1. Integrating Transition Assessment into the IEP
Gary M. Clark, Ed.D.
Department of Special Education
University of Kansas

2. Outline Context of transition assessment and planning (Blueprint)
Assessment sources (Tools)
existing data
formal instruments
informal methods
Strategies for integrating assessment information into the IEP (Techniques/Recommended Practice)

3. “LEA folks work very hard . . .
but they often don’t have
any ‘blueprints’ or the ‘right
tools.’”

4. Context of Transition
Assessment

5. Useful framework for planning
Assessment Issues:
Useful framework for planning
Appropriate timing in the planning
process
Proper “tools”
Family and student involvement
Involving other personnel
What is effective?
What will teachers accept?

6. What is acceptable to teachers?
good for students
fits their philosophies and styles of working
not complicated to give or use
not time-consuming to give or interpret
fair to all students
not expensive

7. IDEA The Regs
{300.42(a)(1)} “…results-oriented process … focused on improving the academic and functional achievement …
{300.42(a)(2)} “…taking into account the child’s strengths…”
{ (e)(3)} “…summary of the child’s academic and functional performance which shall include recommendations on how to assist …
{ (b)(1)} “…appropriate measurable postsecondary goals …”

8. IDEA 2004! -- The Regs-- (cont.)
{ (b)(2)} “…transition services (including course of study) needed …”
{ (b)(2)} “…steps to ensure that the child’s preferences and interests are considered.”
{ (2)} “…beginning not later than the first IEP … when the child is 16, or younger if determined by the IEP Team …”

9. Transition Planning Process
Teaching of
knowledge/skills
Proactive
Transition
Education
Comprehensive
Transition Needs
Assessment
Transition Planning
Further Assessment
of Select Areas
Linkage to
supports/services
Dream
Summary of Performance
Source: Patton & Dunn (1997)

10. “Knowledge/Skills” = competencies
addressed through instructional
goals (IEP)
“Supports/Services” = assistance
needed now or in adulthood --
addressed through linkage goals
(IEP/ITP)

11. Context of Transition
Planning

12. Key Elements of Successful Transitions
Comprehensive Planning
(1) assessment
(2) individual planning
Reasonable Implementation (i.e, action)
4 C’s: Communication, Coordination, Cooperation, and Collaboration

13. Two Options: (1) Reactive -- identify needs late in game
-- respond to crises or due process actions
(2) Proactive
-- start early, preferably by 14
-- affirm instruction and appropriate courses of study (transition education) as a transition service”

14. “journey” vs. “destination”
The goal of transition
planning:
To ensure that a plan to address
strengths and needs and a support
network exist before the student exits
school.
“journey” vs. “destination”

15. Adulthood Implications of the Transition Process
School-Based
Activities
Adulthood Implications of the Transition Process
Family-Centered
Activities
Knowledge,
Skills,
Supports,
&
Service
Needs
Demands of
Adulthood
Personal
Fulfillment
Self-Initiated
Activities
Adult Services
Activities
Source: Patton & Dunn (1998)

16. Student
Participation

17. Home
Involvement

18. USA: pest Diversity Considerations China: pet
Northern Thailand: appetizer

19. NASSP (1996):
“By the time a student reaches the
halfway point in high school, the
Personal Plan for Progress should
start emphasizing a transition plan
to direct the student’s curricular
goals toward “ (p. 18)

20. Belief Summary
If a comprehensive transition assessment is conducted reasonably well,
then, planning should be reasonably easy to accomplish.

21. Belief Summary, cont’d.
The more we know about the receiving settings and the student’s competence to deal with these settings,
the more likely we can increase the student’s chances for success.

22. Major Planning Questions
What do we need to know about students ?
When do we begin?
Where can we get information?
Who should be doing the assessment?
How will we use information?

23. Tools of the Trade for Transition Assessment!

24. Where can we get the information?
Comprehensive Planning Individual Needs Assessment Starts with the Questions:
What do we need to know?
Where can we get the information?

25. What do we need to know for transition planning?
Student’s personal interests and preferences
Family preferences for student
Self-determination knowledge and skills
Cognitive strengths
Academic strengths

26. What do we need to know for transition planning? (Cont’d)
Community participation and community living skills
Vocational skills
Social skills
Physical and mental health status
Student and family support needs

27. Where can we get this information?
Existing information
Standardized assessments
Non-standardized (informal) assessments

28. Info/Data That Might Exist For Transition Planning
intellectual capacity
academic achievement
adaptive skill levels
vocational experience and skills
behavior and inter- personal relationships
social skills
physical abilities
health-related issues
personal interests and
preferences
family preferences

29. Commercially- Available Instruments Related to Transition Planning
(Standardized and Non-standardized)

30. Transition Instruments
LCCE Knowledge Battery
Life Skills Inventory (LSI)
Employment Skills Inventory (ESI)
Kauffman Functional Academic Skills Test
LCCE Performance Battery
Enderle-Severson Transition Rating
Scale -- 3/e (ESTR-III) (ESTR-J)
Transition Behavior Scale (2/e) (TBS)
Transition Skills Inventory (TSI)
Transition Planning Inventory (TPI)

35. Strategy and Technique Considerations for Integrating Assessment Data into the IEP:
Iowa Model

40. Individual Teacher Model
Strategy and Technique Considerations for Integrating Assessment Data into the IEP:
Individual Teacher Model

41. Strategies for Before the Transition-Focused IEP Meeting
Establish student’s measurable postsecondary goals.
Obtain from existing information or complete all assessments needed for the student.
Get supporting data when possible.
Share the assessment results with the student and family.
Get consensus on reliability of findings and draw tentative conclusions about needed instructional goals and/or linkages that are appropriate for preparing the student to meet his/her postsecondary goals.

42. Strategies for During the Transition-Focused IEP Meeting
Have transition assessment needs information organized clearly as they relate to postsecondary goals.
Have data to document priority IEP goal recommendations and/or linkage services.
Raise concerns regarding further assessment needs, if appropriate.
Ensure priority goals for instruction are linked to student’s course of study

43. Key Elements for Integrating Assessment Data
Present levels of performance
Goal generation
Activities, related services, accommodations, transition services

44. CASE STUDIES

46. Case Study:
“Jimmy”

55. Key Points -- Today
Process must be comprehensive, across academic and functional achievement.
Use some system.
Resources are available.
Good for all students!!

56. Doing quality transition assessment and planning takes new learning for everyone.