1. Next Steps NH Series Course 1: Transition Assessment: Knowing the Options and How to Use Them 1

2. Making the Most of a G2M Muting & unmuting Using chat function Group activities Webcams

3. Learning Objectives In this session participants will: Define transition assessment, Learn about a variety of formal and informal transition assessments and procedures Learn about a variety of formal and informal transition assessments and procedures Map current transition assessment Determine actions for improving transition assessment practices. 3

4. Materials for Today Slides Jamerreo Transition Planning Worksheet Transition Assessment Mapping Tool Sample Instruments Handout 4

5. NSNH Essentials Next Steps NH offers training and coaching on embedding evidence-informed transition practices in schools to increase the graduation rate of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life. Training introduces and illustrates the practice. Coaching supports putting the training to use.

6. NSNH Essentials Transition practices include: Enhanced transition planning, activities & opportunities, including RENEW Best practice Extended Learning Opportunities (ELOs) High level family-school engagement Evidence shows that embedding new practices requires multi-stage implementation.

7. Family Engagement Two-way communication Shared decision making Transition-related training opportunities Student Development Best Practice ELOs Self-Determination RENEW Program Structure Leadership Teams Ongoing Strategic Planning Policy and Procedure Transition Competencies for Staff Transition Coordinator ELO Board Student-Focused Planning Student Led IEPs RENEW Transition Assessment Interagency Collaboration Community Services Colleges/Universities ELO Partners Transition- Focused Education Framework Adapted from Taxonomy for Transition Programming, Kohler, P.D. (1996) & NH CoP Template for Secondary Transition & NH Standards for Family /School Partnerships

8. NSNH Essentials Implementing practices with fidelity is a primary focus. The use of planning tools ensures fidelity. When implemented with fidelity these practices will increase the graduation rates of students with disabilities and students at-risk of dropping out and prepare them for college, career and adult life. Not In Place Partially In Place In Place Critical Component of Practice XStudents-at-risk and students with IEPs participate meaningfully in the development of their post school goals.

9. SUSTAINABILITY Leadership, ELO, RENEW, Family Engagement Teams & Program Structures 1. EXPLORATION Develop & Meet w/ Project Teams (Leadership – ELO – FEG – RENEW) Complete Fidelity tools 3. INITIAL IMPLEMENTATION Implement action plans Identify & address challenges Scale up ELOs, RENEW & Transition Practices Integrate family-school partnership strategies (Based on Dean Fixen et al & SWIFT) 2. INSTALLATION Develop action plans Participate in foundational trainings RENEW student mapping Pilot a high quality ELO, EI transition practices Offer parent education 4. FULL IMPLEMENTATION Processes & procedures in place System recalibrated to accommodate & support new initiatives

10. Individuals with Disabilities Education Act 2004 Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include— (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals NH RULES for the Education of Children With Disabilities 2008/NHSEIS rule: Beginning at age 14, or younger if determined appropriate by the IEP team, the Courses of Study section must be completed. 10

11. Is this just for Special Ed? Transition Assessment = Data about College, Career and Life Readiness Best practice means thinking in terms of 1. Schoolwide practices that are inclusive of students in special ed and at-risk 2. Targeted interventions 3. Intensive practices 11

12. Defining Transition Assessment The ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments 12

13. Defining Transition Assessment Assessment data serve as the common thread in the transition process Forms the basis for defining goals and services to be included in the Individualized Education Program (CEC-DCDT, 1997) 13

14. Purpose of Transition Assessment  Make informed choices  Take charge of the transition process  Understand the skills needed for post- school environments 14

15. Transition Assessment Informs us about future: Employment Education/ Training Independent Living 15

16. Transition Assessment Gathers information about: Self-Determination Skills Independent Living Skills Vocational Interests & Skills Career Exploration Skills Academic Skills 16

17. Guiding Questions: What Information Are You Looking for? 1. What is the student’s intended plan? What are the Post-Secondary Goals? 2. Does the student have the skill, knowledge and behavior needed to reach his or her goals? 3. Does the student have all the information needed to fully understand his/her goals? 4. What is the best way to gather the needed information? 17

18. ACTIVITY: PART 1 What is the student’s intended plan? What are their Post-Secondary Goals? What are they interested in? 18

19. TYPES OF TRANSITION ASSESSMENTS Formal andInformal 19

20. Types of Transition Assessments Formal: To learn about a wide variety of skill levels in various areas (e.g., vocational, academic, social) Published tests: scores that compare students to others A starting point 20

21. Types of Formal Assessments Learning style inventories Academic achievement tests Adaptive behavior scales Aptitude tests Interest inventories 21

22. Types of Transition Assessments Informal: Observing the student in various academic and work experiences Talking with the student about likes and dislikes Setting up experiences to allow the student to try something that that may be of interest Often teacher-made Often does not result in a score 22

23. Types of Informal Assessments Observation: watching or listening to an individual’s behavior and recording relevant information Interviews/ Questionnaires: structured or unstructured conversations through question- and-answer format Environmental Analysis: carefully examining the environment in which an activity normally occurs Curriculum based assessments: task-analysis, portfolio assessments, work sample analysis, criterion-referenced tests (Test, Aspel, & Everson, 2006 - Transition Methods for Youth with Disabilities) 23

24. ACTIVITY: PART 2 How do you help students determine if they have the skill, knowledge and behavior needed to reach his or her goals? How do you help students determine if the have all the information needed to fully understand goals? 24

25. Self-Determination Assessments 25

26. AIR Self-Determination Assessment Formal Self-Determination Assessment  Parent, Teacher Version, and Student Version  Available at:  www.ou.edu/zarrow/sdetermination.html www.ou.edu/zarrow/sdetermination.html  Cost: free 26

27. AIR Self-Determination Assessment 543212. My child sets his or her own goals to satisfy wants or needs. (S)he thinks about his or her own abilities when setting goals. 543211. My child knows what (s)he needs, likes, and is good at. Always Almost Always Sometimes Almost Never THINGS MY CHILD DOES 54321 27

28. I’m Determined I’m Determined Informal Transition Assessment Virginia Department of Education Self- Determination Project website Self-determination Student Checklist http://www.imdetermined.org/files_resource s/109/selfdeterminationcheckliststudentself- assessment.pdf http://www.imdetermined.org/files_resource s/109/selfdeterminationcheckliststudentself- assessment.pdf Free LOTS of other GREAT STUFF to assist student and team in self-directed future planning. 28

29. Independent Living Skills Assessments 29

30. Vineland Adaptive Behavior Scale Formal Transition Assessment  Norm-referenced Assessment  Use the search functions at: http://www.pearsonassess.ca/  Ages birth to 90  Range of options, starting at: $117.00 30

31. Vineland Adaptive Behavior Scale 31

32. The Life Skills Inventory Independent Living Skills Assessment Tool Identify if individual is prepared with the appropriate life skills to live independently. 15 different categories; 4 levels of accomplishment; requirements for moving on to the next level. http://www.sped.sbcsc.k12.in.us/PDF%20F iles/tassessments/Independent%20Living/Li fe%20Skills%20Inventory_Independent% 20Living.pdf http://www.sped.sbcsc.k12.in.us/PDF%20F iles/tassessments/Independent%20Living/Li fe%20Skills%20Inventory_Independent% 20Living.pdf FREE!! 32

33. Casey Life Skills 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 http://lifeskills.casey.org/ 33

34. Teacher-made Independent Living Skills Survey Informal Transition Assessment  Teacher-made  Questionnaire or survey  Free Ecological Surveys Observation Curriculum- based Assessment Interviews and Questionnaires Functional Assessment 34

35. Teacher-made Independent Living Skills Survey Informal Assessment of Independent Living Skills Date: ____________________ Student:_____________________________ Area Questions Response Outcome Which one means having fun? Leisure Work School Live Outcome Which one is about having a job? Leisure Work School Live Outcome Which one is about learning? Leisure Work School Live Outcome Which one is about where you Leisure Work will live? School Live 35

36. Vocational/ Career Exploration Assessments 36

37. Brigance Transition Skills Inventory Formal Transition Assessment  Middle and high school students  TSI Kit $259.00  Transition Skills Inventory $199.00  TSI Record Books 10-Pack $35.00  www.curriculumassociates.com 37

38. Brigance Transition Skills Inventory Formal Transition Assessment Pre-employment/functional writing Career awareness Job-seeking Post-secondary opportunities Functional reading Speaking and listening Math Money and finance Technology Housing Food and clothing Health Travel and transportation Community resources 38

39. YES! (Your Employment Selections) Informal Transition Assessment  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 www.yesjobsearch.com 39

40. Common Informal Transition Assessments used in NH Extended Learning Opportunities & Work- Based Learning – Student Reflection – Employer/Community Member Reflections Student Centered Mapping – Intensive – First stage of RENEWRENEW 40

41. Compilations of Assessments NSTTAC Transition Assessment Toolkit – http://nsttac.org/content/age-appropriate- transition-assessment-toolkit-3rd-edition http://nsttac.org/content/age-appropriate- transition-assessment-toolkit-3rd-edition Transition Coalition Assessment Reviews – http://transitioncoalition.org/tc-assessment- reviews/?cat_ID=48 http://transitioncoalition.org/tc-assessment- reviews/?cat_ID=48 Next Steps NH website – Nextstep-nh.org Nextstep-nh.org 41

42. ACTIVITY PART 3 In a world where anything is possible, what do you aspire to provide? 42

43. HOW TO USE IT Transition Assessment 43

44. How to Use It The Common Thread Transition-Focused IEPs – Summarized in present level sections. – Used when writing Measurable postsecondary goals, transition services and annual goal Training Procedure 44

45. How to Use It Program Development – Work-based learning opportunities – Guest interviewers, Information interviewing, Job shadows/trials, interactive career fairs Use transition data to build personalized alt learning pathways 45

46. ACTIVITY PART 4 Action Planning Select an aspiration, one that is achievable. 46

47. To Refer Others to this Content Visit www.nextsteps-nh.orgwww.nextsteps-nh.org Everything Transition tab Select Everything Next Steps Tools for Student Focused Planning and/or Student Development 47

48. Post-test! 48

49. Thank You! The contents of this presentation were developed under a grant from the US Department of Education, H323A120003. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint is not necessary, the citation should be: NH State Personnel Development Grant – Next Steps NH (2012-2017). New Hampshire Department of Education, Concord.