1. Transition Assessment Review of Concepts in Flexer, Simmons, Luft, & Baer Review of Concepts in Flexer, Simmons, Luft, & Baer

2. Areas of Assessment as Identified by DCDT Ongoing process Strengths, needs, preferences & interests Relating to current & future environments Form the basis for defining goals & services (to be included in the IEP) Read more starting on pages 114 of your text. Ongoing process Strengths, needs, preferences & interests Relating to current & future environments Form the basis for defining goals & services (to be included in the IEP) Read more starting on pages 114 of your text.

3. Transition Assessment Clarify your understanding of these assessment related concepts: Reliability Validity Criterion-referenced Norm-referenced If you are not knowledgeable of these concepts review them using Chapter 5 of your textbook Clarify your understanding of these assessment related concepts: Reliability Validity Criterion-referenced Norm-referenced If you are not knowledgeable of these concepts review them using Chapter 5 of your textbook

4. IDEA Requirements Relative to Transition Assessment Greater emphasis on informal assessments Performance in specific environments/across environments Current and future Also students on an IEP should be assessed for assistive technology Degree of participation in general education Greater emphasis on informal assessments Performance in specific environments/across environments Current and future Also students on an IEP should be assessed for assistive technology Degree of participation in general education

5. Portfolio Assessment Documentation of student’s knowledge/skills/planning Evaluation of student’s progress over time Document academic and career development Authentic assessment Documented performance Documentation of student’s knowledge/skills/planning Evaluation of student’s progress over time Document academic and career development Authentic assessment Documented performance

6. Portfolio Assessment Identify criteria for selecting materials Student involvement in identifying criteria and materials Criteria for evaluating materials Opportunity for self reflection by the student Identify criteria for selecting materials Student involvement in identifying criteria and materials Criteria for evaluating materials Opportunity for self reflection by the student

7. Situational Assessment Systematic observation process for evaluating behavior in environments as close as possible to the individual’s future living, working, or educational environment

8. Situational Assessment Potential Evaluation Areas in Work Environment Getting along with others. Accepting criticism Following directions Punctuality & attendance Productivity Organization Getting along with others. Accepting criticism Following directions Punctuality & attendance Productivity Organization

9. Work Samples Work sampling defined as “work activity involving tasks, materials, and tools which are identical or similar to those in an actual job or cluster of jobs” Fry & Botterbusch, 1988 Can be used to assess interests, abilities, work habits, and personal/social skills Work sampling defined as “work activity involving tasks, materials, and tools which are identical or similar to those in an actual job or cluster of jobs” Fry & Botterbusch, 1988 Can be used to assess interests, abilities, work habits, and personal/social skills

10. Categories of Work Samples Commercial Found in vocational evaluation units, rehabilitation services Standardized Locally developed Developed on basis of local job analysis Standard set of directions, tasks, materials & key behaviors to observe Commercial Found in vocational evaluation units, rehabilitation services Standardized Locally developed Developed on basis of local job analysis Standard set of directions, tasks, materials & key behaviors to observe

11. Behavioral Assessment Assess functional relationships between training and observed behavior Anecdotal recording A-B-C Measurement of behavior Review the description on pp. 132-133 Assess functional relationships between training and observed behavior Anecdotal recording A-B-C Measurement of behavior Review the description on pp. 132-133