Assessment Tools to Consider when Developing ITPs by WA1 Directors from Region 4.

Assessment Tools to Consider

when Developing ITPs

byWA1 Directors from Region 4

Andrea ReedClovis USD

Age Appropriate Assessments

What remains the same as IDEA ’97?

An expectation of coordinated servicesTransition planning based on the students needs,

interest and preferencesIncluding instruction, related services, and when

appropriate, acquisition of community experiences, development of employment daily living skills and functional evaluation

Transition ServicesTransferring rights at the age of majority

What language is new in IDEA ’04?

Transition language in the IEP at age 16Measurable post-secondary goalsBased on age-appropriate assessments related

to:Training, education, employment and where

appropriate, independent living skillsProviding a Summary of Performance upon

school exit

Indicators will measure Transition Services Language

and Outcomes

U.S. Dept., of Ed. Office of Special Education developed 20 Indicators that states will be held accountable for monitoring Special Education in California

States must develop State Performance Plan that address these indicators and submit an Annual Performance Report (APR) on progress

20 Indicators replace the Key Performance Indicators (KPI)

What Indicators will measure Transition Services Language and

Outcomes

Indicator 13• % of youth ages 16 and

above with an IEP that includes coordinated, measurable post secondary goals, annual IEP goals and transition services that will reasonably enable the child to meet the post secondary goals

(20 U.S.C. 1416(a)(3)(B))

Indicator 14• % of youth who had IEP’s

are no longer in secondary school and who have been competitively employed, enrolled in some type of post secondary school, or both, within one year of leaving high school

(20 U.S.C. 1416(a)(3)(B))

Measurable Post-Secondary Goals

Transition IEP Development

Age AppropriateTransition

Assessment

Development of Annual Goals to

Support Measurable Post-Secondary Goals

Summary of

Performance

Transition Services including

Course of Study

Age of Majority Notification

(Age 17)

Age-Appropriate Transition Assessments

What is age appropriate?• Age-appropriate means chronological rather than developmental

age

What is the purpose of transition assessments?• Assist the student to identify needs, interests and preferences• Determine appropriate accommodations and supports• Determine appropriate instruction and activities that will assist

the student achieve post-school goals• Determine “next steps”

Transition to Adult Living - APPENDIX E – pp 129-139

Transition Assessments

All students who have been on a general education track and plan on enrolling in post-secondary education (2 or 4-year college) should have the following information in their files:

State mandated test scores gathered during high school Quarterly or semester grades throughout high school Current psychological assessment data indicating areas of strength and

weakness, while documenting the presence of a diagnosed disability College entrance exam scores if applying to 4-year colleges

This information would include (a) data gathered over time that can (b) be associated with current and future environments. Additional information may include informal interviews with student and family, student completion of interest inventories or questionnaires to establish student interests and preferences in transition planning to meet the basic requirements of age appropriate transition assessment.

Transition Assessments

All students should have the following information in their files:• State mandated test scores (standardized or alternate)• Quarterly or semester grades or progress notes• Current psychological assessment data• Career Interest Inventory, Adaptive Behavioral Scale, and/or Career Skill

Inventory

An Adaptive Behavior Scale (with a student self-assessment component included), interest inventory, and interview with the student should provide information to document student strengths, interests, and preferences. Presence of the above information in the student’s file and a clear link of such information to the student’s postsecondary goal(s) would meet the requirements of age appropriate transition assessment. Additional data may include family interview, teacher/transition coordinator observational assessments or various student self-assessments.

This information would include (a) data gathered over time that can (b) be associated with current and future environments to meet the basic requirements of age appropriate transition assessment.

********Two Approaches

• Level 1 Review of existing information and achievement data, student interview, and aptitude testing if necessary

• Level 2 Expand to include assessments targeting information about work behavior, career maturity and independent living skills

• Level 3 For students needing additional assistance with identifying long term employment, education and/or independent living goals when earlier assessments were inconclusive or for those with more significant disabilities

APIE• Step 1 – Assess Interests, preferences and needs

related to post school outcomes using formal and/or informal assessments

• Step 2 – Plan Interpret results from assessments and

incorporate them into student’s ITP

• Step 3 – Instruct Students learn new skills they will need

to reach post school goals

• Step 4 – Evaluate Check progress toward achieving the

transition activities, IEP g/o.

*********It is important for assessment information to be collected continuously with periodic checkpoints, because students may change their minds (e.g. interests, preferences) and attributes (e.g., skills, knowledge, strengths).

ASSESSMENT PLAN?

• Is this any different than what I would do for any other student?

• Is this being administered by anyone other than teacher?

• Is this part of a classroom or curricular activity? BEST PRACTICE!

Susan Bobbitt-VothMadera-Mariposa SELPA

Assessment ToolsFor

Transition Planning

Transitional Areas

O

• Other Post High School Living Objectives

C

• Community Experiences

E• Development of Employment

I • Instruction

V

• Functional Vocational Evaluation

L

• Daily Living Skills

Transitional Areas

O

• Other Post High School Living Objectives

C

• Community Experiences

E• Development of Employment

I • Instruction

V

• Functional Vocational Evaluation

L

• Daily Living Skills

Student Groupings

A

• Adult Transition

F

• Functional Skills (Certificate of Completion)

T

• Tweener

D

• Diploma

Assessment Types

Free

On-line

Computer$$$$$

Paper Manipulative

Free

$

Glenda WoolleyKings County Office of Ed

Sources for

Assessment Tools A-Z

Coding of Assessments

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$Free

InstructionDiploma

Costs

Development of Employment Community ExperiencesOther Post High School Living ObjectivesDaily Living SkillsFunctional Vocational Evaluation

TweenerFunctional SkillsAdult Transition

FreeManipulativePaper VersionComputer VersionOn-line Version

Transition Portfolio Guide

Instruction – Sections 4-5

Employment – Section 5.3-5.8

Community – 5.10-5.11

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$Free

PLAN

Practice for the ACT

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$Free

Brigance

Employability Skills Inventory

Life Skills Inventory

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$Free

Career Targets for Transition

• Identifies top career clusters through assessment• Introduces students to the world of work through exploration of career related vocabulary, clusters, work skills, and occupations

• Assist students with selecting appropriate courses for high school• Provides activities that incorporate a real-world application of work skills• Encourages students to include teachers, counselors, and parents in their educational and career planning

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$Free

Picture Interest Career Survey

• 36 sets of three pictures to choose • creates a profile of the individual • lead directly to career information• takes less than 15 minutes to complete • can be self-administered and self-scored

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$Free

Work Preference Match

A structured way to • prioritize work needs and preferences• consider education• create a grid to use for pro/con career decision-making.• helps people learn their “unwritten rules” about employment, • gather essential information for an informed career choice• find a job they’ll love.

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$Free

Career Exploration Inventory

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$Free

• Explore and plan three areas of life—work, leisure activities, and learning.

• Reflect on 128 activities and consider past, present, and future interests

• Scores connect to 16 career interest areas with related jobs, education and training options, and leisure activities

Job Survival and Success Scale

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$Free

• Research-based, measures skills ranked highest by employers • Self-administered, self-scored, takes just 20 minutes to complete • Five scales: dependability, responsibility, human relations, ethical behavior,

and getting ahead • Can help improve job retention rates—identifies potential obstacles to job

performance success

3 Sides of You

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$Free

Career Finder Plus

• Physical Activity• Change• Meeting People• Travel• Drive• Independence• Style• Training• Helping People

Users answer up to 18 questions then get a list of the 20 best matching occupations.

•Using Words•Using Numbers•Understanding Science•Understanding People•Using Art•Attending to Details•Leading Others•Making Things•Growing Things

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Reading Free Vocational Interest Inventory

A series of 55 sets of three drawings each Interest areas include:

Automotive Building Trades

Clerical Animal Care Food Service Patient Care Horticulture

Housekeeping Personal Service Laundry Service

Materials Handling

20 minute administration

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Reading Free Interest Inventory

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• Can be used with the mentally retarded, learning disabled & disadvantaged individual• Explores a wide range of jobs at the unskilled, semi-skilled, skilled and technical levels• Aids in career education, guidance, and vocational planning• Pictures convey visual descriptions of job tasks with associated tools & work areas• From ages 13 to Adult

Careers for Me

Grades 3-7 Grades k-3

Grades 6-9Special Needs

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Vocational Adaptation Rating Scales

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• Rating scales measure job-related behaviors of mentally retarded individuals • Ratings produce frequency and severity scores • Identifies maladaptive behavior in

• Verbal Manners• Communication Skill• Interpersonal Skills• Respect for Property• Rules and Regulations• Attendance and Punctuality• Grooming/Personal Hygiene

Career KeysI

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COPSystemI

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Occupational Aptitude Survey

and Interest ScheduleI

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• Measures 12 interest factors directly related to the occupations• Artistic• Scientific• Nature• Protective• Mechanical• Industrial

• 240 items scored as Like, Neutral, or Dislike

• Business Detail• Selling• Accommodating• Humanitarian• Leading-Influencing• Physical Performing

NEXT S.T.E.P.

Student Transition and Employment Planning

Curriculum helps students learn how to:

• take charge of their own transition planning process.

• Select and implement a variety of transition goals

• Goals relate to jobs, education and training, personal life, and living on their own.

• Assume responsibility for important life decisions

• In 16 lessons

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Pictorial Inventory of Careers

Students rate their respond to live action video segments of real work situations.

Results pinpoint areas of strong interest, dislikes, and areas in which they have little or no knowledge.

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