1. 1. Type your name and email address (along with all team members participating with you) in the ‘Chat Box’ on the left. 2. CCTS will conduct a sound check at 2:50 and 2:55. We’ll begin at 3:00 and end by 4:00. 3. Use the ‘Chat Box’ to type in questions and/or responses; we’ll address these mid-way through the webinar and during the last ten minutes. 4. After the webinar, you will receive a follow-up email requesting that you complete a quick survey. Thank you for joining us today! Age-Appropriate Transition Assessment November 9, 2011

2. Age-Appropriate Transition Assessment: Meaningful Connections Website: www.seattleu.edu/cctswww.seattleu.edu/ccts Email: CCTS@seattleu.eduCCTS@seattleu.edu Phone: 206.296.6494 CCTS Center for Change In Transition Services Seattle University OSPI STATE-NEEDS PROJECT

3. Agenda Measurable Post-secondary Goals Quality Transition Assessment Identification of Needs Career Assessment Career Planning within the School Day Students as Partners Next Steps 9/8/2015

4. 34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i) Transition assessment o The ongoing process of collecting data on the individual’s needs, strengths, preferences, and interests as they relate to the demands of o current and future working environments o educational, living, personal and social environments. o Assessment data serve as the common thread in the transition process to form the basis for defining goals and services to be included in the IEP. These data are gathered from multiple sources. Age-Appropriate Transition Assessment

5. Goals of Transition Planning High school completion Post-secondary participation Employment Community Inclusion Living situations and activities Adult service agency connections 9/8/2015

6. Self-Determination Define and reach goals based on foundation of knowing and valuing oneself (Field & Hoffman, 1998, 2006). 9/8/2015

7. A Model of Self-Determination Teach self-determination. Self-awareness and understanding. Explore personal life, jobs, education and training, and living on your own. Develop and direct own IEP to extent possible. Implement transition plans. 9/8/2015

8. Guiding Questions for Age-Appropriate Transition Assessment 1. Strengths: What strengths does the student have in meeting some of life’s demands as they relate to education/training, employment, and independent living? 2. Needs: What are the main barriers to the student reaching postsecondary endeavors (e.g., college/training program, a job/career, accessing the community, or living independently)? 3. Interests: What are the student’s interests, currently and in the future? What activities/experiences promote curiosity and catch their attention? 4. Preferences: Given the opportunity to choose from available options in the areas of education/training, employment, and independent living, what options, according to the student, will motivate the student and make him/her happiest?

9. Age-Appropriate Transition Assessment IS: Conducted by IEP Team Academic & functional assessments Interest & aptitude tests Student, family, teacher, employer interviews Family, teacher, employer observations Employer evaluations Psych reports Entrance/placement exams IS NOT : A single student interview Interest inventories only Conducted by the special education teacher only Conducted by the school psychologist only Formal assessments only Informal assessments only Psych evaluation or re- evaluation only

10. Personal Futures Planning History – Where have I been? Who am I? – Strengths and Abilities Goals and Dreams Who can help me? – Support Network What could get in my way (fears)? Short term objectives for 3 months Next steps – who/when to meet next? 9/8/2015

11. Quality Assessment What does your district do well in transition assessment? 9/8/2015

12. Participants School personnel Career/tech, special & general ed. Counseling staff Student Family Service agency and adult service providers 9/8/2015

13. Transition Assessment Temperaments Interests Aptitudes Academic Skills Anticipated Post-secondary Goals Opportunities for Preparation 9/8/2015

14. Career assessment is : More than a “one-shot” approach More than one test Powerful Can change a life, and…… Can occur during the school day! 9/8/2015

15. Career Assessment Determines vocational potential Global concept Systematic process Essential to student planning 9/8/2015

16. Temperaments Temperaments are personality traits that, when matched with demands of the job, keep one happy at work. Temperament surveys are non- threatening, a good starting point, and interesting to youth. 9/8/2015

17. Interests & Aptitudes Interest surveys are valid when a student has experiences through career exploration. Aptitudes are skills, but may not be developed due to lack of interest or opportunity. 9/8/2015

18. Type of Information Individual’s stated interests Academic skills Aptitudes Temperaments Learning ability, reasoning, problem solving Communication skills 9/8/2015

19. Type of Information, Cont. Self-awareness and self-advocacy skills Physical strengths and limitations Healthcare needs Learning style Work experiences Community based evaluation Leisure and recreational 9/8/2015

20. Informal Methods Observation checklists Student self-evaluations Job history Academic data Previous testing Curriculum-based assessment 9/8/2015

21. Formal Assessment STW assessment ASVAB Academic tests Commercial assessment 9/8/2015

22. Informal versus Formal: When would you use informal and when would you use formal assessments? 9/8/2015

23. Curriculum: Best Practices Integrated curriculum Career unit Embed academics Provides information for the assessment process The art and science of planning the conditions of learning (Pratt, 94). 9/8/2015

24. Student Portfolio Interests Job Shadows P.S. Institutions Work Attitudes Academics Aptitudes Temperaments 9/8/2015

25. ● Self-determination Assessment Tools The Zarrow Center for Learning Enrichment AIR Self-determination Assessment, ARC Self-determination Scale, ChoiceMaker Self-determination Assessment, Field & Hoffman Self- determination Assessment. ● Transition Assessment Data through Standardized Instruments The Transition Coalition Examples of Standardized Tests Specifically Designed for Transition Planning with Adolescents Formal Assessments * Search www.seattleu.edu/ccts for links to these resourceswww.seattleu.edu/ccts

26. ● Directory of Commonly Used Published Tests National Collaborative on Workforce and Disability for Youth Extensive lists of formal assessments in four domains: educational, psychological/diagnostic, vocational/career, medical Assessment listings have publisher website, target group, norming procedures, administration qualifications, reliability/validity and costs. ● College admissions The College Board Scholastic Aptitude Test (SAT), Pre-SAT (PSAT/NMSQT) ACT Explore, PLAN, Quality Core, College Readiness Standards, WorkKeys, DISCOVER, COMPASS, EPAS (Ed Planning and Assessment System), CAAP. Formal Assessments

27. √ Interviews and questionnaires 1. conducted with a variety of individuals; 2. used to determine needs, strengths, preferences and interests relative to postsecondary goals; 3. involve gathering information about a student and the family’s current and future resources; Tools: Transition Assessment Checklist (CCTS); Needs Planning Survey (CCTS); Transition Needs and Preferences Survey (CCTS); Transition Survey for Parents (CCTS)Dream Sheet; Employment – related Questionnaire (NSTTAC); Planning for the Future (Transition Coalition); Informal Assessments

28. √ Direct observation: 1. Conducted within natural or school employment, postsecondary, or community setting; 2. Direct observations are done most times by an “expert” in the environment: parent, teacher, job coach, co-worker, paraprofessional, other persons in a student’s natural support system; 3. Includes organized collection of information for behaviors (work/home/school), task completion, affective information (happy/sad/angry); Tools: Transition Information Gathering Form (CCTS); Worker Rating Standards (CCTS); Community Work Site Evaluation (CCTS) Informal Assessments

29. √ Environmental or Situational Assessment 1. Carefully examined environments where activities normally occur (ex. Student wants to attend leisure activities at local YMCA: analyze environment for member expectations at Y, transportation to Y, social interactions at Y) 2. Analysis of a job situation comparing job requirements to student’s skills and accommodations needed: job restructuring, modifying equipment, adaptive devices Informal Assessments

30. √ Curriculum-based assessments: 1. Designed by educators; 2. Gather information about a student’s performance in a particular curriculum; 3. Develop instruction for the student; Educator might use task analyses, work sample analysis, portfolio assessments, and/or criterion-referenced tests. * Search www.seattleu.edu/ccts for links to these resources and morewww.seattleu.edu/ccts Informal Assessments

31. Questions? 9/8/2015

32. Upcoming Webinars 12/14/11: Making Post-School Data Count 01/11/12: Writing IEPs for Transition-Age Students 02/08/12: Rural and Remote: Transition Services 03/14/12: Developing Transition Services: QuIST 04/11/12: Their Stories: Post-School Leavers 05/09/12: Transition: Connecting the Dots 06/13/12: How Did We Do? Following Our Students 9/8/2015

33. Website: www.seattleu.edu/ccts Email: ccts@seattleu.edu Phone: (206) 296-6494