1. Pennsylvania Training and Technical Assistance Network Vocational Assessment

2. Intended Outcomes of Assessment Presentation and Discussion:  Review basics of academic, functional, and career interest assessments  Determine how to gain information from multiple sources, including youth and families  Examine the assessment process for Secondary Transition  Identify methods of interpreting and utilizing assessment data 2

3.  Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in IEP Present Levels)  Indicator 13 Checklist Question #1. Is there evidence of age- appropriate transition assessment(s)? §300.320(b)(1) 3 Why Assessment is Needed in Secondary Transition?

4. What is “Transition Assessment”? 4 “Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.” All stakeholders participate in the process of information-gathering and decision- making 2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2 nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte

5. Goals of Transition Assessments  Assist students in making informed decisions  Identify students’ interests and preferences for future employment opportunities  Assist students to understand skills needed for post- school environments  Allow students to increase their self-determination skills– taking charge of their transition plan

6.  Results of transition assessments should be used in making recommendations for instructional strategies, accommodations, and environments to meet the student’s strengths and needs  Results should also help students to make a connection between their individual academic program and their post-school ambitions (Kortering, Sitlington, and Braziel, 2004) Goals of Transition Assessments

7. Defining Transition Assessment What it is:  Ongoing and cumulative  Individualized  Based on student’s strengths, needs, interests, & goals  A process that increases student self-awareness  Used to develop appropriate post-secondary goals What is it NOT:  The same for all students  Done “once a year”  Only completed just before the IEP to fill out the forms  Only the responsibility of the special education teacher Adapted from B. Charton (2007). Arkansas Dept. of Ed. Transition Assessment Toolkit

8. When Thinking About Assessment Continually Pose These Questions:  What is the student/youth learning from assessment? Is it helpful, meaningful, and positive—does it lead to growth?  Where are gaps in transition planning?  Does the youth understand the ‘why’s’ of assessment? P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 8

9. When Thinking About Assessment Continually Pose These Questions:  Are his or her goals realistic, and, if not, how can they become so?  Which stakeholders (family, adult service providers, related service personnel) can assist in assessing, identifying gaps, implementing steps to positive outcomes?  Whose needs are being met? P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 9

10. When Thinking About Assessment Continually Pose These Questions:  What did the student and you learn from the assessment process regarding: Where is the student presently? Where is the student going? How does the student will get there?  Where do you record the information?  What do we do next? (Planning) P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 10

11. To Have Value Assessment and Results must be Interpreted and Utilized  Use and create a variety of assessment/learning opportunities  Interpret and use the results and findings for reporting purposes  Share with other agencies to include in their plans P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 11

12. To Have Value Assessment and Results must be Interpreted and Utilized  Use portfolios as a vehicle for collecting and synthesizing assessment information  Use results in the Summary of Performance P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 12

13. Three Issues of Concern  Protocols and procedures are needed for transition assessment and planning.  Assessment is an organized, routine, and ongoing process.  There is a need to bridge the gap between collecting assessment information and interpreting and synthesizing it for planning. 13

14. Age appropriate transition assessment is needed to: 14 Identify interests and preferences Set post- secondary goals Further assess aptitudes, abilities, skills Interests – a measure of opinions, attitudes and preferences Preferences – what the student values and likes

15. Assessing Interests and Preferences Examples:  Bridges Interest Inventory  Student Transition Survey or Interview  Kuder General Interest Survey (KGIS)  COIN Career Guidance System of Assessment  Aviator Assessment  Casey’s Life Skills Inventory or Personal Preference Indicator 15

16. Assessing Interests and Preferences Examples:  Keys2Work  Learning Styles Inventory  pacareerzone.org (free)  Observations (Home/School/Community)  Parent Survey/Interview  Functional Behavioral Assessment 16

17. Assessments of Interests and Preferences Examples:  Person-Centered Planning (PATH)  Ecological Assessment  Situational Assessment  Portfolio  Electronic or web-based assessments  Information from student and family members  Information from employers 17

18. How do I select appropriate assessments?  Transition assessments should be selected based on the student’s disability (reading level, general intellectual functioning)  Transition assessments may be based on the student’s post- secondary ambitions (e.g., employment vs. post-secondary training)  Transition assessments may also be selected based on community opportunities (e.g., local training options, employers, and adult service providers)

19. How do I select appropriate assessments? Assessments should help students to answer the following questions:  Who am I?  What are my unique talents and interests?  What do I want in life, now and in the future?  What are some of life’s demands that I can meet now?  What are the main barriers to getting what I want from my school and my community?  What are my options in school and community to help me prepare for what I want to do with my life?

20. An Example of Interpretation and Utilization of Career Interest Information  Rachel completed a student interview on 10/15/11and indicated that she would like to work as a teacher in a preschool after graduation. She completed the “Assess Your Interests” assessment on 10/22/11 provided by the PA Center for Workforce Information and Analysis. On this assessment Rachel scored highest in the “Social” category. The social category includes careers in teaching, counseling, or nursing. This information supports Rachel’s goal of pursuing a career in teaching.

21. Age appropriate transition assessment is needed to: 21 Identify interests and preferences Set post- secondary goals Further assess aptitudes, abilities, skills Post-Secondary Education/Training Employment Independent Living

22. Documenting Post-Secondary Goals in the IEP  IEP Team must address each post-secondary goal area.  Post-Secondary Goals are based on age-appropriate transition assessment.  Use ongoing assessment and data to work through “unrealistic” goals.  If a post-secondary goal area is not selected:  Assessment data is utilized to document why. 22

23. Identifying student’s post secondary goals leads to further assessments… 23 Identify interests and preferences Set post- secondary goals Further assess aptitudes, abilities, skills Abilities: talents or acquired skills Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a particular area

24. Matching assessments to goals… Gathering information to help us know if/how the student can reach his/her post-secondary goals:  Does William have adequate reading skills to succeed in a highly technical postsecondary program?  Will Krista be able to travel independently to work?  What supports will Aimee need in college? 24

25. 25 Domains For Transition Assessment Assessing aptitudes may include areas related to:  Career and Employment  Academic  Further education and training  Community participation and involvement  Physical/emotional health  Home and family Clark and Patton (2006). Transition planning inventory

26. 26 Domains For Transition Assessment Assessing aptitudes may include areas related to:  Leisure pursuits  Personal responsibility & relationships  Communication  Self-determination  Daily living & functional skills needed in adult living Clark and Patton (2006). Transition planning inventory

27. Types of Assessments that Inform Transition  Curriculum-Based Assessments  Classroom quizzes comprehension checks,, essays, checklists  Comprehensive Diagnostic Tool (CDT)  4Sight  Keystone  PSSA  Ecological Assessment  Functional Behavioral Assessment 27

28. Types of Assessments that Inform Transition  Person-Centered Planning  Teacher Questionnaires  Work Samples  Information from employers  Situational Assessment  Information from student and family members  Student Survey or Interview  Parent Survey/Interview  Observations (Home/School/Community) 28

29. Interpreting and Utilizing Assessment Data 29

30. 30 Incorporating Assessment Data for Reporting Purposes  Academic levels/basic skills  Levels of self-determination  Levels of career development  Status of transition planning and options  Status and stability of support systems  Availability of options and opportunities  Assessment (where is the youth in the on-going process)?

31. Utilizing Assessment Data about Self- determination and Reading: Selene  Selene is a tenth grade student with a learning disability in reading, with specific deficits in comprehension. She is fully included in the general education curriculum with supports that include co- teaching in American History as well as Biology. Her goal is to attend community college, and she has acceptable grades (all B’s, some A’s, and a few C’s) due to coordinated support from her learning support teacher as well as her diligent work ethic.

32. Utilizing Assessment Data about Self- determination and Reading: Selene  Teachers report that she is most successful when provided with graphic organizers and study guides, and word banks for tests.  Selene becomes confused with multiple step directions, particularly when in writing. She may need to have directions clarified, extra time to complete tests or assignments, or have tests read orally.

33. Utilizing Assessment Data about Self- determination and Reading: Selene  In college, Selene will have to disclose and request support, but she is apprehensive about asking for assistance except from the LS teacher in the co-teaching classes.  Currently, she relies completely on her on teachers to provide accommodations. She has independently requested accommodations only two times in the last semester, in Biology class.  She needs to develop skills and habits that allow her to disclose her disability, tell instructors/professors what she needs, and find effective ways to seek help from others (Disability Student Services, tutors, Writing Center).

34. What We’ve Learned: Assessment Successful LEAs: Develop an assessment plan beginning at the elementary level that includes outlining recommended assessments by grade Make use of assessments provided for all students Use a variety of assessments to address academic, functional, career related areas 34

35. What We’ve Learned: Assessment Successful LEAs: Use a flexible combination formal and informal assessments Actively engage the student in the assessment process Customize assessment as needed to address student’s post-secondary goals, academic and functional levels http://patransassessment.pbworks.com/ 35

36. Where to find age-appropriate and disability appropriate assessment resources  www.iel.org Career Planning Begins with Assessment. This contains an inventory of assessment instruments across a variety of categories. www.iel.org  www.ncda.org A Counselor’s Guide to Career Assessment Instruments. www.ncda.org  www.transitioncoalition.org The Transition Coalition. This site contains information and resources regarding transition assessments including an online assessment tutorial. www.transitioncoalition.org  www.unl.edu/buros/ Buros Center for Testing. This site contains information and reviews regarding formal assessments. www.unl.edu/buros/

37. Contact Information www.pattan.net 37 Michael Stoehr PaTTAN Pittsburgh mstoehr@pattan.net 412-826-6864 Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education