Effective Assessments
for Meaningful
Transition Planning
Medicaid in the Schools Summit
January 24, 2008
True or False?
Transition is just an attachment to the
IEP—you can do it last.
 Transition activities must relate to postschool outcomes.
 All you have to do is change the date at
the top of the Transition page and check
“no updates needed.”

True or False?
Post-school outcomes must be based on
age-appropriate transition assessments.
 If students are going to get a job then they
don’t need linkages with agencies.

True or False?
A completed Transition Service Inventory
is all I need to write a Transition Plan.
 If your student doesn’t know what he/she
wants to do, a transition plan isn’t
necessary.
 If a student has unrealistic goals, a
transition plan can’t be written.

MYTH or REALITY?

Instructions: Decide whether the statement is a Myth or Reality.

1. The transition assessment process is developed using a specific
protocol, and it is important to administer them as instructed.

MYTH or REALITY?

The correct answer is: MYTH

Schools often base the entire assessment process on a pre-established
protocol designed by the school or a certain program, and not on the needs
of the student (Cohen & Spenciner, 1996). In reality, transition assessments
should be developed and individualized with each student in mind. Student
participation in developing the types and methods of assessment is the best
way to go.
MYTH or REALITY?

2. Transition assessment is an ongoing process that takes place
throughout and across the secondary school years.

MYTH or REALITY?

The correct answer is: REALITY

While transition assessment is often thought of as a once-a-year event
occurring over a short period of time to guide the development of the IEP, it
is in fact most useful when thought of within a broader context. Cohen and
Spenciner (1996) observed that transition assessment is often wrongly
considered to be an add-on, done by one person during a short period of
time to prepare for the IEP. The reality is that in order to be effective and
meaningful to the student and the school program, the transition
assessment process must be ongoing throughout the school year.
MYTH or REALITY?

3. Transition assessment is primarily for youth with severe disabilities.

MYTH or REALITY?

The correct answer is: MYTH

While many assessment approaches and tools are created with one
disability population in mind, other assessments are appropriate for all
youth. What is most important is for the transition practitioner to familiarize
his or herself with each assessment measure and determine it’s usefulness
to the overall transition process, and not to assume that a certain instrument
or method is not appropriate for a particular student because of his or her
label or disability category. Accommodations can be made so that a
particular assessment can used effectively to meet the ability level of the
student.
MYTH or REALITY?

4. Transition assessment is not required by IDEA, it is just a good thing to do in
preparation for the IEP.

MYTH or REALITY?

The correct answer is: MYTH

Transition assessment is now required by law. In fact, since 1990, the law has
required that students' interests and preferences are taken into consideration during
transition planning and developing the IEP. With the passage of the 2004
reauthorization of IDEA, within the IEP, we are now required to identify appropriate
and measurable postsecondary goals based upon age-appropriate transition
assessments. The IDEA transition requirements for assessment center on assessing
for transition postschool goals, to inform the IEP planning process, and to identify
students' needs, interests and preferences (Lohrmann-O'Rourke & Gomez, 2001). In
fact, several major pieces of disability legislation (i.e., IDEA, the Rehabilitation Act)
require assessment for transition.
MYTH or REALITY?

5. The main purpose of transition assessment is to identify future
employment goals of students with disabilities.

MYTH or REALITY?

The correct answer is: MYTH
In the past, transition assessment has often been limited to focusing only on
vocational interests and career development (Lohrmann-O’Rourke &
Gomez, 2001). However, best practices dictate that transition assessment is
expanded to include other postschool outcomes areas such as
postsecondary education, independent living, community participation, and
social relationships, as well as the ongoing focus on career development. In
addition, transition assessment must be focused on the student’s strengths,
needs, preference and interests as they relate to the demands of current
and future educational, living, and personal and social environments.

MYTH or REALITY?

6. Assessment is very important during transition and if done well, it can
provide us with information we really need to know.

MYTH or REALITY?

The correct answer is: REALITY
Of course the answer to this statement is true! In the past, dissatisfaction with
traditional assessments have been the result of adhering to the myths surrounding
assessment. Another reason has been that practitioners in districts might mirror
established but poor assessment practices. This has lead to the inability of the
assessment procedures used by schools to provide specific information about a
student’s transition outcomes, preferences and needs as well as learning styles
needed to improve instruction. Finally, the failure of many tests to assess higher order
thinking and problem-solving skills has lead to poor assessment results (Daniels,
1999). Ample attention must be made to the development of the individualized
transition assessment plan, to ensure multiple assessment measures are productive
and fruitful.

Transition in Arkansas…
Transition Assessment

Some of this presentation was taken from
the Transition Coalition website, Transition
Assessment Module.

www.transitioncoalition.org
What is Transition Assessment?

Transition assessment is an umbrella
term to encompass any type of
assessment which targets areas critical for
preparing youth with disabilities to achieve
a high quality adult life. It can embody
many different methods and approaches.
Guiding Questions

It is important to begin every assessment process with guiding
questions about educational decisions:




Do we understand this student's preferences and interests?
In what ways can the school prepare students for the future?
Is the student making progress toward specific instructional goals?
In addition to the above questions, Sitlington & Clark (2001) relate how
transition assessment plans should address these additional
questions:

What do I already know about this student that would be helpful in identifying
postschool outcomes?
 What information do I need to know about this individual to determine postschool
goals?
 What methods/sources will provide this information?
 How will the assessment data be collected and used in the IEP process?
Important Point

Transition assessment needs to occur
regularly and over a large span of time. It should
not be completed all at once prior to an IEP
meeting. It is a planned, continuous process of
obtaining, organizing and using information to
assist students of all ages and their families in
making critical transitions throughout the
lifespan (Clark, 1998).
Assessment Plan Characteristics

The primary rule in creating an assessment plan is to individualize
types of assessments given to each student so they are responsive to
the student’s needs.

When choosing assessment instruments, it is important to use multiple
types and levels of assessments. Measures must be selected based on
how they address key questions for a student’s individual transitions
planning:
 Who am I?
 What do I want in life now and in the future?
 What are some of life’s demands that I can meet now?
 What are the main barriers to getting what I want from school and
my community?
 What are my strengths and needs?
 What are my options in the school and community for preparing me
for what I want now and in the future?
(Clark, 2007)
Integrating Assessment Data

To ensure better postschool outcomes, assessment
information should be coordinated with adult services
providers.

Results and copies of ongoing assessment should be
included in the Summary of Performance that is required
during the student’s last year of school.

Communication with adult service agencies regarding an
individuals needs, preferences, and interests of students, is
integral in ensuring a high quality adult life for students with
disabilities.
Assessment Data
and the Annual IEP

Now that transition assessments are a key
component of the annual IEP, the results should be
included in the present levels of educational
performance part of the IEP.

In preparation for the IEP, schools should provide a
student with tools needed to express his or her
preferences, interests, and needs both prior to and
during the meeting.
Present Level of Educational
Performance

The student’s Present Levels of
Educational Performance (PLEP) gives
the IEP team a picture of how the student
performs at the time of the IEP
development and helps determine what
needs to be assessed.
Areas to consider when addressing present
levels of performance:

Career/Vocational Readiness and Habits

Job Seeking
 Job Keeping

Career/Vocational Interests/Goals




Inventories
Experience
Job Shadows
Career/Vocational Skills and Abilities



Physical Capacities
Perceptual Capacities
Work Performance
 Motor Skills
Areas to consider when addressing present
levels of performance:

Emotional and Social Tolerance
 Emotions
 Social Behavior
 Stress
 Frustration
 Tolerance
 Education
 Academic
 Learning Styles
 Study Skills
 Independence
 Self-help
 Domestic Skills
 Consumer Skills
 Health Care
 Transportation
 Family
NOW IT'S YOUR TURN

Think about your definition of transition assessment, and how
you have applied it with students.

Write your definition of transition assessment

Now, compare your definition with that of the Division on
Career Development and Transition
Transition assessment is "the ongoing process of collecting data
on the individual’s strengths, needs, preferences, and interests as
they relate to the demands of current and future working,
educational, living, and personal, and social environments.
Assessment data serve as the common thread in the transition
process and form the basis for defining goals and services to be
included in the IEP" (Sitlington, 1996).

Why Assess?

Why do you think it's important to assess
students during transition planning?

Answer
 In
general, assessment fulfills the important
function of: facilitating a self-awareness for
decision-making around critical life choices
through informing, discussing, and providing
transition services.
Purposes of Transition Assessment





Identify students’ interests and preferences
Determine post-school goals and options
Develop relevant learning experiences
(instruction) and transition service needs
Identify supports (linkages) needed to
accomplish goals
Evaluate instruction and supports.
Types and Approaches to
Transition Assessment

Transition assessments can be categorized into two
groups: formal and informal.

Defining an assessment instrument as either formal or
informal usually depends on the following characteristics:





Purpose of the assessment
Commercialization
Standardization
Assessment environment
Administration procedures
Formal Assessments

Are norm referenced, have very detailed
instructions for administering and scoring, and
must have evidence of reliability and validity.
That is, the consistency of the measurement, or
the degree to which an instrument measures the
same way each time it is used under the same
condition with the same subjects and that the
instrument measures what it purports to
measure.
Clark, 2007
Formal Assessments

Snares that limit formal assessments
 using results to label or stigmatize a student
 the possibility of errors due to test bias, poor
validity, or low reliability, and
 the likelihood of fostering mechanistic
decision-making rather than considering each
individual student (Rojewski, 2002).
Informal Assessments

Non-standardized measures that can be
modified and adjusted to gain useful
information about a student. Informal
assessments are very flexible and
subjective, and many are locally
developed, some for specific students.
Informal Assessments

Informal assessments are prevalent in schools, and are
often created or modified by practitioners and shared among
educators. These measures can provide critical information
on student learning characteristics, and are often effective in
helping teachers develop and implement more personalized,
individualized instruction (Daniels, 1999).

When deciding upon which informal assessments to
administer, it is important to consider multiple domain areas
where information is needed for high quality student-focused
planning.
Administering Informal
Assessments

As with standardized assessments, protocol for
administering informal assessments can be
developed to assure fairness and high quality
information.

Limitations of Informal Assessments
 Inaccuracy in observations
 Use of personal definitions of behavior
 Bias resulting from unsystematic observations
 Analyzing
subjective information
Self-Determination and
Transition Assessment

The ultimate goal of transition assessment is to help
students and families develop an integrated picture of
themselves and their future roles.

In order to meet the principles of transition assessment,
skills in self-determination and student involvement
must be fostered and embedded in both the curricula
and the assessment processes (Wehmeyer, 2001). The
actions of self-determined people enable them to fulfill
roles typically associated with adulthood.
Definition of Self-Determination

Self-determination can be defined as
“acting as the primary causal agent in
one’s life and making choices and
decisions regarding one’s quality of life
free from undue external influence or
interference” (Wehmeyer, 2001).
Why include self-determination in
this transition assessment training?
IDEA requires students be invited to
meetings
 Rehabilitation Act asserts that people
with disabilities be equal partners in
planning and decision-making
 Therefore:

 Students
must know their strengths and
weaknesses
Self-Determination Assessments

The ARC’s Self-Determination Scale—designed for
use by students with mild levels of cognitive
disability, mental retardation and global learning
disabilities. It is also applicable to students with
emotional and physical disabilities as indicated in
field tests. It was field tested on students without
disabilities and proved to be useful with them as
well.
ARC’s Self-Determination Scale
no longer in print but available in PDF
format online:
 Manual http://www.beachcenter.org/books/d
efault.asp?act=chapters&intResourceID=1445&
type=General%20Topic&id=10
 Assessment http://www.beachcenter.org/boo
ks/default.asp?intResourceID=779&act=detail
&type=all&id=0

Self-Determination Curricula that
include assessments
Next STEP Second Edition
Order information- www.proedinc.com
 Whose Future Is It Anyway?
 AIR Self-Determination Scale

 http://www.sdtac.uncc.edu/air.pdf

Choicemaker Self-Determination Assessment
Characteristics of Self-Determined
People





Awareness of personal preferences, interests,
strengths, and limitations
Ability to see difference between wants and needs
Ability to make choices
Ability to consider multiple options and anticipate
consequences
Ability to initiate and take action
More characteristics
Ability to set goals and work toward them
 Self-advocacy skills
 Persistence
 Self-confidence
 Self-evaluation skills
 Ability to assume responsibility for actions

NICHCY’s Curriculum

A Student’s Guide to the IEP
 Learning

about the IEP and their disability
http://www.nichcy.org/pubs/stuguide/st1.pdf
Helping
A
Students Develop Their IEPs
Technical Assistance Guide

http://www.nichcy.org/pubs/stuguide/ta2.pdf
To Summarize

Transition assessment is now a part of IDEA
requirements for transition planning and IEP
development. It targets critical areas of adult life and
can encompass a variety of approaches.

Two critical elements of transition assessment:


Self-determined assessment should lead to greater selfawareness of student preferences, interests, and needs during
transition.
Person-centered planning offers a strategy for implementing
an assessment process that focuses on the contributions and
vision for the future with the input and involvement of those
closest to the student.
Assessment Selection

How do we determine which assessment to use? This is a good question.
Sitlington, Neubert, & Leconte (1997) identified Eight Guiding Statements:

1. Assessment methods must be customized to specific types of information
needed for upcoming decisions
2. Methods must be appropriate to the learning and response
characteristics of each individual
3. Assessments must incorporate assistive technology or accommodations
when necessary
4. Assessments must occur in natural environments
Assessment Selection

5. Assessment methods must produce outcomes that influence the
development, planning and implementation of the transition process
6. Methods must include multiple ongoing activities that sample
behavior and skills

7. Methods must be verified by multiple methods and persons
8. Assessment results must be stored in user-friendly format
Learning Style Assessment




VARK—Visual, Aural, Read/Write, Kinesthetic—this
assessment can help teachers and students
determine how students learn best.
http://www.vark-learn.com/english/index.asp
The Learning Style Assessment
http://www.ulc.arizona.edu/learn_styl_ass.html
SOME Assessments:
Interest Inventories and Career Exploration
 Kuder
o http://www.ark.kuder.com
 Arkoscar
o http://www.arkoscar.org
 America’s Career Infonet
o http://www.acinet.org
 Reading-Free Vocational Interest Inventory
o Order information-www.proedinc.com
Commercially Available TransitionReferenced Assessment Instruments

Transition Planning Inventory (Clark &
Patton, 1997)
For all disability populations, ages 14-25;
mild through severe levels of disability.
Commercially Available TransitionReferenced Assessment Instruments

Enderle-Severson Transition Rating Scales
(Form J) (Enderle & Severson, 1991)
For any disability group; mild to severe
levels of disability; ages 14-21.

Order information-http://www.estr.net
Commercially Available TransitionReferenced Assessment Instruments

BRIGANCE® Employability Skills Inventory
(Brigance, 1995a)
For all disability populations, high school
ages and adults; mild cognitive
disabilities, with reading grade levels 2-8.
Commercially Available TransitionReferenced Assessment Instruments

BRIGANCE® Life Skills Inventory
(Brigance, 1995b)
For all disability populations, high school
ages and adults; mild cognitive
disabilities, with reading grade levels 2-8.

Order information –
www.curriculumassociates.com
Assessments
Employability Skills
 Brigance Employability Skills
Inventory
o Order informationhttp://www.curriculumassociates.com
Online Assessments/Resources
www.careervoyages.net
 Casey Life Skills- www.caseylifeskills.org

 Free,
on-line, can be done by student, parent,
teacher
 Scores assessment and gives report
 Lesson Plans
Online Assessments/Resources



Five of JIST’s most popular career assessments:
Barriers to Employment Success Inventory (BESI)
Career Exploration Inventory (CEI)
Job Search Attitude Inventory (JSAI)
Job Search Knowledge Scale (JSKS)
Transition-to-Work Inventory (TWI)
Benefits: time-saving, less expensive, quicker
results, purchase only the number of tests you
need, free administrator guides.
Go to www.jist.com
Assessments
The following school-based assessment
information can be helpful if the results
are shared:
 Aptitude, Achievement, IQ, Adaptive
Behavior, ACT Explore, ACT Plan
Other ways to gather information
 Observations, Questionnaires,
Interviews, and Rating Scales
Person-Centered Planning and
Transition Assessment

In order to accurately identify preferences,
skills, and interests, it is critical to allow
students to drive both the IEP and the
transition assessment process. One way
of doing that is through a personcentered planning approach.
Definition and goal of
Person-Centered Planning


Person-centered planning can be defined as a
process for planning and supporting youth and
families that builds upon the individual's capacity
to engage in community life. In addition, personcentered planning honors the individual's
preferences, choices, and abilities.
Person-centered planning is a guiding
principle of transition assessment, for without it,
there cannot be an accurate understanding of
preferences, interests, and needs of the student.
New Student Roles

Student-centered transition planning must be based upon an
individual’s awareness of his or her present level of
functioning, a personal vision for the future, and knowing what
must be done to get where he or she wants to be.(Sitlington et
al., p. 48).

When it comes to transition assessment, students should play
several new roles:


They can help plan for specific areas they want assessed
They can participate in the assessment process by completing selfdirected assessment instruments
 They can use the information gathered during the assessment process
to develop their own transition plans.
The 411 on Disability Disclosure
FREE,Online—you download and print!
 Helps teachers help students understand
about their individual disability, disclosure
of their disability, rights and responsibilities
 Has a brief self-determination assessment
 Essential in helping students achieve selfawareness


www.ncwd-youth.info/assets/guides/411/411_Disability_Disclosure_complete.pdf
Important Point

The focus on student-directed planning
should be the underlying framework when
assessing for transition. A student can
express his interests, preferences, and
abilities and help develop the assessment
process. Students can also collect selfassessment data and develop transition
goals.
To Summarize




There are multiple types and approaches to
assessment. Two main classifications are formal
and informal.
Formal assessments refer to standardized
assessment instruments that show evidence of
reliability and are norm-referenced.
Informal assessments are all other nonstandardized methods.
There are benefits and limitations to both of
these approaches for transition planning.
In a nutshell…
Assessments are key to effective
transition planning!
For more information contact your
transition consultant—contact
information available at
www.highschoolmatters.com