Assessment Tools to Consider
when Developing ITPs
by
WA1 Directors from Region 4
Andrea Reed
Clovis USD
Age Appropriate
Assessments
What remains the same as IDEA ’97?
An expectation of coordinated services
Transition planning based on the students needs,
interest and preferences
Including instruction, related services, and when
appropriate, acquisition of community experiences,
development of employment daily living skills and
functional evaluation
Transition Services
Transferring rights at the age of majority
What language is new in IDEA ’04?
Transition language in the IEP at age 16
Measurable post-secondary goals
Based on age-appropriate assessments related
to:
Training, education, employment and where
appropriate, independent living skills
Providing a Summary of Performance upon
school exit
Indicators will measure Transition
Services Language and Outcomes
U.S. Dept., of Ed. Office of Special Education developed 20
Indicators that states will be held accountable for monitoring
Special Education in California
States must develop State Performance Plan that address
these indicators and submit an Annual Performance Report
(APR) on progress
20 Indicators replace the Key Performance Indicators (KPI)
What Indicators will measure Transition
Services Language and Outcomes
Indicator 14
Indicator 13
• % of youth ages 16 and
• % of youth who had IEP’s
above with an IEP that
are no longer in secondary
includes coordinated,
school and who have been
measurable post secondary
competitively employed,
goals, annual IEP goals and
enrolled in some type of
transition services that will
post secondary school, or
reasonably enable the child
both, within one year of
to meet the post secondary
leaving high school
goals
(20 U.S.C. 1416(a)(3)(B))
(20 U.S.C. 1416(a)(3)(B))
Transition IEP Development
Age Appropriate
Transition
Assessment
Transition
Services
including
Course of Study
Measurable PostSecondary Goals
Age of Majority
Notification
(Age 17)
Development of
Annual Goals to
Support
Measurable PostSecondary Goals
Summary
of
Performance
Age-Appropriate Transition
Assessments
What is age appropriate?
• Age-appropriate means chronological rather than
developmental age
What is the purpose of transition assessments?
• Assist the student to identify needs, interests and preferences
• Determine appropriate accommodations and supports
• Determine appropriate instruction and activities that will assist
the student achieve post-school goals
• Determine “next steps”
Transition to Adult Living - APPENDIX E – pp 129-139
Transition Assessments
All students who have been on a general education track and plan on enrolling in postsecondary education (2 or 4-year college) should have the following information
in their files:

State mandated test scores gathered during high school

Quarterly or semester grades throughout high school

Current psychological assessment data indicating areas of strength and
weakness, while documenting the presence of a diagnosed disability

College entrance exam scores if applying to 4-year colleges
This information would include (a) data gathered over time that can (b) be associated
with current and future environments. Additional information may include
informal interviews with student and family, student completion of interest
inventories or questionnaires to establish student interests and preferences in
transition planning to meet the basic requirements of age appropriate
transition assessment.
Transition Assessments
All students should have the following information in their files:
•
State mandated test scores (standardized or alternate)
•
Quarterly or semester grades or progress notes
•
Current psychological assessment data
•
Career Interest Inventory, Adaptive Behavioral Scale, and/or Career Skill
Inventory
An Adaptive Behavior Scale (with a student self-assessment component included), interest
inventory, and interview with the student should provide information to document
student strengths, interests, and preferences. Presence of the above information in
the student’s file and a clear link of such information to the student’s postsecondary
goal(s) would meet the requirements of age appropriate transition assessment.
Additional data may include family interview, teacher/transition coordinator
observational assessments or various student self-assessments.
This information would include (a) data gathered over time that can (b) be associated with current and
future environments to meet the basic requirements of age appropriate transition assessment.
********Two Approaches
APIE
• Step 1 – Assess
• Level 1
Interests, preferences and needs
Review of existing information and
achievement data, student interview, and related to post school outcomes using
formal and/or informal assessments
aptitude testing if necessary
• Step 2 – Plan
• Level 2
Expand to include assessments targeting Interpret results from assessments and
incorporate them into student’s ITP
information about work behavior, career
maturity and independent living skills
• Step 3 – Instruct
• Level 3
Students learn new skills they will need
For students needing additional assistance to reach post school goals
with identifying long term employment,
education and/or independent living goals • Step 4 – Evaluate
when earlier assessments were
Check progress toward achieving the
inconclusive or for those with more
transition activities, IEP g/o.
significant disabilities
*********It is important for assessment information
to be collected continuously with periodic
checkpoints, because students may change their
minds (e.g. interests, preferences) and attributes
(e.g., skills, knowledge, strengths).
ASSESSMENT PLAN?
• Is this any different than what I would do for
any other student?
• Is this being administered by anyone other
than teacher?
• Is this part of a classroom or curricular activity?
BEST PRACTICE!
Susan Bobbitt-Voth
Madera-Mariposa SELPA
Assessment Tools
For
Transition Planning
Transitional Areas
I
E
C
O
L
V
• Instruction
• Development of Employment
• Community Experiences
• Other Post High School Living Objectives
• Daily Living Skills
• Functional Vocational Evaluation
Transitional Areas
I
E
C
O
L
V
• Instruction
• Development of Employment
• Community Experiences
• Other Post High School Living Objectives
• Daily Living Skills
• Functional Vocational Evaluation
Student Groupings
D
T
F
A
• Diploma
• Tweener
• Functional Skills (Certificate of Completion)
• Adult Transition
Assessment Types
$
Free
N
1

8
Paper
On-line
Manipulative
$$$$$
Computer
Free
Glenda Woolley
Kings County Office of Ed
Sources
for
Assessment Tools A-Z
I
E
C
O
Coding of Assessments
L
V
D
T
F
A
$
Free
N
1

8
Diploma
Tweener
Functional Skills
Adult Transition
Costs
Free
Manipulative
Paper Version
Computer Version
On-line Version
Instruction
Development of Employment
Community Experiences
Other Post High School Living Objectives
Daily Living Skills
Functional Vocational Evaluation
I
E
C
O
Transition Portfolio Guide
L
V
D
T
F
A
$
Free
N
1

8
Instruction – Sections 4-5
Employment – Section 5.3-5.8
Community – 5.10-5.11
I
E
C
O
PLAN
L
V
D
T
F
A
$
Free
N
1

8
Practice for the ACT
I
E
C
O
Brigance
L
V
Employability Skills Inventory
D
T
F
A
$
Free
N
1

8
Life Skills Inventory
I
E
C
O
Career Targets for Transition
L
V
D
T
F
A
$
Free
N
1

8
• Identifies top career clusters through assessment
• Introduces students to the world of work through exploration of career
related vocabulary, clusters, work skills, and occupations
• Assist students with selecting appropriate courses for high school
• Provides activities that incorporate a real-world application of work skills
• Encourages students to include teachers, counselors, and parents in their
educational and career planning
I
E
C
O
Picture Interest Career Survey
L
V
D
T
F
A
$
Free
N
1

8
• 36 sets of three pictures to choose
• creates a profile of the individual
• lead directly to career information
• takes less than 15 minutes to complete
• can be self-administered and self-scored
I
E
C
O
Work Preference Match
L
V
D
T
F
A
$
Free
N
1

8
A structured way to
• prioritize work needs and preferences
• consider education
• create a grid to use for pro/con career decision-making.
• helps people learn their “unwritten rules” about employment,
• gather essential information for an informed career choice
• find a job they’ll love.
I
E
C
O
Career Exploration Inventory
L
V
D
T
F
A
$
Free
N
1

8
• Explore and plan three areas of life—work, leisure activities, and learning.
• Reflect on 128 activities and consider past, present, and future interests
• Scores connect to 16 career interest areas with related jobs, education and
training options, and leisure activities
I
E
C
O
Job Survival and Success Scale
L
V
D
T
F
A
$
Free
N
1

8
• Research-based, measures skills ranked highest by employers
• Self-administered, self-scored, takes just 20 minutes to complete
• Five scales: dependability, responsibility, human relations, ethical behavior,
and getting ahead
• Can help improve job retention rates—identifies potential obstacles to job
performance success
I
E
C
O
L
V
D
T
F
A
$
Free
N
1

8
3 Sides of You
Career Finder Plus
I
E
C
O
L
V
D
T
F
A
$

Users answer up to 18 questions then get a
list of the 20 best matching occupations.
•Using Words
•Using Numbers
•Understanding Science
•Understanding People
•Using Art
•Attending to Details
•Leading Others
•Making Things
•Growing Things
• Physical Activity
• Change
• Meeting People
• Travel
• Drive
• Independence
• Style
• Training
• Helping People
Reading Free
Vocational Interest Inventory
I
E
C
O
L
V
D
T
F
A
A series of 55 sets of three drawings each
Interest areas include:
Automotive
Building Trades
Clerical
Animal Care
Food Service
Patient Care
Horticulture
Housekeeping
Personal Service
Laundry Service
Materials Handling
$
1
20 minute administration
Reading Free Interest Inventory
I
E
C
O
L
V
D
T
F
A
$
1
• Can be used with the mentally retarded, learning disabled & disadvantaged individual
• Explores a wide range of jobs at the unskilled, semi-skilled, skilled and technical levels
• Aids in career education, guidance, and vocational planning
• Pictures convey visual descriptions of job tasks with associated tools & work areas
• From ages 13 to Adult
Careers for Me
I
E
C
Grades 6-9
O
Special Needs
L
V
D
T
F
A
$
1
Grades 3-7
Grades k-3
Vocational Adaptation Rating Scales
I
E
C
O
L
V
D
T
F
A
$
1
• Rating scales measure job-related behaviors of mentally retarded individuals
• Ratings produce frequency and severity scores
• Identifies maladaptive behavior in
• Verbal Manners
• Communication Skill
• Interpersonal Skills
• Respect for Property
• Rules and Regulations
• Attendance and Punctuality
• Grooming/Personal Hygiene
Career Keys
I
E
C
O
L
V
D
T
F
A
$
8
COPSystem
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C
O
L
V
D
T
F
A
$
1
Occupational Aptitude Survey
and Interest Schedule
I
E
C
O
L
V
D
T
F
A
$
1
• Measures 12 interest factors directly related to the occupations
• Business Detail
• Artistic
• Selling
• Scientific
• Accommodating
• Nature
• Humanitarian
• Protective
• Leading-Influencing
• Mechanical
• Physical Performing
• Industrial
• 240 items scored as Like, Neutral, or Dislike
NEXT S.T.E.P.
I
E
Student Transition and Employment Planning
C
O
L
V
D
Curriculum helps students learn how to:
• take charge of their own transition planning process.
T
• Select and implement a variety of transition goals
F
• Goals relate to jobs, education and training, personal life, and
living on their own.
A
$
1
• Assume responsibility for important life decisions
• In 16 lessons
CDE Transition Planning Guide
E
C
O
L
V
D
T
F
A
Free
1
8
Becker Work Adjustment Profile
I
E
C
O
L
V
D
T
F
A
$
1
• Work adjustment and support needs are evaluated in:
• Work Habits/Attitudes
• Interpersonal Relations
• Cognitive Skills
• Work Performance Skills
• Broad Work Adjustment
•Administered and scored in 20 mins
Dexterity Test
I
E
C
O
L
Bennett-Hand-Tool
• disassemble 12 fasteners in a specific order
from a wooden frame, then reassemble
• uses nuts, washers, and bolts using wrenches
and screwdrivers.
• 10 minutes to administrate
V
D
T
F
A
$
N
Crawford Small Parts
• Part I - measures dexterity in using tweezers to insert
small pins into close-fitting holes in a plate and to place
small collars over the protruding pins.
• Part II - measures dexterity in starting small screws in
threaded holes in a plate and screwing them down with a
screwdriver.
• 8 - 15 minutes to administrate
Talent Assessment Program
I
Form & spatial perception
E
Discrimination of similar objects
C
Strong color discrimination
O
L
V
D
T
Tactile discrimination
Fine motor control
Manual dexterity
Small tools
F
Large tools
A
Flow patterns
$
Retention of form & special details
N
Website
www.kings.k12.ca.us/workability
Gail Egoian
Fresno County Office of Ed/SELPA
Situational
Assessments
Betty Shaw
Selma USD
Sharing Additional
Assessment Tools
Linda Simpson
Fresno USD
Wrap Up
&
Evaluations
Ansell-Casey Life Skills
Assessment (ACLSA)
I
E
C
O
L
V
D
T
F
A
Free
8
• Career Planning
• Communication
• Daily Living
• Home Life
• Housing and Money Management
• Self Care
• Social Relationships
• Work Life
• Work and Study Skills