress in completing annual transition goals as the means to attain postsecondary goals  Address changing needs and preferences and modify postsecondary and annual goals as assessment results change  Teaching families and students how to use the results to improve their lives Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Functional Vocational Assessment  Multiple means to  Observe Skills  Measure Skills  Determine Interests  Experiential opportunities in natural work settings  Situational assessments using illustrated, written or video assessments  IDEA indicates the FVE should be used as needed Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Purpose  Identify strengths, interests, and needs in relation to to postsecondary education, independent living, and employment  Provide relevant information for students to discuss at their annual planning meetings  Provide relevant information for use in the transition sections  Determine annual progress toward attaining transition goals

Use Results To Enable Students to Answer These Questions  Where do I want to live after graduating from high school?  Where do I want to work after graduation high school?  Where do I learn the job I want after graduating from high school? Answers Become Post-Secondary Goals

All of Our Students Are Going to Live Somewhere  Everyone is going to live somewhere  Determine what skills a person has now  Identify strengths and needs  Use Coordinated Activities to teach independent living skills  Begin making match between education, employment and living setting

Postsecondary Goal Fluff Scale Freshman SeniorSophomoreJunior Firm Match Needed (Little to No Fluff) Match Not as Important (Fluff OK) Amount of Fluff HIGH SCHOOL YEARS

Use Results To Enable Students to Answer These Questions  What do I need to learn now to live where I want after graduating from high school?  What do I need to learn now to work where I want after graduation from high school?  What do I need to learn now to get the job I want after graduating from high school? Answers Become Annual Transition Goals

Need Transition Assessment Guide by Grade/Age and Post-School Outcome Independent Living Assessment Career Interest Assessment Vocational Skills Assessment Post-Secondary Education Assessment Self-Determination Assessment Post-School Outcome Category

Need Transition Assessment Guide by Outcome Category Students Who Want to Enroll in College and Work Part-Time Students Who Want to Go into Full-Time Employment with On-The-Job Training Students Who Want to go into Supported Employment or Entrepreneurial Job Arrange Guide by Functional Outcome and Not by Disability or Skill Level

Need Transition Assessment Guide by Grade/Age and Post-School Outcome Independent Living Assessment Life Skills Inventory ESTR-J Employment Skills Assessment EITA Employability Skills Assessment Employment With On-The-Job Training and Live At Home XXXXXXXXXXXXXX XXXXXXXXXXXXXX

Need Transition Assessment Guide by Grade/Age and Post-School Outcome Career Interest Career Clusters On-line Interest Inventory ACT Plan & Explore Self-Directed Search O-Net Employment and Live At Home XXXXXXXXXXXXXX

Need Transition Assessment Guide by Grade/Age and Post-School Outcome Self-Determination TAGG AIR ARC Employment and Live At Home XXXXXXXXXXXXXX

Determining Post-secondary Independent Living Goals Conversation with student, educators, and family to determine where will the student live after graduating from high school Live at home with family Live with a relative or friends place Live in a college dorm or military setting Live in an apartment or other type of home Determine match with education and employment and answer becomes postsecondary goal Complete Independent Living Assessments Mastered skills needed to live in setting become strengths Skills not mastered needed to live in setting become needs Top need become annual transition goal

Determining Vocational Goals Complete Vocational Interest and Skills Assessments Career Clusters Top choices considered for post-secondary goal Employer Identified Trait Assessments (EITA) Skills mastered that match job interest become strengths on IEP Skills that need to be learned become needs Top need become annual transition goal Explore Results of Assessments and have conversation with student, family, and educators to determine goal Use Student Directed Transition Planning Lessons partnerships/zarrow/trasition-education-materials/student-directed-transition- planning.htmlhttp:// partnerships/zarrow/trasition-education-materials/student-directed-transition- planning.html Use Videos: Use Basic Job Outlook: Use Full Job Outlook:

Determining Post-Secondary Educational Goal Range of educational options On-the-job Apprenticeship Military Schools and Training Career Technology Center Trade Schools 4-year university Explore Results of Assessments with Student/Family Employment Dreams to Determine Postsecondary Education Goal Career Clusters choice matches Career Tech Center programs Trade positions often learned on-the-job Consider how student will learn how to do the job – this becomes the education part of the postsecondary goal If Student Considering 2 or 4 Year College Complete the “Guide to Assessing College Readiness” Do frank match between student skills and admission requirements

Final Transition Check  Ask students to answer these questions. If each answer is “yes,” then student is set to transition into adult life. Do I know where am I going to live next fall? Do I know where am I going to learn the skills to do the work I want to do next fall? Do I know where am I going to work? Am I set to begin my adult life?  If the answer to any of the above is no, more transition planning and implementation needs to occur during their last year of high school.

Contact Information Jim Martin, Ph.D. Zarrow Family Professor OU Zarrow Center 338 Cate Center Drive, Room 190 Norman, OK Phone: Web: (google Zarrow Center or type in address)