Transitional assessments

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<ul><li><p>Transitional AssessmentsAmanda VickersonSED 693April 24, 2013</p></li><li><p>What IS a transitional assessment?The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as an "...ongoing process of collecting data on the individuals needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP (NSTTAC.org)."</p><p>In simpler terms, a transition assessment is a formal or informal tool used to guide a student through life choices.</p></li><li><p>Formal vs Informal AssessmentsAssessments can be formal or informal. Formal assessments are tools that professionals use to help individuals determine an educational or career path, like the Myers Briggs Type Inventory or the Self Directed Search. Informal tools can be questionnaires or resources such as PEPNet.org's interactive search that encourages person-centered thinking with questions like, "What do I enjoy doing?" or "What are some of my goals?"</p><p>Most transition assessments are geared towards middle and high school students. When giving assessments, it is necessary to select instruments and methods that are appropriate for your students. Consider the nature of their disabilities, their post-secondary school ambitions, and community opportunities (NSTTAC.org).</p></li><li><p>Myers-Briggs Type IndicatorThe Myers-Briggs Type Indicator (MBTI) can be a helpful assessment tool for middle school aged students and beyond. The assessment works to make the theory of psychological types described by C. G. Jung understandable and useful in peoples lives. Personality type is a practical tool for investigating what works for you, then looking for and recognizing work that satisfies your preferences (MyersBriggs.org).While the MBTI is neither criterion-referenced or standardized, it is still widely used. For students, the MBTI addresses academic, social, and vocational areas. The inventory may be helpful in indicating a student's learning style and can also guide discussion around possible educational and career paths. When the assessment administrator and the student come together to interpret the results of the MBTI, conversation can begin around the next steps for the student.</p></li><li><p>MBTIHow does it relate to transition?The MBTI is best suited to older students (probably 8th grade and above) who want to gain more self-knowledge about their learning style or personality typeOlder students can build peer relationships by comparing typesStrengthsMany students find this assessment enjoyable and like to compare types with peersSimple questionsCan help identify learning styleCreates opportunities for conversation around career pathsWeaknessesRequires a fee for the licensed test, which comes on carbon paper for easy scoring (free variations are available online, but dont contain all the same information and resources)</p></li><li><p>Self Directed Search (SDS) and Occupations FinderThe SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career inventories used today. Dr. Hollands theory states that most people can be loosely categorized into six typesRealistic, Investigative, Artistic, Social, Enterprising, and Conventionaland that occupations and work environments also can be classified by these categories. People who choose careers that match their own type are most likely to be both satisfied and successful (Self-Directed-Search.com).The SDS is not criterion referenced or standardized, but is widely used in career counseling. Like the MBTI, the most important interpretation comes from the discussions following the assessment, and realizing the possibilities that are available to the student.</p></li><li><p>Occupations FinderThe Occupations Finder is the complement booklet to the SDS. After taking the assessment, students receive a three letter code which corresponds to their strongest types. Students research their matching codes and explore similar codes, giving them insight about possible academic or career opportunities.</p></li><li><p>SDS &amp; Occupations FinderHow does it relate to transition?The SDS &amp; Occupations Finder are best suited to high school students who have already started thinking about the transition out of schoolCould be used with 8th grade students to get a general idea of careersStrengthsStudent-led exerciseHelps students see what type of work personality they have and the work environments where they might find great successShows many possible combinations for careers: SEA, EAS, and ASE are not the same code, but have many overlapping optionsWeaknessesIt is impossible to consider EVERY job availableSome students may become frustrated with the limited optionsEstimates how much education a student will need after high-school, which can be discouraging</p></li><li><p>iTransitionPepnet2 (pn2) recognizes the full range of postsecondary education and training options available for individuals who are deaf or hard of hearing, including those with co-occurring disabilities, and strives to enhance the capacity of those institutions to appropriately serve this diverse student population. While this informal resource is focused on individuals who are deaf or hard of hearing, it provides interactive assessment modules based on John Holland's Interest Inventory and is appropriate for middle and high school students with college aspirations.iTransition focuses on academic and some social goals, such as how to access special services at a college or university. When a student finishes the preference inventory, s/he is led to explore careers in matching fields. 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 computer.</p></li><li><p>Screen Shots from iTransition</p><p>PEPNet.org</p></li><li><p>iTransitionHow does it relate to transition?This resource is excellent for students curious about collegeCould be used from 8th grade through the first year of college, or for returning studentsStrengthsFocused on students who are deaf or hard of hearingFun video game feelUses the Holland personality types to help determine academic or career pathsHas assessments about learning stylesIncludes resources about how to access special services at a collegeWeaknessesFocused on students who are deaf or hard of hearingGeared towards 4 year colleges/universities (can be limiting)</p></li><li><p>Student Directed Transition Planning (SDTP)The eight SDTP lessons facilitate high school to adult life planning partnerships between students, their families, and educators. Educators use eight SDTP lessons to teach their students the knowledge needed to actively participate in their transition-focused IEP meetings. </p></li><li><p>SDTPThis free. non-standardized resource is a blend of a self-determination and transition planning curriculum, which focuses on academic and vocational areas.Educators deliver a presentation on a topic and students then complete online or in class activities to reinforce the lesson.Family input is a large part of this program. Students are encouraged to interview family members and include them in the process. Students are led along a path of self-discovery and a test is given at the end of the module to assess their knowledge of transition planning.Whats 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?</p></li><li><p>SDTPHow does it relate to transition?The SDTP is great for older students who are looking at post-secondary plansVery family focused, creates lines of communicationStrengthsPieces of the SDTP can be used as assessmentsBuilds self-knowledge, self-determination and self-awarenessIncludes the students family in planning for the futureWeaknessesAs a whole, the SDTP is a curriculum rather than an assessmentToo large to implement in a core course; would have to be taught in a separate venue (After school? Career skills course?)Confusing website</p></li><li><p>Informal AssessmentsInformal assessments can be interviews, questionnaires, surveys, or direct observationCan be filled out by the student or by a transition team memberShort (5 minutes for a questionnaire), or long (3 20-minute observation periods), depending on the information being gatheredOften, informal assessments are student-centered and deal more with the students interests, rather than needs, which can be very empowering for the student and aid in self-determination skills</p></li><li><p>Informal 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 studenttransitionassessment.northcentralrrc.org</p></li><li><p>Informal AssessmentsHow do they relate to transition?In formal assessments are excellent for transitioning because they delve into what the student wants and needs from her/his educationStrengthsAdaptable to all ages and ability levelsStudent centeredGives the student a voice and sense of ownership during the transition processQuick and easy to useCan be given by any member of the assessment teamWeaknessesShould be used with formal assessments to get a broader picture of the students progressCan present too narrow a representation of the students desiresOften are given the day before or day of an IEP meeting, so they are not as deep as other assessments</p></li><li><p>ResourcesColorado Department of Education, Special Education Services Unit. (No date.) Retrieved from http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdfIowa Department of Education. (2012.) Student Post-Secondary Transition Interview. Retrieved from transitionassessment.northcentralrrc.orgMyers &amp; Briggs Foundation. (2013.) Retrieved from http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/National Secondary Transition Technical Assistance Center (November, 2007). Age-Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Kortering, &amp; Catherine H. Fowler. Retrieved from http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriateTransitionAssessmentToolkit2013.pdfPEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/TenSigma. (2009.) Transition Needs Survey. Retrieved from http://www.tensigma.org/transition/material/survey.htmlZarrow Center for Learning Enrichment. (2012.) Student-Directed Transition Planning. Retrieved from http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning/about_sdtp.htmlhttp://hollandcodes.files.wordpress.com/2010/08/model1-480-2.pnghttp://cargocollective.com/amywang/Myers-Briggs-Infographic</p></li></ul>