Transition Assessment
and the IEP Pages
Jim Martin
University of Oklahoma
Zarrow Center
840 Asp Ave., Room 111
Norman, OK 73019
Phone: 405-325-8951
Email: jemartin@ou.edu
Web: http://education.ou.edu/zarrow/
1
Agenda



Purpose of Special Education
Transition Big Ideas
Three-Part Transition Assessment Process
– Self-Determination Skills
– Basic transition skills
– Vocational Interests
• Can read
• Can’t read
– Functional Assessment

Student-Directed Summary of Performance to Frame
Transition Assessment and IEP Transition Page
Construction
2
The Purpose of Special Education
What is the purpose of
Special Education?
3
The Purpose of SPED
. . . a free appropriate public
education that emphasizes
special education and related
services designed to meet
students’ unique needs and to
prepare them for further
education,employment, and
independent living.
4
The Reason Why - 1
5
The Reason Why -2
6
Elementary Model
Focus on
Deficits
Focus on
ShortTerm
EducatorDirected
7
A Secondary Transition
Education Framework
Transition
Assessment
Student
Engagement
Educator
Coaching
Long-Term
Focus
8
Transition Big Idea #1
Where will the student
live?
Where will the student
work?
Where will the student
receive education after
high school?
9
Transition Big Idea #2
Design the high school
years to ensure that
students opportunities to
gain the skills needed to
achieve postsecondary
education, employment,
and living goals.
10
Transition Big Idea #3
To enable students to attain
postsecondary goals,
involve students in
identifying and making
linkages to postsecondary
supports and programs
before exiting the school
system.
11
Seven Transition Steps
1.
2.
3.
4.
5.
6.
7.
Student becomes involved in IEP planning
process
Student completes a three-part transition
assessment process.
Student writes Present Level of Academic
Achievement and Functional Performance
Student develops Course of Study
Student develops Postschool Linkages
Student works on attaining IEP and personal
goals
Student builds a their Summary of
Performance
12
Step Two
Completing a Three-Part
Transition Assessment
Process
13
IDEA 2004 and Transition
Assessment

TAs are needed to develop
postsecondary goals that take into
account:
– Student strengths, preferences, and
interests
14
Career Development Stages. Where
Are Your Students?

Career Awareness
– Believes self as worker in different jobs

Career Exploration
– Explore interests in relation to jobs

Career Preparation
– Skill acquisition that matches interest and
skills

Career Assimilation
– Movement into job
15
Transition Assessment in The
IEP (Form 7)

Present Levels of Academic Achievement
and Functional Educational Performance
– Page 1 of form 7
– Current assessment data
– Transition strengths and needs
• Address with transition goals

Transition Assessment Results
– Page 6 of form 7
– Name of assessment, date given, and results
– Used to develop postsecondary goals and
transition goals
16
Three-Part Transition
Assessment Model
17
Three Part Transition
Assessment Model
1.
2.
3.
Self-Determination
Assessment
Adaptive Behavior
Assessment
Vocational Interest and
Skills
Frequency: We believe that each of the
three types of assessments need to be
completed at least annually.
18
Transition Assessment
Progression Chart
Divided by Mild Disabilities and
Moderate and Severe Disabilities
 Mild Disabilities

– Motivated independent learner
– Less motivated learner

Presents by grade or age what to do
when
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Self-Determination Assessment
Part 1 of the 3-Part Transition
Assessment Process
20
Why SD Assessment?

Improved postsecondary outcomes
– Goal setting during early adolescence
– Awareness of disability
– Goal attainment

Improved academic performance
– Limited studies so far
21
Self-Determination Constructs
• Self-awareness
• Self-advocacy
• Self-efficacy
• Decision-making
• Use of self-management
strategies to attain plan
• Self-evaluation
• Adjustment
22
AIR Self-Determination
Assessment
Parent Version
 Teacher Version
 Student Version
 Available at

– http://education.ou.edu/zarrow

Cost: free
23
ARC Self-Determination
Assessment
Student version
 Must use the manual to score
 Cost: free
 Available at
http://education.ou.edu/zarrow

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ChoiceMaker SD Assessment

Curriculum Referenced Assessment
– Choosing Goals
– Participating in IEP Meetings
– Taking Action on Goals

Sopris West (search by author: Martin)
– www.sopriswest.com

Cost: $12.95 for 25 copies
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SD Assessment Components

AIR SD Assessment
– Capacity

• Knowledge
• Ability
• Perception
– Opportunity
• At school
• At home
– Graph Results
 Parent Version
 Teacher Version
 Student Version

ChoiceMaker SD
Assessment
– Curriculum-referenced
assessment
– Student Skills and
Opportunity at School
• Choosing Goals
• Expressing Goals
• Taking Action
– Graph Results
– Select IEP Goals
Only teacher version
26
Complete the AIR Educator
SD Assessment on a Student
You Know.
27
Page 2, top box and Page 3 top box for example of
OK IEP Examples
28
Adaptive Behavior Assessment
Part 2 of the 3-Part Transition
Assessment Process
29
Our Belief

The law states that an independent living goal
be addressed “when appropriate.”
 We believe that to determine if an
independent living goal needs to be written,
an adaptive behavior assessment needs to
be given. This provides evidence of needing
an independent living goal or not. How else
would a team determine if an independent
living goal is needed?
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Transition Planning Inventory





Home version
Teacher version
Student version
CD version speaks to students or parents and
automatically scores
Available From
– (www.proedinc.com)
– Pro-Ed

Cost: $175. Computer Version: $159.
Combo: $250
31
Scales of Independent Behavior-R

SIB-R Scales (norm referenced)
–
–
–
–
–

Community and personal living skills
Social interaction and communication
Motor skills
Overall measure of independence
14 adaptive behavior & 8 problem behav areas
Available From
– http://www.riverpub.com/
– Riverside Publishing

Cost: $248
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Informal Assessments for
Transition (Two Books)

Reproducible
 Employment
 Daily Living
 Health
 Self-Determination
 Leisure Activities
 Community
Participation
 Communication
 Interpersonal
Relationships
 Available
From
–(www.proedinc.com)
–Pro-Ed
 Cost: $39.00
33
Enderle-Severson Transition Rating
Form
 ESTR-J
–
–
–
–
–
–

Students with mild disabilities
Parent version (available in Spanish)
Teacher version
Five Transition areas
$20 for 10 assessments
www.estr.net
ESTR-III
–
–
–
–
–
–
Students with “more” disabilities
Parent version
Teacher version
Five Transition areas
$20 for 10 assessments
www.estr.net
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Casey Life Skills - Why Look
Anywhere Else?






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
– Level 1 basic skills
– Level 4 complex skills

www.caseylifeskills.org
35
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Page 4 of OK IEP Examples – top box, page 5 top box
37
Adaptive Behavior Assessments

Transition Planning Inventory (TPI)
– ProEd, Austin Texas (www.proedinc.com)

Scales of Independent Behavior - R
– Riverside Publishing (http://www.riverpub.com)

Informal Assessments for Transition Planning
– ProEd, Austin Texas (www.proedinc.com)

Enderle-Severson Transition Rating Form
– www.estr.net

Casey Life Skills
– www.caseylifeskills.org
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Vocational Interest Assessment
Part 3 of the 3-Part Transition
Assessment Process
39
Vocational Interests for High
Achieving Students With Mild
Disabilities

Group Interest Inventories
– ACT Plan
– ACT Explorer

U.S. Dept of Labor O*NET
– www.onetcenter.org
– Interest profiler, ability profiler
40
Individualized Interest
Inventories

Paper and Pencil Individual Interest Inventories
– Strong Interest Inventory
– Self-Directed Search
Page 5 and 6 of OK IEP Examples –
bottom box
41
Self Directed Search - Form R
Students with advanced reading skills
 Spanish version
 manual, assessment booklets,&
occupations finder
 Reports interests across occupations,
educational opportunities, and leisure
 Available: www.parinc.com
 Cost: $150

42
Self-Directed Search - Form E
Students with limited reading skills
 Spanish version
 manual, assessment booklets,&
occupations finder
 Reports interests across occupations
 Available: www.parinc.com
 Cost: $150

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On-Line Free Interest Inventories

On-Line Individual Interest Inventories
– My Future
• http://www.myfuture.com/toolbox/workinterest.html
– I Oscar
• www.ioscar.org
– Career Voyages
• www.careervoyages.com
– Career Clusters
• www.careerclusters.org (download in pdf format)
– OK Career Information Systems (need username)
• http://okcis.intocareers.org/
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Exploration of Interest Results

Occupational Outlook Handbook
– www.bls.gov/oco/home.htm
– www.bls.gov/k12/index.htm

Job videos (English or Spanish)
– Individuals & Job clusters
– http://acinet.org/acinet/videos.asp?id=
27,&nodeid=27
– www.careervoyages.com
• Uses the above videos in an interactive format
45
Career Awareness & Exploration

Watching
– Video
• http://acinet.org/acinet/videos.asp?id=27,&nodeid=27
• Provides numerous videos for students to watch
–
–
–
–
–
–
English or Spanish
Job cluster and skill categories
Horse Training
Coast Guard Assistant
Construction Workers
Teaching Assistants
– Live in the Community

Doing
– Short exploration periods
– Long-term try-outs
46
Functional Vocational
Assessment
Designed for Students Involved in
Work Study Programs
47
What does the law say?
. . . and when appropriate . . . functional
vocational evaluation.
When to consider what’s appropriate?
When the previous informal assessments do not
provide needed information.
What do we use?
Tools that student’s can explore and make a job match.
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Functional Assessment Process

Over time
 Repeated Measures
Situational
Assessment
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Interest & Skill Assessment Using
Situational Assessment







Repeated opportunities to make choices
Direct communication of choices
Experience with the choice
Repeated assessment across days
Regular assessment across blocks of
time to verify choice
Presentation of stimuli in a manner
person can independently use
Presentation of stimuli in a paired format
Lohrmann-O’Rourke & Browder (1998)
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Target Outcome of Situational
Assessment
Job
Characteristics
Job Settings
Job Tasks
51
Discrepancy Problems

Discrepancy problems occur when
– Chosen job, task, and characteristics do not match
specific jobs

Discrepancy problems diminish when job site
characteristics match preferences
 Logical choice making occurs when chosen
preferences match available jobs.
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Basic Procedures

Prior to visiting a job site, individual will select
preferred tasks and characteristics
 Visit job site and spend time watching and/or
doing tasks
 After visit, will compare initial preferences to
those at the site
 Process repeated across numerous sites
53
Vocational Interests via Career
Exploration - For Those Who
Can Read
Choosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
Requires reading and writing skills
54
Coverage
Intensive lessons in teaching Choosing
Goals process (lessons 1 - 5)
 Community-based assessment and
problem solving (lessons 6 - 15)
 Classroom-based career exploration
(lessons 16 - 19)

55
Key:
Determine
Match
Between
What I Like
and What’s
at This Site
56
Each time student chooses a
characteristic one more cell on the
graph is marked
57
Job Duties - How I Did




Job duties identified and written onto form
Student evaluates speed, independent performance,
and accuracy
Supervisor evaluates speed, independent
performance, and accuracy
Match made between student and supervisor
58
Uses self-evaluation methodology to teach
job performance skills and to assess job
duty skills
59
Vocational Interest
Assessment for Non-Readers
60
Characteristics
I Like
61
All Choices Get Graphed
62
Characteristics I
Like vs Here
Compares initial
preferences to those
experienced at a
particular job site.
63
Characteristics Graph
64
Personal
Improvement
Contract
65
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Final Choices

Summary of all assessment
experiences

Individual involved in compiling
information

Presented to school, vocational rehab.,
and other involved agencies.
67
My
Employment
Plan
68
Resource

Self-Directed Employment
– Paul Brookes Publishing
– Baltimore
– www.brookespublishing.com
69
Choose and Take Action
Vocational Assessment Software
Use of a software
program and community
experiences to identify
entry-level job interests
70
Problems with Illustrations
For individuals with limited to no vocational experience
illustrations may mean little. Real choice making doesn’t
exist until students learn what the illustrations mean.
Time consuming to make and costly to undertake systematic
situational assessment.
Not all programs can put students or adults into the field with
enough frequency and structure to make the approach
worthwhile.
Is there an alternative?
71
Target Population
Secondary students and adults with moderate to
significant cognitive needs who:
Have difficulty getting information from print
Can attend to a computer screen
Can follow simple 1 or 2 step directions
Have limited to no previous work experience
72
CTA Constructs
Vocational Choice Making
Characteristics
Setting
Activities (jobs)
Planning
Community Experience
Watch
Do
Self-Evaluation
Choose Again with Adjustment
73
CTA Choice Factors
14 entry-level vocational settings found in most
communities
15 job activities repeated across two settings
Care for animals in a vet’s office
Care for animals in a retail store
12 characteristics repeated across two or three
activities
Working in a factory where it is inside and noisy
74
CTA Features
A navigator to give instructions and guide user
through the program
Restricted mouse movements
Highlight critical features as navigator says them
Record made of all choices
Input options may include user installed touch
screen
75
Settings
Activities
Characteristics
Car repair shop
Bag items/bring carts
Big open space
Child care center
Care for animals
Small space
Construction site
Care for people
Clean
Factory
Care for plants
Messy
Greenhouse
Clean-up
Few people
Grocery store
Clear tables
Many people
Hospital
Filing
Inside
Hotel
Handle materials
Outside
Janitorial service
Heavy cleaning
Noisy
Landscape Company
Laundry
Quiet
Office
Move things
Wear own clothes
Restaurant
Do paperwork
Wear a uniform
Store
Stock shelves
Vet Office
Wash dishes
Yard work
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Page 7 of OK IEP Examples – middle and bottom box
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Publisher
Choose and Take Action: Finding a Job for You
Sopris West
4093 Specialty Place
Longmont, CO 80504
800.547.6747
www.sopriswest.com
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One-Shot Vocational Interest
Assessment for Non-Readers
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YES!
(Your Employment Selections)

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
83
Reading Free Interest Inventory
(An Example of an Outdated Tool)
Published by Pro Ed
www.proedinc.com
Price: $110
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COPS-PIC

Non-Verbal Assessment of
Occupational Interest
EDITS / P.O. Box 7234 / San Diego, CA
92167
 800-416-1666 / 619-222-1666 / Fax 619-2261666
 25 copies for $50.90

88
WRIOT2: Wide Range Interest
and Occupation Test 2
Available: www.proedinc.com
Cost: appx $200 for entire package
89
Teaching Students How to Become
Involved in Their Transition
Education and Planning
Student-Directed Transition Planning
Lessons and Materials
90
Student Participation In
Transition Discussions
Spirit behind IDEA encourages students
to become actively involved in
discussions IEP transition discussions.
 We need to teach students how to
become involved in these discussions.
 Need to provide opportunities for
students to become involved in these
discussions.

91
How Much Do Students
Participate?
Percent of Intervals Discussed Transition
Students
10%
Support Staff
20%
Special Ed
50%
Family
8%
Admin
8% General Ed
4%
92
www.ou.edu/zarrow/pilot
93
http://education.ou.edu/zarrow
Student-Directed Transition Planning
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94
95
IDEA Requires the Summary
of Performance
Schools will provide students a
summary of performance when they exit
school.
 Includes recommendations to assist
students to attain postsecondary goals.

96
SOP

Teacher-Directed SOP
– Designed for educators and agency
– Prepared by educators for use by students
• Nationally created SOP
• www.ldaamerica.org/aboutld/adults/docs/SOP_Template.doc

Student-Directed SOP
– Designed for students, family, and agency
– Prepared by students for use by students and family
– OSDE Form 15 (Go to www.state.ok.us, then special
education services, OSDE Forms, then to Form 15)
97
Summary of Performance

Purpose
– Provides the IEP team an opportunity to
understand and discuss student and family posthigh school goals.
– Provides the team an opportunity to explore the
students’ perception of their disability and its
impact on their life, learning, and work.
– Provides students comprehensive document once
they leave school to facilitate their plan.

Timeline
– The OK-SOP directions suggest using the prior to
students freshman year IEP meeting and then
98
annually.
Summary of Performance

Section 1
– Students describe their postsecondary
goals to attain within one year of leaving
high school, and the school’s
recommendations to achieve each goal,
and suggested accommodations and
supports to assist in achieving the goals.
99
Summary of Performance

Section 2
– Students describe their disabilities, how
their disability affects their performance,
and useful high school supports and
accommodations.
100
Summary of Performance

Section 3 (Area of Functioning)
– Completed in the junior year of high school.
– School staff describe how the young adults’
disabilities affect their performance and useful
accommodations and supports.
101
Summary of Performance

Section 4
– School staff will complete and review
annually with the IEP team to determine
goals, and if additional assessments will be
needed to facilitate attainment of transition
goals.
102
Collaborative Effort
103
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For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: jemartin@ou.edu
105