1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Transition.

1Division of Public Schools (PreK -12) Florida Department of Education

Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Transition Transition Assessment: An Assessment: An Ongoing ProcessOngoing Process

Florida Department of EducationFlorida Department of Education

Revised September 2012Revised September 2012


ObjectivesObjectives

• To develop an understanding of IDEA 2004 To develop an understanding of IDEA 2004 requirements for transition assessmentrequirements for transition assessment

• To identify various formal and informal To identify various formal and informal transition assessment toolstransition assessment tools

• To develop a better understanding of resources To develop a better understanding of resources specifically used for transition assessment specifically used for transition assessment through hands-on application activitiesthrough hands-on application activities

• To identify how and where transition To identify how and where transition assessment fits within the Transition IEP assessment fits within the Transition IEP processprocess


TerminologyTerminology

• The term (T16) has been used in these training materials to The term (T16) has been used in these training materials to correspond with the requirements for State Performance Plan correspond with the requirements for State Performance Plan (SPP) 13 – Secondary Transition Age 16, T16-9, measurable (SPP) 13 – Secondary Transition Age 16, T16-9, measurable postsecondary goals, and T16-10, age-appropriate transition postsecondary goals, and T16-10, age-appropriate transition assessment, found in the Exceptional Student Education assessment, found in the Exceptional Student Education Compliance Manual, Bureau of Exceptional Education and Compliance Manual, Bureau of Exceptional Education and Student Services, Florida Department of Education.Student Services, Florida Department of Education.


NSTTAC, 2007

Age 16 RequirementsAge 16 Requirements• IDEA 2004IDEA 2004

– Develop measurable postsecondary goals based Develop measurable postsecondary goals based on on age-appropriate transition assessmentage-appropriate transition assessment in in the following areas:the following areas:• EducationEducation• TrainingTraining• EmploymentEmployment• Independent living (as needed)Independent living (as needed)

– Age-appropriate transition assessmentAge-appropriate transition assessment


Age 16 – Measurable Postsecondary GoalsAge 16 – Measurable Postsecondary Goals From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

• T16-9. There is a measurable postsecondary goal or T16-9. There is a measurable postsecondary goal or goals in the designated areas (i.e., education, training goals in the designated areas (i.e., education, training and employment; where appropriate, independent and employment; where appropriate, independent living). 34CFR 300.320(b)(1); Rule 6A-6.03028(3)living). 34CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.(h)10.a., F.A.C.

• A measurable postsecondary goal may address more A measurable postsecondary goal may address more than one of the designated areas and must meet the than one of the designated areas and must meet the following requirements:following requirements:– It must be measurable; you must be able to “count it” or It must be measurable; you must be able to “count it” or

observe it.observe it.– It must be intended to occur It must be intended to occur afterafter the student graduates from the student graduates from

school.school.– It must be updated annually.It must be updated annually.


Adapted from: NSTTAC, 2007

Age 16 – Education/TrainingAge 16 – Education/Training

• Education is defined as Education is defined as – Enrollment in Adult General Education (e.g., Enrollment in Adult General Education (e.g.,

Adult Basic Education, Adult High School Credit Adult Basic Education, Adult High School Credit Program, Vocational Preparatory Instruction Program, Vocational Preparatory Instruction Program, or GED Testing Program) Program, or GED Testing Program)

– Enrollment in technical center (certificate Enrollment in technical center (certificate program)program)

– Enrollment in community college (certificate Enrollment in community college (certificate program or two-year degree)program or two-year degree)

– Enrollment in college/university (four-year degree Enrollment in college/university (four-year degree and higher)and higher)



Age 16 – Education/TrainingAge 16 – Education/Training

• Training is defined asTraining is defined as– Employment training program (e.g., Workforce Employment training program (e.g., Workforce

Investment Act [WIA], Job Corps, AmeriCorps, Investment Act [WIA], Job Corps, AmeriCorps, Individualized)Individualized)• Individualized means one-on-one training Individualized means one-on-one training

provided by the employer, an agency, or service provided by the employer, an agency, or service providerprovider



Age 16 - EmploymentAge 16 - Employment

• Employment is defined asEmployment is defined as– CompetitiveCompetitive

• In the competitive labor market that is performed on a In the competitive labor market that is performed on a full- or part-time basis in an integrated settingfull- or part-time basis in an integrated setting

• Is compensated at or above the minimum wageIs compensated at or above the minimum wage– SupportedSupported

• Competitive work in integrated work settings…for Competitive work in integrated work settings…for individuals with the most significant disabilities for individuals with the most significant disabilities for whom competitive employment has not traditionally whom competitive employment has not traditionally occurred; or for whom competitive employment has occurred; or for whom competitive employment has been interrupted or intermittent as a result of a been interrupted or intermittent as a result of a significant disability…significant disability…


NSTTAC, 2007

Age 16 - Independent Living Age 16 - Independent Living (as Needed)(as Needed)

• Life skills in the following domains:Life skills in the following domains:– Leisure/RecreationLeisure/Recreation– Maintain home and personal careMaintain home and personal care– Community participationCommunity participation


Measurable Postsecondary GoalsMeasurable Postsecondary Goals From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

The following examples of measurable postsecondary goals for The following examples of measurable postsecondary goals for the areas of the areas of education and/or trainingeducation and/or training that are sufficiently that are sufficiently descriptive are provided to guide you in the review:descriptive are provided to guide you in the review:

• AllisonAllison- - Within four years of graduation from high school, Allison Within four years of graduation from high school, Allison will obtain a four-year degree from a liberal arts college with a will obtain a four-year degree from a liberal arts college with a major in Child Development.major in Child Development.

• LisetteLisette- - Within three years of graduation from high school, Lisette Within three years of graduation from high school, Lisette

will complete the nondegree program at Montgomery will complete the nondegree program at Montgomery County College (MCC).County College (MCC).



The following examples of measurable postsecondary goals for The following examples of measurable postsecondary goals for the area of the area of employmentemployment that are sufficiently descriptive are that are sufficiently descriptive are provided to guide you in the review:provided to guide you in the review:

• AllisonAllison

- - Within six months of receiving her degree in Child Within six months of receiving her degree in Child Development, Allison will obtain employment in the field of Development, Allison will obtain employment in the field of early childhood education.early childhood education.

• LisetteLisette

- - Within nine months of graduation, through the assistance of Within nine months of graduation, through the assistance of Vocational Rehabilitation and the staff of the nondegree Vocational Rehabilitation and the staff of the nondegree program at MCC, Lisette will obtain part time employment on program at MCC, Lisette will obtain part time employment on campus at MCC that does not interfere with her program’s campus at MCC that does not interfere with her program’s schedule.schedule.



The following examples of measurable postsecondary goals for The following examples of measurable postsecondary goals for the area of the area of independent livingindependent living that are sufficiently descriptive that are sufficiently descriptive are provided to guide you in the review:are provided to guide you in the review:

• AllisonAllison-N/A; independent living is only required “where appropriate.” -N/A; independent living is only required “where appropriate.” For this student it was determined by the IEP team not to be For this student it was determined by the IEP team not to be appropriate.appropriate.

• LisetteLisette- - Within one year of graduation from high school, Lisette will Within one year of graduation from high school, Lisette will use public transportation, including the public bus and uptown use public transportation, including the public bus and uptown trolley to independently get to and from classes at MCC.trolley to independently get to and from classes at MCC.


Age 16 –Transition AssessmentAge 16 –Transition Assessment From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

• T16-10. The measurable postsecondary goals were T16-10. The measurable postsecondary goals were based on age-appropriate transition assessment. based on age-appropriate transition assessment. 34CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., 34CFR 300.320(b)(1); Rule 6A-6.03028(3)(h)10.a., F.A.C.F.A.C.

• Review the IEP and other available components of Review the IEP and other available components of the student’s record to determine if information from the student’s record to determine if information from age-appropriate transition assessments has been age-appropriate transition assessments has been considered in developing measurable postsecondary considered in developing measurable postsecondary goals.goals.


Transition Assessment – Examples… Transition Assessment – Examples… From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

The following examples of age-appropriate transition assessment The following examples of age-appropriate transition assessment that are sufficiently descriptive and that reflect best practice are that are sufficiently descriptive and that reflect best practice are provided to guide you in the review:provided to guide you in the review:

• Allison (education/training and employment)Allison (education/training and employment)- - From the Present Levels of Academic Achievement and From the Present Levels of Academic Achievement and Functional Performance statement on the IEP: “Allison has Functional Performance statement on the IEP: “Allison has achieved a level 3 in math and a level 2 in reading on the tenth achieved a level 3 in math and a level 2 in reading on the tenth grade FCAT, passing the reading portion with a scale score of grade FCAT, passing the reading portion with a scale score of 310 (300 required to pass). She continues to struggle with 310 (300 required to pass). She continues to struggle with reading in the content areas when the material is technical (e.g., reading in the content areas when the material is technical (e.g., science text).science text).


……Transition Assessment – Examples Transition Assessment – Examples From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

Allison’s relative strengths are in the areas of short- and long-Allison’s relative strengths are in the areas of short- and long-term memory and problem solving. Her specific learning term memory and problem solving. Her specific learning disabilities are in the areas of reading comprehension and disabilities are in the areas of reading comprehension and written expression, but she is able to maintain passing grades written expression, but she is able to maintain passing grades in general education classes when provided with additional in general education classes when provided with additional time to complete assignments and opportunities for re-time to complete assignments and opportunities for re-teaching and/or reinforcement of concepts. Allison’s oral teaching and/or reinforcement of concepts. Allison’s oral expression skills are strengths for her as are her interpersonal expression skills are strengths for her as are her interpersonal skills. Academically she maintained B’s with a C in skills. Academically she maintained B’s with a C in Chemistry during tenth grade and the first semester of the 11Chemistry during tenth grade and the first semester of the 11 thth grade. She met all of her IEP goals for the previous school grade. She met all of her IEP goals for the previous school year.”year.”


Transition Assessment – Examples… Transition Assessment – Examples… From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

• Lisette (education/training, employment, and independent Lisette (education/training, employment, and independent living)living)

- - From the Present Levels of Academic Achievement and From the Present Levels of Academic Achievement and Functional Performance statement on the IEP: “Based on Functional Performance statement on the IEP: “Based on teacher observation notes, community-based task analysis teacher observation notes, community-based task analysis checks, and information from the student, her parents, and checks, and information from the student, her parents, and her teachers collected through the her teachers collected through the Transition Planning Transition Planning Inventory Inventory and and Making Action Plans Making Action Plans (MAPS), Lisette is a (MAPS), Lisette is a rule-oriented, quiet young woman with strong skills and rule-oriented, quiet young woman with strong skills and interests in employment in the service industry. interests in employment in the service industry.


……Transition Assessment – Examples Transition Assessment – Examples From: Compliance Self-Assessment SPP 13 – Secondary Transition Age 16 (T-16) FLDOE

Lisette learns best through observation and practical experience Lisette learns best through observation and practical experience due to limited verbal and reading skills. Lisette has due to limited verbal and reading skills. Lisette has participated in a curriculum with a functional-academic focus participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living in which she has demonstrated strengths in independent living skills, such as self-care, home management, reading for skills, such as self-care, home management, reading for success in the community, and community math skills, success in the community, and community math skills, including time and calendar skills. Lisette has expressed an including time and calendar skills. Lisette has expressed an interest in and demonstrated success in the service industry, interest in and demonstrated success in the service industry, particularly in the area of food preparation. Lisette indicates particularly in the area of food preparation. Lisette indicates that her family encourages her to do well in school and in her that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lisette’s job experiences. Her family expresses interest in Lisette’s living outside of their home as she becomes more financially living outside of their home as she becomes more financially independent after leaving high school.”independent after leaving high school.”


Transition AssessmentTransition Assessment

““Transition assessment is the ongoing process of collecting Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, they relate to the demands of current and future working, educational, living, and personal and social environments. educational, living, and personal and social environments. Assessment data serve as the common thread in the transition Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to process and form the basis for defining goals and services to be included in the Individualized Education Program.”be included in the Individualized Education Program.”

- Sitlington, Neubert, and Leconte - Sitlington, Neubert, and Leconte (1997)(1997)


NSTTAC, 2007

Age-Appropriate Transition AssessmentAge-Appropriate Transition Assessment

• Age-appropriate means activities, assessments, Age-appropriate means activities, assessments, content, environments, instruction, and/or materials content, environments, instruction, and/or materials that reflect a student’s chronological age.that reflect a student’s chronological age.

• Age-appropriate assessments may necessitate Age-appropriate assessments may necessitate adaptations to their administration for some students adaptations to their administration for some students so that meaningful data are obtained.so that meaningful data are obtained.


NSTTAC, 2007

Types of transition assessments…Types of transition assessments…

• Behavioral assessment informationBehavioral assessment information• Aptitude testsAptitude tests• Interest and work values inventoriesInterest and work values inventories• Intelligence tests and achievement testsIntelligence tests and achievement tests• Personality or preference testsPersonality or preference tests• Career maturity or readiness testsCareer maturity or readiness tests• Self-determination assessmentsSelf-determination assessments• Work-related temperament scalesWork-related temperament scales• Transition planning inventoriesTransition planning inventories


NSTTAC, 2007

……Types of transition assessmentsTypes of transition assessments

• Paper and pencil testsPaper and pencil tests• Structured student and family interviewsStructured student and family interviews• Observational community or work-based Observational community or work-based

assessments (situational)assessments (situational)• Curriculum-based assessmentsCurriculum-based assessments



• What assessments are you currently using?What assessments are you currently using?– FormalFormal– InformalInformal


Types of AssessmentTypes of Assessment

• FormalFormal Florida Comprehensive Florida Comprehensive

Assessment TestAssessment Test College Entrance TestCollege Entrance Test

PSAT, SAT, ACT, CPTPSAT, SAT, ACT, CPT Transition Planning InventoryTransition Planning Inventory BriganceBrigance Life Centered Career Life Centered Career

Education (LCCE)Education (LCCE) Florida Alternate AssessmentFlorida Alternate Assessment Other Norm-ReferencedOther Norm-Referenced

• InformalInformal Curriculum-Based/Teacher-Curriculum-Based/Teacher-

Made TestsMade Tests Interest InventoriesInterest Inventories Self-DeterminationSelf-Determination SituationalSituational Questionnaires/Surveys/ Questionnaires/Surveys/

InterviewsInterviews ChecklistsChecklists


AssessmentsAssessments

• Transition Planning InventoryTransition Planning Inventory• Enderle-SeversonEnderle-Severson• ChoiceMakerChoiceMaker• STEPSSTEPS• ARC Self-Determination ScaleARC Self-Determination Scale• Self-Directed Search Self-Directed Search • Career Chronicle QuestCareer Chronicle Quest• Informal Assessments in Transition PlanningInformal Assessments in Transition Planning• Transition Assessment: Planning Transition and IEP Transition Assessment: Planning Transition and IEP

Development for Youth with Mild to Moderate DisabilitiesDevelopment for Youth with Mild to Moderate Disabilities• Case Studies in Assessment for Transition PlanningCase Studies in Assessment for Transition Planning


Assessments and AccommodationsAssessments and Accommodations

• Formal AssessmentsFormal Assessments– Documentation on individual student’s IEPDocumentation on individual student’s IEP– Established accommodationsEstablished accommodations– Request prior to testingRequest prior to testing

• Informal AssessmentsInformal Assessments– Documentation on individual student’s IEPDocumentation on individual student’s IEP– No set accommodationsNo set accommodations– Implemented on demandImplemented on demand


Using Assessment Information in Using Assessment Information in IEP DevelopmentIEP Development

• Transition assessment will provide practical information Transition assessment will provide practical information to assist in all facets of transition planning and IEP to assist in all facets of transition planning and IEP developmentdevelopment..

• Age-appropriate transition assessment must be used to Age-appropriate transition assessment must be used to develop students’ measurable postsecondary goals.develop students’ measurable postsecondary goals.


NSTTAC, 2007


• Transition assessment data should:Transition assessment data should:– Be obtained over timeBe obtained over time– Indicate strengths, preferences and interestsIndicate strengths, preferences and interests– Consider present and future environmentsConsider present and future environments– Be conducted by way of multiple Be conducted by way of multiple

places/sources/personsplaces/sources/persons– Be sensitive to cultural diversityBe sensitive to cultural diversity


ResourcesResources

• Transition AssessmentsTransition Assessments

– WebsitesWebsites

• http://www.nsttac.org – http://www.nsttac.org/products_and_resources/tag.aspx

• http://transitioncoalition.org/transition/section.php?pageId=73

– Interest InventoriesInterest Inventories

• Career Cruiser – Florida Department of EducationCareer Cruiser – Florida Department of Education

– http://www.fldoe.org/workforce/programs/cd_home.asp

• CHOICESCHOICES

– http://www.FACTS.org

– Career Development ResourcesCareer Development Resources

• See attachments.See attachments.


For additional information:For additional information:

Florida Department of EducationFlorida Department of EducationBureau of Exceptional Education and Student Bureau of Exceptional Education and Student ServicesServices


Florida Education: The Next GenerationDRAFT

March 13, 2008Version 1.0

Questions?Questions?

1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 Transition.

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