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

2. 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

3. 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

4. Transition Assessment
Fundamentals
Picture of construction worker holding blueprints

5. 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

6. 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

7. 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 # , 15 MSER 78 (2009).

8. 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

9. 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

10. 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

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

12. TAGG.OU.EDU/TAGG

13. 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

14. 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

15. 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

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

17. 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

18. Standards for Educational and Psychological Assessment
Guided TAGG Development

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

20. 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

21. 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)

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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

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

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

34. Let’s Give It A Try
Find Safari of Internet Explorer on Computer (NOT FIREFOX….NOT CHROME)
Search
Pick One
(user name)
(user name)
Password = SpringTime1

35. 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

36. 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

37. 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

38. Let’s look at the example

40. Example of Present Levels of Performance for Beyoncé

43. Post-Secondary Goals on EdPlan

45. Annual Transition Goals on EdPlan

46. 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

48. Coordinated Set of Activities on Ed Plan

49. Coordinated Set of Activities

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

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

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

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

54. 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

55. 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

56. 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)

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

58. 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

59. 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

60. 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.

61. NON-Demo Account
Main Site:

62. Create Your TAGG Account
Go to TAGG Public Web Site
Create Account
We will add credits to your account
One TAGG Credit for each student
Plus 10 extra TAGG Credits

63. BREAK Time

64. 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

65. Teaching TAGG Skills

66. FREE LESSON PLANS
OU Zarrow Center Website

67. 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

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

69. 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

70. 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

71. 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

72. 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

73. 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?

74. Details Time to Teach Where to Teach Cost Approximately 20 hours
23 sessions taking minutes each
Where to Teach
Resource English, Social Studies, Transition class or Study Skills class
Cost
FREE – download at

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

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

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

79. 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

80. 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.

81. 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!

82. 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

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

85. 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

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

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

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

92. Guide to Assessing College Readiness
Landmark College Assessment
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

95. 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

96. Career Clusters Career Tech uses career clusters to sort programs.
Free

99. Madison College’s On-Line Career Clusters Assessment
Free

102. Career One Stop Assessments & Videos
Free

105. My Next Move (Interest Inventory)
Free

111. 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:

115. 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:

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

118. 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

119. Taken From Self-Directed Employment Book

120. Taken From Self-Directed Employment Book

122. Used to Identify Characteristics Across Different Job Sites

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

126. 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?

127. 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://

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

130. Employability/Life Skill Assessment
Free
Self-Help Skills
Work Habits
Task Related
Work Quality
Attitude

133. 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

134. 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.

135. 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

136. 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.

137. 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 . . .

138. Write an Annual Transition Goal for Independent living

139. Transition Assessments for Students with More Significant Needs

140. 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
$2.00 per assessment

141. ESTR-S

142. 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

144. 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

146. 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

148. For More Information Contact
University of Oklahoma
Zarrow Center for Learning Enrichment
Phone:
Malarie Deardorff:
Andrea Suk:
Web: zarrowcenter.ou.edu