1. 1 Transition Assessment and the IEP Pages Jim Martin University of Oklahoma Zarrow Center 840 Asp Ave., Room 111 Norman, OK 73019 Phone: 405-325-8951 Email: jemartin@ou.edujemartin@ou.edu

2. 2 Agenda Purpose of Special Education Transition Big Ideas Indicator 13 Three-Part Transition Assessment Process –Self-Determination Skills –Basic transition skills –Vocational Interests Can read Can’t read –Functional Assessment Student-Directed Summary of Performance to Frame Transition Assessment and IEP Transition Page Construction

3. 3 The Purpose of Special Education What is the purpose of Special Education?

4. 4 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.

5. 5 -Thomas Hehir Former Director US DOE, OSEP “High school is a make-or- break time for kids with disabilities and, for too many, it’s a break time that’s why comprehensive transition planning must begin no later than age 14.”

6. 6 Oklahoma’s New IEP Forms Meets IDEA 2004 requirements Changes transition age to at least 14 Enhanced transition components driven by postsecondary goals, which transition assessment results help determine

7. 7 Transition Big Idea #1 Where will the student live? Where will the student work? Where will the student receive job training? Where will the student receive education after high school?

8. 8 Postsecondary Goals Included three times in IEP (form 7) Included in the “My Summary of Performance” (form 15). Details post-high school plans for further education/training, employment, and adult living (as appropriate). –Consider needs in relation to strengths, preferences, and interests

9. 9 Design the high school years to ensure that students opportunities to gain the skills needed to achieve postsecondary education, employment, and living goals. Transition Big Idea #2

10. 10 Opportunities On IEP (Form 7) Education/Training Goals –Coordinated activities Employment Goals –Coordinated activities Independent Living Goals –Coordinated activities Course of Study Extracurricular and community participation would be considered as coordinated services My Summary of Performance (form 15)

11. 11 To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system. Transition Big Idea #3

12. 12 Linkages Coordinated activities and Responsible Parties Opportunities for Vocational Education (page 6) Referred to Voc Rehab Counselor (page 6) Inviting outside of school agencies to attend IEP meetings –Invite as appropriate. Needs signed parental permission.

13. 13 Seven Transition Steps 1. Student becomes involved in IEP planning process 2. Student completes a three-part transition assessment process. 3. Student writes Present Level of Academic Achievement and Functional Performance 4. Student develops Course of Study 5. Student develops Postschool Linkages 6. Student works on attaining IEP and personal goals 7. Student builds a their Summary of Performance

14. 14 Completing a Three-Part Transition Assessment Process Step Two

15. 15 IDEA 2004 and Transition Assessment TAs are needed to develop postsecondary goals that take into account: –Student strengths, preferences, and interests

16. 16 Career Development Career Awareness –Believes self as worker in different jobs Career Exploration –Explore interests in relation to jobs Career Preparation –Skill acquisition that matches interest and skills Career Assimilation –Movement into job

17. 17 CEC’s Division on Career Development and Transition Transition assessment is the ongoing process of collecting data on individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, and living environments. Assessment data serves as the common thread in the transition process and forms the basis for defining IEP goals and services –Focus is upon future roles as worker and citizen –Student choice a major theme –TA is an ongoing, future focused, person centered process –Students need to direct own transition planning process –Yields match between strengths, needs, preferences and demands and culture of current and future environments Sitlington, P. L., Neubert, D. A. & Leconte, P. J. (1997). Transition assessment: The position of DCDT. Career Development for Exceptional Individuals, 20, 69-79.

18. 18 What Must Transition Assessment Address? Employment Education & Training Living Skills (as needed)

19. 19 Transition Assessment in The IEP (Form 7) Present Levels of Academic Achievement and Functional Educational Performance –Page 1 of form 7 –Current assessment data –Transition strengths and needs Address with transition goals Transition Assessment Results –Page 6 of form 7 –Name of assessment, date given, and results –Used to develop postsecondary goals and transition goals

20. 20 Three-Part Transition Assessment Model

21. 21 Three Part Transition Assessment Model 1. Self-Determination Assessment 2. Adaptive Behavior Assessment 3. Vocational Interest and Skills Frequency: We believe that each of the three types of assessments need to be completed at least annually.

22. 22 Self-Determination Assessment Part 1 of the 3-Part Transition Assessment Process

23. 23 Why SD Assessment? Improved postsecondary outcomes –Goal setting during early adolescence –Awareness of disability –Goal attainment Improved academic performance –Limited studies so far

24. 24 Self-Determination Constructs Self-awareness Self-advocacy Self-efficacy Decision-making Use of self-management strategies to attain plan Self-evaluation Adjustment

25. 25 AIR Self-Determination Assessment Parent Version Teacher Version Student Version Available at –http://education.ou.edu/zarrowhttp://education.ou.edu/zarrow Cost: free

26. 26 ARC Self-Determination Assessment Student version Must use the manual to score Cost: free Available at http://education.ou.edu/zarrow http://education.ou.edu/zarrow

27. 27 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

28. 28 SD Assessment Components AIR SD Assessment –Capacity Knowledge Ability Perception –Opportunity At school At hom e –Graph Results Parent Version Teacher Version Student Version ChoiceMaker SD Assessment –Curriculum-referenced assessment –Student Skills and Opportunity at School Choosing Goals Expressing Goals Taking Action –Graph Results –Select IEP Goals Only teacher version

29. 29 Complete the AIR Educator SD Assessment on a Student You Know.

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31. 31 Adaptive Behavior Assessment Part 2 of the 3-Part Transition Assessment Process

32. 32 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?

33. 33 Adaptive Behavior Assessments Transition Planning Inventory (TPI) –ProEd, Austin Texas (www.proedinc.com) Scales of Independent Behavior - R –Riverside Publishing (http://www.riverpub.com) Informal Assessments for Transition Planning –ProEd, Austin Texas (www.proedinc.com) Enderle-Severson Transition Rating Form –www.estr.net Casey Life Skills –www.caseylifeskills.org

34. 34 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

35. 35 Scales of Independent Behavior-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

36. 36 Informal Assessments for Transition (Two Books) Reproducible Employment Daily Living Health Self-Determination Leisure Activities Community Participation Communication Interpersonal Relationships Available From –(www.proedinc.com) –Pro-Ed Cost: $39.00

37. 37 Enderle-Severson Transition Rating Form ESTR-J –Students with mild disabilities –Parent version (available in Spanish) –Teacher version –Five Transition areas –$20 for 10 assessments –www.estr.net ESTR-III –Students with “more” disabilities –Parent version –Teacher version –Five Transition areas –$20 for 10 assessments –www.estr.net

38. 38 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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41. 41 Vocational Interest Assessment Part 3 of the 3-Part Transition Assessment Process

42. 42 Vocational Interests for High Achieving Students With Mild Disabilities Group Interest Inventories –ACT Plan –ACT Explorer U.S. Dept of Labor O*NET –www.onetcenter.orgwww.onetcenter.org –Interest profiler, ability profiler

43. 43 Individualized Interest Inventories Paper and Pencil Individual Interest Inventories –Strong Interest Inventory –Self-Directed Search

44. 44 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

45. 45 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

46. 46 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 Key http://www.careerkey.org/cgi-bin/ck.pl?action=choices –Career Voyages www.careervoyages.com –Career Clusters www.careerclusters.org (download in pdf format)www.careerclusters.org –OK Career Information Systems (need username) http://okcis.intocareers.org/

47. 47 Exploration of Interest Results Occupational Outlook Handbook –www.bls.gov/oco/home.htmwww.bls.gov/oco/home.htm –www.bls.gov/k12/index.htmwww.bls.gov/k12/index.htm Job videos (English or Spanish) –Individuals & Job clusters –http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27http://acinet.org/acinet/videos.asp?id= 27,&nodeid=27 –www.careervoyages.com Uses the above videos in an interactive format

48. 48 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 TrainingHorse Training –Coast Guard AssistantCoast Guard Assistant –Construction WorkersConstruction Workers –Teaching AssistantsTeaching Assistants –Live in the Community Doing –Short exploration periods –Long-term try-outs

49. 49 Designed for Students Involved in Work Study Programs Functional Vocational Assessment

50. 50 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.

51. 51 Functional Assessment Process Over time Repeated Measures Situational Assessment

52. 52 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)

53. 53 Target Outcome of Situational Assessment Job Characteristics Job Settings Job Tasks

54. 54 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.

55. 55 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

56. 56 Vocational Interests via Career Exploration - For Those Who Can Read Choosing Employment Goals Sopris West Publishers (www.sopriswest.com) Requires reading and writing skills

57. 57 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)

58. 58 Key: Determine Match Between What I Like and What’s at This Site

59. 59 Each time student chooses a characteristic one more cell on the graph is marked

60. 60 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

61. 61 Uses self-evaluation methodology to teach job performance skills and to assess job duty skills

62. 62 Vocational Interest Assessment for Non-Readers

63. 63 Characteristics I Like

64. 64 All Choices Get Graphed

65. 65 Characteristics I Like vs Here Compares initial preferences to those experienced at a particular job site.

66. 66 Characteristics Graph

67. 67 Personal Improvement Contract

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69. 69 Final Choices Summary of all assessment experiences Individual involved in compiling information Presented to school, vocational rehab., and other involved agencies.

70. 70 My Employment Plan

71. 71 Resource Self-Directed Employment –Paul Brookes Publishing –Baltimore –www.brookespublishing.com

72. 72 Choose and Take Action Vocational Assessment Software Use of a software program and community experiences to identify entry-level job interests

73. 73 Problems with Illustrations For individuals with limited to no vocational experience illustrations may mean little. Real choice making doesn’t exist until students learn what the illustrations mean. Time consuming to make and costly to undertake systematic situational assessment. Not all programs can put students or adults into the field with enough frequency and structure to make the approach worthwhile. Is there an alternative?

74. 74 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

75. 75 CTA Constructs Vocational Choice Making Characteristics Setting Activities (jobs) Planning Community Experience Watch Do Self-Evaluation Choose Again with Adjustment

76. 76 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

77. 77 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

78. 78 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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83. 83 Publisher Choose and Take Action: Finding a Job for You Sopris West 4093 Specialty Place Longmont, CO 80504 800.547.6747 www.sopriswest.com

84. 84 One-Shot Vocational Interest Assessment for Non-Readers

85. 85 YES! (Your Employment Selections) Reading free, video based job preference program Videos for 120 jobs –Accessed by characteristics or job choices –Matched to training and qualifications Can access from CD ($395) or web ($20 per person for 3 months) www.yesjobsearch.com

86. 86 Reading Free Interest Inventory (An Example of an Outdated Tool) Published by Pro Ed www.proedinc.com Price: $110

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90. 90 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

91. 91 WRIOT2: Wide Range Interest and Occupation Test 2 Available: www.proedinc.com Cost: appx $200 for entire package

92. 92 Teaching Students How to Become Involved in Their Transition Education and Planning Student-Directed Transition Planning Lessons and Materials

93. 93 Student Participation In Transition Discussions Spirit behind IDEA encourages students to become actively involved in discussions IEP transition discussions. We need to teach students how to become involved in these discussions. Need to provide opportunities for students to become involved in these discussions.

94. 94 How Much Do Students Participate?

95. 95 www.ou.edu/zarrow/pilot http://education.ou.edu/zarrow

96. 96 Successful People This award-winning actress,comedian, and singer has a learning disability. Film credits include The Color Purple, Ghost, and Sister Act. Whoopi Goldberg Student-Directed Transition Planning Does having a disability mean you can’t be successful? Your disability only limits you if you let it! Let’s meet some successful people!

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98. 98 IDEA Requires the Summary of Performance Schools will provide students a summary of performance when they exit school. Includes recommendations to assist students to attain postsecondary goals.

99. 99 SOP Teacher-Directed SOP –Designed for educators and agency –Prepared by educators for use by students Nationally created SOP www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc Student-Directed SOP –Designed for students, family, and agency –Prepared by students for use by students and family –OSDE Form 15 (Go to www.state.ok.us, then special education services, OSDE Forms, then to Form 15)www.state.ok.us

100. 100 Summary of Performance Purpose –Provides the IEP team an opportunity to understand and discuss student and family post- high school goals. –Provides the team an opportunity to explore the students’ perception of their disability and its impact on their life, learning, and work. –Provides students comprehensive document once they leave school to facilitate their plan. Timeline –The OK-SOP directions suggest using the prior to students freshman year IEP meeting and then annually.

101. 101 Summary of Performance Section 1 –Students describe their postsecondary goals to attain within one year of leaving high school, and the school’s recommendations to achieve each goal, and suggested accommodations and supports to assist in achieving the goals.

102. 102 Summary of Performance Section 2 –Students describe their disabilities, how their disability affects their performance, and useful high school supports and accommodations.

103. 103 Summary of Performance Section 3 (Area of Functioning) –Completed in the junior year of high school. –School staff describe how the young adults’ disabilities affect their performance and useful accommodations and supports.

104. 104 Summary of Performance Section 4 –School staff will complete and review annually with the IEP team to determine goals, and if additional assessments will be needed to facilitate attainment of transition goals.

105. 105 Collaborative Effort

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107. 107 Jim Martin University of Oklahoma Zarrow Center for Learning Enrichment Carpenter Hall Room 111 Norman, OK 73019 Phone: 405-325-8951 E-mail: jemartin@ou.edu For More Information Contact: