1. Using Transition Assessment to Develop Postschool and Annual Transition Goals Jim Martin University of Oklahoma Zarrow Center Web: http://education.ou.edu/zarrow/ Email: jemartin@ou.edu

2. 2 Agenda Purpose of Special Education Building Transition Assessment Implementation Timeline Across Grades and Student Abilities Three-Part Transition Assessment Process Self-Determination Skills Adaptive Behavior Vocational Interests Can read Can’t read

3. 3 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.

4. 4 The Reason Why - 1

5. 5 The Reason Why -2

6. Seven Major Transition Steps 1. Involve students in IEP Planning Process 2. Students complete a three-part transition assessment process. 3. Students write present level of educational and functional performance 4. Students write postschool and annual transition goals. 5. Students write course of study. 6. Students attain own IEP goals 7. Students develop and present own summary of performance

7. 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

8. 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. 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

10. 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

11. Three-Part Transition Assessment Model

12. 12 Transition Assessment Model Components 1. Self-Determination Assessment 2. Adaptive Behavior Assessment 3. Vocational Interest and Skills Assessment

13. 13 Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Model

14. 14 Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Use of self-management strategies to attain plan Self-evaluation Adjustment

15. 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. 16 AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at http://education.ou.edu/zarrow Cost: free

17. 17 ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow

18. 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. 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

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21. TSA: 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)

22. 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 22

23. 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 23

24. 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 10 minutes to answer the items and score (15 minutes the first time) 24

25. 25 Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Model

26. 26 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?

27. 27 Adaptive Behavior Assessments Transition Planning Inventory (TPI) ProEd, Austin Texas (www.proedinc.com)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

28. 28 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

29. 29 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

30. 30 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

31. 31 Enderle-Severson Transition Rating Form ESTR-J Students with mild disabilities Parent (available in Spanish) and Teacher version Five Transition areas 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 Estr.net (each costs about $2.00)

32. 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 http://education.ou.edu/zarrow/ Cost: free

33. 33 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

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36. Casey Life Skills Educational Supplement Assessment

37. 37 Vocational Interest Assessment Part 3 of the 3-Part Transition Assessment Process

38. 38 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

41. 41 Self-Directed Search - Form E Students with limited reading skills Spanish version manual, assessment booklets,& occupations finder Reports interests across occupations Available: www.parinc.comwww.parinc.com Cost: $150

42. 42 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.comwww.parinc.com Cost: $150

43. 43 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) www.careerclusters.org Dept of Labor www.onetcenter.org

44. 44 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 http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27 www.careervoyages.com Uses the above videos in an interactive format

45. 45 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 Horse Training  Coast Guard Assistant Coast Guard Assistant  Construction Workers Construction Workers Live in the Community Doing Short exploration periods Long-term try-outs

46. 46 Designed for Students Involved in Work Study Programs Functional Vocational Assessment

47. 47 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.

48. Assumptions  Individuals with disabilities have personal preferences, likes, and dislikes  ChoiceMaking is “an individual’s selection of a preferred alternative from among several familiar options” (Shevin & Klein, 1984)  No consequences exists for selecting one choice over the other except that which comes from the choice itself (Brigham, 1979).  Must have a means to communicate preferences  ChoiceMaking skills typically must be taught  ChoiceMaking opportunities must be provided

49. 49 Functional Assessment Process Over time Repeated Measures Situational Assessment

50. 50 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.

51. 51 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)

52. 52 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

53. Informed Choice  Quality of choice dependent upon amount of practice person has had making choices (Rawlings et al., 1995)  Must involve multiple, individualized choice opportunities across time that become validated through on-the-job experiences (Bambara & Koger, 1995)  Requires direct exposure to and interactions with the duties and job characteristics (Schaller & Szymanski, 1992)

54. 54 Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

55. 55 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)

56. Choosing Goals Quick means for students to develop goals

57. Zeke’s Example

58. Using Process to Select Annual Transition Goal

59. Research  Choosing Goals Lessons 1 - 5 produced significant differences in measures of self- determination across two assessment instruments  Students expressed preferences in their IEP meetings.  Students were in high school and had mild to moderate mental retardation (Cross, Cooke, Wood, & Test, 1999)

60. Job Duties I Like  Identifies job duties  Based upon current job or work experience  Assess preferences for job duties  Calculate % of Job Duties I Like

62. Job Characteristics I Like  Teach Job Characteristics  Introduces Match Concept between  What I like  What’s at this job  Computes % of Matches

63. Key: Determine Match Between What I Like and What’s At This Site

64. 64 Each time student chooses a characteristic one more cell on the graph is marked

65. 65 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

66. 66 Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

67. Work, Social, & Personal Skills  Student rates performance  Supervisor or teacher rate performance  Calculates what supervisor thinks  Calculates match between worker and supervisor

68. Self-Determination Contracts to solve on-the job problems

69. Choice-Making Functional Vocational Assessment

70. 70 Vocational Interest Assessment for Non-Readers

71. Preference 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)

72. 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.

73. 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

74. What Do I Want To Do? http://brookespublishing.com/pictureba nk/

75. What Jobs Have I Done?

76. Characteristics I Like

77. All Choices Get Graphed

78. 78 Characteristics Graph

79. All Choices Get Graphed

80. 80 Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

81. Characteristics Graph

82. 82 Personal Improvement Contract

83. The match contract compares self-evaluation to job coach or supervisor’s evaluation. Worker makes a plan, implements plan, evaluates performance, and makes adjustment. Social Improvement Contract

84. Task Improvement Form

85. 85 My Employment Plan

87. Field Testing  751 Individuals with disabilities across 11 years  234 with mental retardation  145 with chronic mental illness  113 with severe learning disability  102 with physical disabilities  96 with other disability including autism  61 with traumatic brain injury  Replicated across numerous sites

88. More Data  Those who completed the assessment process had a significantly greater likelihood of a successful job placement than those who did not complete the assessment process  Chi square p <.05  Of those successful, 92% came with two placements. Significantly came with first placement

89. Follow-up Data  5-year cumulative summary  88% still working  55% at same job  33% at different jobs  Major reason for job change was to move to a better job  Over 93% of placements matched first or second job choice

90. 90 Resource Self-Directed Employment Paul Brookes Publishing Baltimore www.brookespublishing.com

91. 91 Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

92. 92 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

93. 93 CTA Constructs Vocational Choice Making Characteristics Setting Activities (jobs) Planning Community Experience Watch Do Self-Evaluation Choose Again with Adjustment

94. 94 14 entry-level vocational settings found in most communities 15 job activities repeated across two settings Care for animals in a vet’s office Care for animals in a retail store 12 characteristics repeated across two or three activities Working in a factory where it is inside and noisy CTA Choice Factors

95. 95 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

96.  Format designed so teachers can add comments on student performance  Teacher can set number of video clips student can see in one trial  Pair of video clips presented together  Minimum teacher control over available video choices

97. 97 SettingsActivitiesCharacteristics Car repair shopBag items/bring cartsBig open space Child care centerCare for animalsSmall space Construction siteCare for peopleClean FactoryCare for plantsMessy GreenhouseClean-upFew people Grocery storeClear tablesMany people HospitalFilingInside HotelHandle materialsOutside Janitorial serviceHeavy cleaningNoisy Landscape CompanyLaundryQuiet OfficeMove thingsWear own clothes RestaurantDo paperworkWear a uniform StoreStock shelves Vet OfficeWash dishes Yard work

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102. 102 Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

103. 103 One-Shot Vocational Interest Assessment for Non-Readers

104. 104 Reading Free Interest Inventory Published by Pro Ed www.proedinc.com Price: $110

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108. 108 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

109. 109 WRIOT2: Wide Range Interest and Occupation Test 2 Available: www.proedinc.com Cost: appx $200 for entire package

110. 110 Collaborative Effort

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112. 112 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: jemartin@ou.edujemartin@ou.edu Web: http://education.ou.edu/zarrow/http://education.ou.edu/zarrow/ For More Information Contact: