A Practical Transition Assessment FrameworkJim Martin, Ph.D.

OU Zarrow Center

http://zarrowcenter.ou.edu

AgendaTransition Assessment ConceptsQuestions Students Need to AnswerGrade/Age Transition Assessment GuideUsing Transition Assessments to Determine GoalsFinal Transition Check

Quality Transition Education Produces Greater Outcomes

Transition Education Begins With Transition Assessment

Federal Law and RegulationsAnnually, postsecondary and annual transition goals emerge from the strengths, interests, and needs identified from transition assessments

Transition assessmentsThe “S” implies . . . .

Transition Assessments need to be age appropriateTransition assessments are used to determine transition goals

Almost forgot . . Functional Vocational Assessment can be done as appropriate

http://www.youtube.com/watch?v=-_kwXNVCaxY

What Is Transition Assessment?

How?Why?

Emerging Framework To Understand Transition Assessment

Age-appropriate transition assessment is an on-going process of collecting information on the youth’s needs, strengths, preferences, and interests as they relate to measurable postsecondary goals. This process includes a careful match between the characteristics of the youth and the requirements of secondary environments and postsecondary environments requirements along with recommendations for accommodations, services, supports and technology to ensure the match. Youth and their families are taught how to use assessment results to drive the transition requirements in the IEP process (including annual transition goals), develop the SOP document, and advocate for needed or desired supports to succeed in meeting postsecondary goals.

Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Age-Appropriate Transition assessment uses

methods that take into account both chronological and developmental ages. Match skills and

experiences to the assessment content and requirements

DO NOT simply determine if an assessment is appropriate by chronological age

Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

On-Going Assessment

At least annually administer transition assessments

Monitor data on progress in completing annual transition goals as the means to attain postsecondary goals

Address changing needs and preferences and modify postsecondary and annual goals as assessment results change

Teaching families and students how to use the results to improve their lives

Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Functional Vocational Assessment

Multiple means to Observe Skills Measure Skills Determine Interests

Experiential opportunities in natural work settings

Situational assessments using illustrated, written or video assessments

IDEA indicates the FVE should be used as needed

Neubert, D. A., & Leconte, P. J. (in press). Age appropriate transition assessment: The position of the Division on Career Development and Transition. Career Development and Transition of Exceptional Individuals.

Purpose

Identify strengths, interests, and needs in relation to to postsecondary education, independent living, and employment

Provide relevant information for students to discuss at their annual planning meetings

Provide relevant information for use in the transition sections

Determine annual progress toward attaining transition goals

Use Results To Enable Students to Answer These Questions

Where do I want to live after graduating from high school?

Where do I want to work after graduation high school?

Where do I learn the job I want after graduating from high school?

Answers Become Post-Secondary Goals

All of Our Students Are Going to Live SomewhereEveryone is going to live

somewhereDetermine what skills a

person has now Identify strengths and needsUse Coordinated Activities to

teach independent living skillsBegin making match between

education, employment and living setting

Postsecondary Goal Fluff Scale

Freshman SeniorSophomore Junior

Firm Match Needed (Little to No Fluff)

Match Not as Important (Fluff OK)

Am

ou

nt o

f F

luff

HIGH SCHOOL YEARS

Use Results To Enable Students to Answer These Questions

What do I need to learn now to live where I want after graduating from high school?

What do I need to learn now to work where I want after graduation from high school?

What do I need to learn now to get the job I want after graduating from high school?

Answers Become Annual Transition Goals

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Independent Living Assessment

Career Interest Assessment

Vocational Skills Assessment

Post-Secondary Education Assessment

Self-Determination Assessment

Post-School Outcome Category

Need Transition Assessment Guide by Outcome Category

• Students Who Want to Enroll in College and Work Part-Time

• Students Who Want to Go into Full-Time Employment with On-The-Job Training

• Students Who Want to go into Supported Employment or Entrepreneurial Job

Arrange Guide by Functional Outcome and Not by Disability or Skill Level

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21

Independent Living Assessment• Life Skills Inventory • ESTR-J

Employment Skills Assessment• EITA• Employability Skills

Assessment

Employment With On-The-Job Training and Live At Home

X X X X X X X

X X X X X X X

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Career Interest• Career Clusters• On-line Interest

Inventory • ACT Plan &

Explore• Self-Directed

Search• O-Net

Employment and Live At Home

X X X X X X X

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Self-Determination• TAGG• AIR• ARC

Employment and Live At Home

X X X X X X X

Determining Post-secondary Independent Living Goals

• Conversation with student, educators, and family to determine where will the student live after graduating from high school• Live at home with family• Live with a relative or friends place• Live in a college dorm or military setting• Live in an apartment or other type of home• Determine match with education and employment and answer

becomes postsecondary goal

• Complete Independent Living Assessments• Mastered skills needed to live in setting become strengths• Skills not mastered needed to live in setting become needs• Top need become annual transition goal

Determining Vocational Goals• Complete Vocational Interest and Skills Assessments

• Career Clusters• Top choices considered for post-secondary goal

• Employer Identified Trait Assessments (EITA)• Skills mastered that match job interest become strengths on IEP• Skills that need to be learned become needs• Top need become annual transition goal

• Explore Results of Assessments and have conversation with student, family, and educators to determine goal• Use Student Directed Transition Planning Lessons• http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasitio

n-education-materials/student-directed-transition-planning.html

• Use Videos: http://www.careeronestop.org/videos/default.aspx • Use Basic Job Outlook: http://www.bls.gov/k12/index.htm• Use Full Job Outlook: http://www.bls.gov/ooh/home.htm

Determining Post-Secondary Educational Goal

• Range of educational options• On-the-job• Apprenticeship• Military Schools and Training• Career Technology Center• Trade Schools• 4-year university

• Explore Results of Assessments with Student/Family Employment Dreams to Determine Postsecondary Education Goal• Career Clusters choice matches Career Tech Center programs• Trade positions often learned on-the-job• Consider how student will learn how to do the job – this becomes the

education part of the postsecondary goal

• If Student Considering 2 or 4 Year College• Complete the “Guide to Assessing College Readiness”• Do frank match between student skills and admission requirements

Final Transition Check

Ask students to answer these questions. If each answer is “yes,” then student is set to transition into adult life.

• Do I know where am I going to live next fall?• Do I know where am I going to learn the skills to

do the work I want to do next fall?• Do I know where am I going to work?• Am I set to begin my adult life? If the answer to any of the above is no, more

transition planning and implementation needs to occur during their last year of high school.

Contact Information

Jim Martin, Ph.D.

Zarrow Family Professor

OU Zarrow Center

338 Cate Center Drive, Room 190

Norman, OK 73019

Phone: 405-325-8951

Email: jemartin@ou.edu

Web: (google Zarrow Center or type in address) http://zarrowcenter.ou.edu