Transitional Transitional AssessmentsAssessments

Amanda VickersonAmanda VickersonSED 693SED 693

April 24, 2013April 24, 2013

What IS a transitional assessment?What IS a transitional assessment?

The Division on Career Development and Transition (DCDT) of The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition the Council for Exceptional Children defines transition assessment as an "...ongoing process of collecting data on the assessment as an "...ongoing process of collecting data on the individualindividual’’s needs, preferences, and interests as they relate to s needs, preferences, and interests as they relate to the demands of current and future working, educational, the demands of current and future working, educational, living, and personal and social environments. Assessment living, and personal and social environments. Assessment data serve as the common thread in the transition process data serve as the common thread in the transition process and form the basis for defining goals and services to be and form the basis for defining goals and services to be included in the IEP (NSTTAC.org)."included in the IEP (NSTTAC.org)."

In simpler terms, a transition assessment is a formal or In simpler terms, a transition assessment is a formal or informal tool used to guide a student through life choices.informal tool used to guide a student through life choices.

Formal vs Informal AssessmentsFormal vs Informal Assessments

Assessments can be formal or informal. Formal assessments Assessments can be formal or informal. Formal assessments are tools that professionals use to help individuals determine are tools that professionals use to help individuals determine an educational or career path, like the Myers Briggs Type an educational or career path, like the Myers Briggs Type Inventory or the Self Directed Search. Informal tools can be Inventory or the Self Directed Search. Informal tools can be questionnaires or resources such as PEPNet.org's interactive questionnaires or resources such as PEPNet.org's interactive search that encourages person-centered thinking with search that encourages person-centered thinking with questions like, "What do I enjoy doing?" or "What are some questions like, "What do I enjoy doing?" or "What are some of my goals?"of my goals?"

Most transition assessments are geared towards middle and Most transition assessments are geared towards middle and high school students. When giving assessments, it is high school students. When giving assessments, it is necessary to select instruments and methods that are necessary to select instruments and methods that are appropriate for your students. Consider the nature of their appropriate for your students. Consider the nature of their disabilities, their post-secondary school ambitions, and disabilities, their post-secondary school ambitions, and community opportunities (NSTTAC.org).community opportunities (NSTTAC.org).

Myers-Briggs Type IndicatorMyers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI) The Myers-Briggs Type Indicator (MBTI)

can be a helpful assessment tool for can be a helpful assessment tool for middle school aged students and beyond. middle school aged students and beyond. The assessment works to make the theory The assessment works to make the theory of psychological types described by C. G. of psychological types described by C. G. Jung understandable and useful in Jung understandable and useful in peoplepeople’’s lives. Personality type is a s lives. Personality type is a practical tool for investigating what works practical tool for investigating what works for you, then looking for and recognizing for you, then looking for and recognizing work that satisfies your preferences work that satisfies your preferences (MyersBriggs.org).(MyersBriggs.org).

While the MBTI is neither criterion-While the MBTI is neither criterion-referenced or standardized, it is still referenced or standardized, it is still widely used. widely used.

For students, the MBTI addresses For students, the MBTI addresses academic, social, and vocational areas. academic, social, and vocational areas. The inventory may be helpful in indicating The inventory may be helpful in indicating a student's learning style and can also a student's learning style and can also guide discussion around possible guide discussion around possible educational and career paths. educational and career paths.

When the assessment administrator and When the assessment administrator and the student come together to interpret the student come together to interpret the results of the MBTI, conversation can the results of the MBTI, conversation can begin around the next steps for the begin around the next steps for the student.student.

MBTIMBTI How does it relate to transition?How does it relate to transition?

• The MBTI is best suited to older students (probably 8The MBTI is best suited to older students (probably 8 thth grade and grade and above) who want to gain more self-knowledge about their learning above) who want to gain more self-knowledge about their learning style or personality typestyle or personality type

• Older students can build peer relationships by comparing typesOlder students can build peer relationships by comparing types StrengthsStrengths

• Many students find this assessment enjoyable and like to compare Many students find this assessment enjoyable and like to compare types with peerstypes with peers

• Simple questionsSimple questions• Can help identify learning styleCan help identify learning style• Creates opportunities for conversation around career pathsCreates opportunities for conversation around career paths

WeaknessesWeaknesses• Requires a fee for the licensed test, which comes on carbon paper for Requires a fee for the licensed test, which comes on carbon paper for

easy scoring (free variations are available online, but don’t contain all easy scoring (free variations are available online, but don’t contain all the same information and resources)the same information and resources)

Self Directed Search (SDS) and Self Directed Search (SDS) and Occupations FinderOccupations Finder

The SDS was developed by Dr. John Holland, whose The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career theory of vocation is the basis for most career inventories used today. inventories used today.

Dr. HollandDr. Holland’’s theory states that most people can be s theory states that most people can be loosely categorized into six types—Realistic, loosely categorized into six types—Realistic, Investigative, Artistic, Social, Enterprising, and Investigative, Artistic, Social, Enterprising, and Conventional—and that occupations and work Conventional—and that occupations and work environments also can be classified by these categories. environments also can be classified by these categories.

People who choose careers that match their own type People who choose careers that match their own type are most likely to be both satisfied and successful (Self-are most likely to be both satisfied and successful (Self-Directed-Search.com).Directed-Search.com).

The SDS is not criterion referenced or standardized, but The SDS is not criterion referenced or standardized, but is widely used in career counseling. Like the MBTI, the is widely used in career counseling. Like the MBTI, the most important interpretation comes from the most important interpretation comes from the discussions following the assessment, and realizing the discussions following the assessment, and realizing the possibilities that are available to the student.possibilities that are available to the student.

Occupations FinderOccupations Finder

The Occupations Finder is the complement booklet to the SDS. The Occupations Finder is the complement booklet to the SDS. After taking the assessment, students receive a three letter code After taking the assessment, students receive a three letter code which corresponds to their strongest types. Students research their which corresponds to their strongest types. Students research their matching codes and explore similar codes, giving them insight matching codes and explore similar codes, giving them insight about possible academic or career opportunities.about possible academic or career opportunities.

SDS & Occupations FinderSDS & Occupations Finder How does it relate to transition?How does it relate to transition?

• The SDS & Occupations Finder are best suited to high school students The SDS & Occupations Finder are best suited to high school students who have already started thinking about the transition out of schoolwho have already started thinking about the transition out of school

• Could be used with 8Could be used with 8 thth grade students to get a general idea of careers grade students to get a general idea of careers StrengthsStrengths

• Student-led exerciseStudent-led exercise• Helps students see what type of work personality they have and the Helps students see what type of work personality they have and the

work environments where they might find great successwork environments where they might find great success• Shows many possible combinations for careers: SEA, EAS, and ASE are Shows many possible combinations for careers: SEA, EAS, and ASE are

not the same code, but have many overlapping optionsnot the same code, but have many overlapping options WeaknessesWeaknesses

• It is impossible to consider EVERY job availableIt is impossible to consider EVERY job available• Some students may become frustrated with the limited optionsSome students may become frustrated with the limited options• Estimates how much education a student will need after high-school, Estimates how much education a student will need after high-school,

which can be discouragingwhich can be discouraging

iTransitioniTransition Pepnet2 (pn2) recognizes the full range of postsecondary education and Pepnet2 (pn2) recognizes the full range of postsecondary education and

training options available for individuals who are deaf or hard of hearing, training options available for individuals who are deaf or hard of hearing, including those with co-occurring disabilities, and strives to enhance the including those with co-occurring disabilities, and strives to enhance the capacity of those institutions to appropriately serve this diverse student capacity of those institutions to appropriately serve this diverse student population. population.

While this informal resource is focused on individuals who are deaf or While this informal resource is focused on individuals who are deaf or hard of hearing, it provides interactive assessment modules based on John hard of hearing, it provides interactive assessment modules based on John Holland's Interest Inventory and is appropriate for middle and high school Holland's Interest Inventory and is appropriate for middle and high school students with college aspirations.students with college aspirations.

iTransition focuses on academic and some social goals, such as how to iTransition focuses on academic and some social goals, such as how to access special services at a college or university. access special services at a college or university.

When a student finishes the preference inventory, s/he is led to explore When a student finishes the preference inventory, s/he is led to explore careers in matching fields. careers in matching fields.

This resource can be entirely student-led and is easy to navigate. There is This resource can be entirely student-led and is easy to navigate. There is a printer-friendly version for students who are unable to access a a printer-friendly version for students who are unable to access a computer.computer.

Screen Shots from iTransition

PEPNet.org

iTransitioniTransition How does it relate to transition?How does it relate to transition?

• This resource is excellent for students curious about collegeThis resource is excellent for students curious about college• Could be used from 8Could be used from 8 thth grade through the first year of college, or for grade through the first year of college, or for

returning studentsreturning students StrengthsStrengths

• Focused on students who are deaf or hard of hearingFocused on students who are deaf or hard of hearing• Fun video game feelFun video game feel• Uses the Holland personality types to help determine academic or Uses the Holland personality types to help determine academic or

career pathscareer paths• Has assessments about learning stylesHas assessments about learning styles• Includes resources about how to access special services at a collegeIncludes resources about how to access special services at a college

WeaknessesWeaknesses• Focused on students who are deaf or hard of hearingFocused on students who are deaf or hard of hearing• Geared towards 4 year colleges/universities (can be limiting)Geared towards 4 year colleges/universities (can be limiting)

Student Directed Transition Student Directed Transition Planning (SDTP)Planning (SDTP)

The eight SDTP lessons facilitate high school to adult life planning The eight SDTP lessons facilitate high school to adult life planning partnerships between students, their families, and educators. partnerships between students, their families, and educators. Educators use eight SDTP lessons to teach their students the Educators use eight SDTP lessons to teach their students the knowledge needed to actively participate in their transition-focused knowledge needed to actively participate in their transition-focused IEP meetings. IEP meetings.

SDTPSDTP This free. non-standardized resource This free. non-standardized resource

is a blend of a self-determination is a blend of a self-determination and transition planning curriculum, and transition planning curriculum, which focuses on academic and which focuses on academic and vocational areas.vocational areas.

Educators deliver a presentation on Educators deliver a presentation on a topic and students then complete a topic and students then complete online or in class activities to online or in class activities to reinforce the lesson.reinforce the lesson.

Family input is a large part of this Family input is a large part of this program. Students are encouraged program. Students are encouraged to interview family members and to interview family members and include them in the process. include them in the process.

Students are led along a path of self-Students are led along a path of self-discovery and a test is given at the discovery and a test is given at the end of the module to assess their end of the module to assess their knowledge of transition planning.knowledge of transition planning.

What’s Important to Me CircleThink about each of the items in the outer ring. Assign a value to

each one according to how important you think it is in your life. A 4 is very important, 1 is not very important. If an item is not at all important to you, just leave it blank.

Does the amount of time and energy you spend closely reflect the value you place on each item? What changes can you make so that your time and energy match what you think is important?

SDTPSDTP How does it relate to transition?How does it relate to transition?

• The SDTP is great for older students who are looking at post-The SDTP is great for older students who are looking at post-secondary planssecondary plans

• Very family focused, creates lines of communicationVery family focused, creates lines of communication StrengthsStrengths

• Pieces of the SDTP can be used as assessmentsPieces of the SDTP can be used as assessments• Builds self-knowledge, self-determination and self-awarenessBuilds self-knowledge, self-determination and self-awareness• Includes the student’s family in planning for the futureIncludes the student’s family in planning for the future

WeaknessesWeaknesses• As a whole, the SDTP is a curriculum rather than an assessmentAs a whole, the SDTP is a curriculum rather than an assessment• Too large to implement in a core course; would have to be Too large to implement in a core course; would have to be

taught in a separate venue (After school? Career skills course?)taught in a separate venue (After school? Career skills course?)• Confusing websiteConfusing website

Informal AssessmentsInformal Assessments

Informal assessments can be interviews, Informal assessments can be interviews, questionnaires, surveys, or direct observationquestionnaires, surveys, or direct observation

Can be filled out by the student or by a transition team Can be filled out by the student or by a transition team membermember

Short (5 minutes for a questionnaire), or long (3 20-Short (5 minutes for a questionnaire), or long (3 20-minute observation periods), depending on the minute observation periods), depending on the information being gatheredinformation being gathered

Often, informal assessments are student-centered and Often, informal assessments are student-centered and deal more with the student’s interests, rather than deal more with the student’s interests, rather than needs, which can be very empowering for the student needs, which can be very empowering for the student and aid in self-determination skillsand aid in self-determination skills

Informal AssessmentsInformal AssessmentsExample of an informal assessment completed by a transition team member

http://www.tensigma.org/transition/material/survey.html

Example of an informal assessment completed by the student

transitionassessment.northcentralrrc.org

Informal AssessmentsInformal Assessments How do they relate to transition?How do they relate to transition?

• In formal assessments are excellent for transitioning because they In formal assessments are excellent for transitioning because they delve into what the student wants and needs from her/his educationdelve into what the student wants and needs from her/his education

StrengthsStrengths• Adaptable to all ages and ability levelsAdaptable to all ages and ability levels• Student centeredStudent centered• Gives the student a voice and sense of ownership during the transition Gives the student a voice and sense of ownership during the transition

processprocess• Quick and easy to useQuick and easy to use• Can be given by any member of the assessment teamCan be given by any member of the assessment team

WeaknessesWeaknesses• Should be used with formal assessments to get a broader picture of Should be used with formal assessments to get a broader picture of

the student’s progressthe student’s progress• Can present too narrow a representation of the student’s desiresCan present too narrow a representation of the student’s desires• Often are given the day before or day of an IEP meeting, so they are Often are given the day before or day of an IEP meeting, so they are

not as “deep” as other assessmentsnot as “deep” as other assessments

ResourcesResources Colorado Department of Education, Special Education Services Unit. (No date.) Colorado Department of Education, Special Education Services Unit. (No date.)

Retrieved from Retrieved from http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdfhttp://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdf

Iowa Department of Education. (2012.) Student Post-Secondary Transition Iowa Department of Education. (2012.) Student Post-Secondary Transition Interview. Retrieved from transitionassessment.northcentralrrc.orgInterview. Retrieved from transitionassessment.northcentralrrc.org

Myers & Briggs Foundation. (2013.) Retrieved from Myers & Briggs Foundation. (2013.) Retrieved from http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/

National Secondary Transition Technical Assistance Center (November, 2007). Age-National Secondary Transition Technical Assistance Center (November, 2007). Age-Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Kortering, & Catherine H. Fowler. Retrieved from Kortering, & Catherine H. Fowler. Retrieved from http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriatehttp://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriateTransitionAssessmentToolkit2013.pdfTransitionAssessmentToolkit2013.pdf

PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/ TenSigma. (2009.) Transition Needs Survey. Retrieved from TenSigma. (2009.) Transition Needs Survey. Retrieved from

http://www.tensigma.org/transition/material/survey.htmlhttp://www.tensigma.org/transition/material/survey.html Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition

Planning. Retrieved from http://www.ou.edu/content/education/centers-and-Planning. Retrieved from http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning/about_sdtp.htmlplanning/about_sdtp.html

http://hollandcodes.files.wordpress.com/2010/08/model1-480-2.pnghttp://hollandcodes.files.wordpress.com/2010/08/model1-480-2.png http://cargocollective.com/amywang/Myers-Briggs-Infographichttp://cargocollective.com/amywang/Myers-Briggs-Infographic