Age-Appropriate Transition Assessment
November 9, 2011
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Type your name and email address (along with all team
members participating with you) in the ‘Chat Box’ on the left.
CCTS will conduct a sound check at 2:50 and 2:55 . We’ll begin
at 3:00 and end by 4:00.
Use the ‘Chat Box’ to type in questions and/or responses;
we’ll address these mid-way through the webinar and during
the last ten minutes.
After the webinar, you will receive a follow-up email
requesting that you complete a quick survey.
Thank you for joining us today!
CCTS
Center for Change In Transition Services
Seattle University
OSPI STATE-NEEDS PROJECT
Age-Appropriate Transition
Assessment:
Meaningful Connections
Website: www.seattleu.edu/ccts
Email: CCTS@seattleu.edu
Phone: 206.296.6494
Agenda
• Measurable
Post-secondary Goals
• Quality Transition Assessment
• Identification of Needs
• Career Assessment
• Career Planning within the School Day
• Students as Partners
• Next Steps
3/18/2016
•Age-Appropriate Transition
Assessment
34 CFR 300.320(b) - WAC 392-172A-03090(1)(j)(i)
Transition assessment
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The ongoing process of collecting data on the individual’s
needs, strengths, preferences, and interests as they relate to
the demands of
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current and future working environments
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educational, living, personal and social environments.
Assessment data serve as the common thread in the
transition process to form the basis for defining goals and
services to be included in the IEP. These data are gathered
from multiple sources.
Goals of Transition Planning
• High
school completion
• Post-secondary participation
• Employment
• Community Inclusion
• Living situations and activities
• Adult service agency connections
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Self-Determination
• Define
and reach goals based on
foundation of knowing and valuing
oneself (Field & Hoffman, 1998, 2006).
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A Model of Self-Determination
• Teach
self-determination.
• Self-awareness and understanding.
• Explore personal life, jobs, education and
training, and living on your own.
• Develop and direct own IEP to extent
possible.
• Implement transition plans.
3/18/2016
Guiding Questions for Age-Appropriate
Transition Assessment
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Strengths: What strengths does the student have in
meeting some of life’s demands as they relate to
education/training, employment, and independent living?
Needs: What are the main barriers to the student
reaching postsecondary endeavors (e.g., college/training
program, a job/career, accessing the community, or living
independently)?
Interests: What are the student’s interests, currently
and in the future? What activities/experiences promote
curiosity and catch their attention?
Preferences: Given the opportunity to choose from
available options in the areas of education/training,
employment, and independent living, what options,
according to the student, will motivate the student and
make him/her happiest?
Age-Appropriate Transition
Assessment
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IS:
Conducted by IEP Team
Academic & functional
assessments
Interest & aptitude tests
Student, family, teacher,
employer interviews
Family, teacher, employer
observations
Employer evaluations
Psych reports
Entrance/placement
exams
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IS NOT :
A single student interview
Interest inventories only
Conducted by the special
education teacher only
Conducted by the school
psychologist only
Formal assessments only
Informal assessments only
Psych evaluation or reevaluation only
Personal Futures Planning
• History
– Where have I been?
• Who am I? – Strengths and Abilities
• Goals and Dreams
• Who can help me? – Support Network
• What could get in my way (fears)?
• Short term objectives for 3 months
• Next steps – who/when to meet next?
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Quality Assessment
What does your district
do well in transition
assessment?
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Participants
• School
personnel
• Career/tech, special & general ed.
• Counseling staff
• Student
• Family
• Service agency and adult service providers
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Transition Assessment
• Temperaments
• Interests
• Aptitudes
• Academic
Skills
• Anticipated Post-secondary Goals
• Opportunities for Preparation
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Career assessment is:
• More
than a “one-shot” approach
• More than one test
• Powerful
• Can change a life, and……
• Can occur during the school day!
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Career Assessment
• Determines
vocational potential
• Global concept
• Systematic process
• Essential to student planning
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Temperaments
• Temperaments
are personality traits that,
when matched with demands of the job,
keep one happy at work.
• Temperament surveys are nonthreatening, a good starting point, and
interesting to youth.
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Interests & Aptitudes
• Interest
surveys
are valid when a
student has
experiences
through career
exploration.
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• Aptitudes
are skills, but may
not be developed
due to lack of
interest or
opportunity.
Type of Information
• Individual’s
stated interests
• Academic skills
• Aptitudes
• Temperaments
• Learning ability, reasoning,
problem solving
• Communication skills
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Type of Information, Cont.
• Self-awareness and self-advocacy skills
• Physical strengths and limitations
• Healthcare needs
• Learning style
• Work experiences
• Community based evaluation
• Leisure and recreational
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Informal Methods
• Observation
checklists
• Student self-evaluations
• Job history
• Academic data
• Previous testing
• Curriculum-based assessment
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Formal Assessment
• STW
assessment
• ASVAB
• Academic tests
• Commercial
assessment
3/18/2016
Informal versus Formal:
When would you use informal and
when would you use formal
assessments?
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Curriculum: Best Practices
• Integrated
curriculum
• Career unit
• Embed academics
• Provides information for the
assessment process
The art and science of planning the conditions of
learning (Pratt, 94).
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Student Portfolio
• Interests
• Job
Shadows
• P.S. Institutions
• Work Attitudes
• Academics
• Aptitudes
• Temperaments
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Formal Assessments
● Self-determination Assessment Tools
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The Zarrow Center for Learning Enrichment
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AIR Self-determination Assessment, ARC Self-determination Scale,
ChoiceMaker Self-determination Assessment, Field & Hoffman Selfdetermination Assessment.
● Transition Assessment Data through Standardized
Instruments
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The Transition Coalition
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Examples of Standardized Tests Specifically Designed for
Transition Planning with Adolescents
* Search www.seattleu.edu/ccts for links to these resources
Formal Assessments
● Directory of Commonly Used Published Tests
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National Collaborative on Workforce and Disability for Youth
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Extensive lists of formal assessments in four domains: educational,
psychological/diagnostic, vocational/career, medical
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Assessment listings have publisher website, target group, norming
procedures, administration qualifications, reliability/validity and costs.
● College admissions
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The College Board
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Scholastic Aptitude Test (SAT), Pre-SAT (PSAT/NMSQT)
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ACT
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Explore, PLAN, Quality Core, College Readiness Standards, WorkKeys, DISCOVER,
COMPASS, EPAS (Ed Planning and Assessment System), CAAP.
Informal Assessments
√ Interviews and questionnaires
1. conducted with a variety of individuals;
2. used to determine needs, strengths, preferences and interests
relative to postsecondary goals;
3. involve gathering information about a student and the family’s
current and future resources;
Tools:
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Transition Assessment Checklist (CCTS);
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Needs Planning Survey (CCTS);
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Transition Needs and Preferences Survey (CCTS);
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Transition Survey for Parents (CCTS) Dream Sheet; Employment –
related Questionnaire (NSTTAC);
Planning for the Future (Transition Coalition);
Informal Assessments
√ Direct observation:
1. Conducted within natural or school employment,
postsecondary, or community setting;
2. Direct observations are done most times by an “expert” in
the environment: parent, teacher, job coach, co-worker,
paraprofessional, other persons in a student’s natural support
system;
3. Includes organized collection of information for behaviors
(work/home/school), task completion, affective information
(happy/sad/angry);
Tools: Transition Information Gathering Form (CCTS); Worker Rating
Standards (CCTS); Community Work Site Evaluation (CCTS)
Informal Assessments
√ Environmental or Situational Assessment
1. Carefully examined environments where activities normally
occur (ex. Student wants to attend leisure activities at local YMCA:
analyze environment for member expectations at Y, transportation
to Y, social interactions at Y)
2. Analysis of a job situation comparing job requirements to
student’s skills and accommodations needed: job
restructuring, modifying equipment, adaptive devices
Informal Assessments
√ Curriculum-based assessments:
1. Designed by educators;
2. Gather information about a student’s performance in a
particular curriculum;
3. Develop instruction for the student;
Educator might use task analyses, work sample analysis,
portfolio assessments, and/or
criterion-referenced tests.
* Search www.seattleu.edu/ccts for links to these resources and
more
Questions?
3/18/2016
Upcoming Webinars
12/14/11:
01/11/12:
02/08/12:
03/14/12:
04/11/12:
05/09/12:
06/13/12:
3/18/2016
Making Post-School Data Count
Writing IEPs for Transition-Age Students
Rural and Remote: Transition Services
Developing Transition Services: QuIST
Their Stories: Post-School Leavers
Transition: Connecting the Dots
How Did We Do? Following Our Students
3/18/2016
Website: www.seattleu.edu/ccts
Email: ccts@seattleu.edu
Phone: (206) 296-6494