29

Section 3

Survey of Transition Assessment Planning Practices

Survey of Transition Assessment Planning Practices 2016 1

Survey of Transition Assessment Planning Practices

2016

About this survey: Thank you for your willingness to participate in this survey. This survey will help us

gather data about current transition assessment practices in the state to aid in planning state resources,

technical assistance, and professional development activities. We anticipate a follow up survey to

measure our state’s progress.

Time: This 12-item survey should take no more than 20 minutes to complete.

Reference: The creation of this survey was due to the collaboration between the National Secondary

Transition Technical Assistance Center (NSTTAC), Utah State Office of Education, Department of Special

Education Transition, and the Michigan Transition Outcomes Project (MITOP), University of Oklahoma,

University of Massachusetts, Boston.

Survey of Transition Assessment Planning Practices 2016 2

Section One: School-wide Information

This section is to help us gather information about the general practices existing in your school. Please select the answers that best represent the school-wide practices, not special cases.

1. In general, when does your school first administer transition assessments to students with disabilities? (please select one from the following two lists)

� I do not know the answer to this question

Age or Grade

� 10 years � 4th

� 11 years � 5th

� 12 years � 6th

� 13 years � 7th

� 14 years � 8th

� 15 years � 9th

� 16 years � 10th

� 17 years � 11th

� 18 years � 12th

2. In general, how often does your school administer transition assessments for an individual

student? (please select one from the following list)

� I do not know the answer to this question

How often?

� Several times per year

� One time per year

� Every other year

� Every third year

� One time only

3. In general, who administers the transition assessment(s)? (please select all that apply)

� I do not know the answer to this question

Who administers?

� Student self-assessment

� Parent

� Special education teacher

� General education teacher

� Para-professional

� Transition coordinator

� Counselor

� OT/PT/SLP

� Administrator

Survey of Transition Assessment Planning Practices 2016 3

Section Two: Participant Information and Transition Assessments

This section is to help us gather information about your current practices using transition assessment.

Please select the answers that best represent your practices, not special cases.

4. Demographics: Which of the following is your primary role in transition:

Role:

� Special education teacher � Para-professional

� General education teacher � Transition coordinator

� Counselor � Administrator

� OT/PT/SLP � Outside agency representative

� Other:

5. What transition assessment domains* do you assess for most of your students?

Domains:

� Academic performance � Self-determination

� Communication � Mobility/transportation

� College readiness � Leisure and recreation

� Work readiness � Health and fitness

� Independent daily living skills � Interpersonal relationships

� Integrated community participation

*Adapted from Sitlington, P.L., Neubert, D.A., & Clark, G.M. (2010). Transition Education and Services for Students with Disabilities, 5th ed., p.77.

Transition Assessments: Transition assessment is a structured, coordinated effort to collect data on students’ strengths, needs, preferences, and interests related to their postsecondary goals (Sitlington, et. al, 2007). Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]). Formal assessments are standardized instruments that include descriptions of their norming process, reliability and validity, and recommended uses (NTACT, 2016). In contrast, informal assessments generally provide descriptive information but lack formal norming procedures (NTACT, 2016). Please identify what formal and informal measures you use to collect this information. 6. What formal transition assessment instruments do you administer for most of your students?

Formal – Achievement Tests

� Adult Basic Learning Examination (ABLE) � Basic Achievement Skills Inventory (BASI)

� Basic Achievement Individual Screener (BASIS)

� Kaufman Test of Educational Achievement, Second Edition

� Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU)

� Stanford Achievement Test (STAT)

� Wide Range Achievement Test-Revision 3 (WRAT 3)

� Woodcock Johnson III

Survey of Transition Assessment Planning Practices 2016 4

Formal - Adaptive Behavior Assessment Information

� AAMR Adaptive Behavior Scales (ABS)

� Brigance Life Skills Inventory

� Independent Living Scales (ILS)

� Inventory for Client and Agency Planning (ICAP)

� Scales of Independent Behavior-Revised (SIB-R)

� Social Skills Rating System (SSRS)

� Vineland Adaptive Behavior Scales

Formal - General and Specific Aptitude Tests

� Armed Services Vocational Aptitude Battery (ASVAB)

� Bennett’s Mechanical Comprehension Test

� Occupational Aptitude Survey and Interest Schedule-3rd (OASIS-3)

� O*NET Ability Profiler

� Wiesen Test of Mechanical Aptitude

Formal-Interest Inventories

� Becker Reading Free Interest Inventory – Revised

� COPS Interest I nventory

� Career Cruising

� Career Decision-Making System Revised (CDM-R)

� CareerForward

� Life Centered Career Education (LCCE) inventories

� myDreamExplorer

� OASIS – 3 Interest Schedule

� O*NET Career Interest Inventory

� Picture Interest Career Survey

� Reading-Free Vocational Interest Inventory:2 (R-FVII:2) � Self-Directed Search Form R and CE

� The Strong Interest Inventory

� Utah FUTURES

� Wide Range Interest-Opinion Test Revised (WRIOT-R)

Formal – Intelligence Tests

� Comprehensive Test of Nonverbal Intelligence (CTONI)

� Kaufman Brief Intelligence Test (K-BIT)

� Kaufman Adolescent & Adult Intelligence Test (KAIT)

� Peabody Picture Vocabulary Test – 3rd Ed. (PPVT-III)

� The Stanford-Binet Intelligence Scale, Form L-M (SBL-M)

� The Wechsler Abbreviated Scale of Intelligence™ (WASI™)

� The Wechsler Intelligence Scale for Children-IV (WISC-IV)

� The Wechsler Intelligence Scale for Adults – III (WAIS-III)

� Wonderlic Basic Personnel Test

Formal-Personality or Preference Tests

� 16 Personality Factor Questionnaire (16PF, Fifth Edition)

� Myers-Briggs Type Indicator®(MBTI®) Instrument

Survey of Transition Assessment Planning Practices 2016 5

Formal – Agency Planning

� Inventory for Client and Agency Planning (ICAP)

Formal - Career Development Measures

� CAPS Ability Battery

� Career Beliefs Inventory (CBI)

� Career Decision Scale (CDS)

� Career Thought Inventory (CTI)

� COPES Work Values

� Job Search Aptitude Survey – 3rd Ed.

Formal – On-the-Job or Training Evaluations

� Becker Work Adjustment Profile

� Job Observation and Behavior Scale (JOBS)

� Work Adjustment Inventory

� Work Personality Profile

Formal – Further Education and Employment Transition Planning Inventory

� Transition Assessment and Goal Generator (TAGG)

Formal – Self-Determination Assessments

� American Institutes for Research Self-Determination Scale (AIR)

� Choice Maker Self-Determination Assessment

� STEPS to Self-Determination Assessment

� The Arc’s Self-Determination Scale – Adolescent Version (ARC)

7. What informal transition assessment instruments do you administer for most of your students?

Informal – Adaptive Behavior

� Checklist of Adaptive Living Skills (CALS)

� Functional Living Skills and Adaptive Behavior (FISH)

� UCLA Pathway Skills and Behavior Assessment

� UI REACH Behavioral Assessment

Informal – Assistive Technology

� WATI Assessment Package

Informal – Interviews and Questionnaires

� Transition Planning Inventory (TPI)

� Enderle-Severson Transition Rating Scales (ESTR)

� Teacher-Created Transition Interview or Survey

Informal – Direct Observation

� Task Analysis

Informal - Environmental or Situational Analysis � Job Site Analysis Survey

� MA Work Based Learning Plan (WBLP)

Survey of Transition Assessment Planning Practices 2016 6

Informal – Curriculum-Based Assessments

� Brigance Employability Skills Inventory

� Brigance Life Skills Inventory

� Brigance Transition Skills Inventory

� Choice Maker Set

� Life Centered Career Education (LCCE)

Informal-Interest Inventories

� California Career Zone Self Assessment

� CareerOneStop Skills Asessment

� Career View

� Drive of Your Life Career Exploration Game

� Indiana Career Explorer

� Virginia Career Town Career Exploration Game

Informal-Postsecondary Readiness Assessments

� Landmark’s Assessing College Readiness

� A-STEP Mentee Tracking Form

� Ohio Employability/Life Skills Assessment 14-21 years

� Think College Postsecondary Readiness Rubric

Informal – Transition Planning Inventories

� Casey Life Skills (http://lifeskills.casey.org/)

� Choosing Outcomes and Accomodations for Children 3 (COACH3)

� Future Planning Inventory

� Gary Clark’s – Informal Assessment for Transition Planning

� Washington’s Life Skills Inventory: Independent Living Skills Assessment Tool

� Quickbook of Transition Assessments

� STAT-R

� Supports Intensity Scale (SIS)

� TEACCH Transition Assessment Profile

� Transition Planning Inventory

� Transition to Work Inventory (TWI)

Informal – Self-Determination Assessments

� Barsch Learning Styles Inventory

� C.I.T.E. Learning Styles Inventory (http://bit.ly/1rvwrAA)

� CO Goal Attainment Scaling Self-Advocacy Assessment

� Kaleidoscope Profile Learning Preferences

� edutopia Multiple Intelligences Self-Assessment

� NCSU Learning Styles Questionnaire

� Odessa Learning Styles Inventory

� Personal Preference Indicators

� UMN Learning Styles Survey

� VARK Adapted from NTACT’s Age Appropriate Transition Assessment Toolkit 4.0 Edition at transitionta.org, Zarrow Center presentations and materials, and DCDT materials

Survey of Transition Assessment Planning Practices 2016 7

8. What other formal transition assessment do you use with most of your students? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

9. What other informal transition assessment do you use with most of your students? ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. How and when do students first find out their transition assessment results?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

11. How is administration of transition assessments documented in the IEP? (please check all that apply)

Documentation

� Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file

� Protocols in the IEP file

� Summary in PLAAFP

� Other: _______________________________________________________________

12. How are the results of transition assessments documented in the IEP? (please check all that apply)

Documentation

� Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file

� Protocols in the IEP file

� Summary in PLAAFP

� Other: _______________________________________________________________

30

Section 4

Transition Assessment Implementation Timeline

31

32

Transition Assessment Implementation Timeline: Suggestions for Assessment

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34

Section 5

Informative Links and Other Sources

of Information

35

36

Websites

37