Transition Assessments Matrix Great Prairie AEA

Document Sample
Transition Assessments Matrix Great Prairie AEA Powered By Docstoc
					Transition Assessment
     Living, Learning and Working

Great Prairie AEA
Transition Coordinators

    It will help us do a better job of
    transition planning

   Outcome studies tell us we need to
    be more targeted in our planning

   IDEA 2004 requires it
Transition Assessment is an ongoing,
coordinated, systematic process that:

 Collects/gathers relevant (appropriate)
  information/data on a student’s interests,
  preferences, strengths, and needs as they
  relate to the student’s postsecondary
  expectations for living, learning, & working
 Begins at least by the year the student
  turns 14 years of age and continues until
  the student graduates or ages out;
Transition Assessment is an ongoing,
coordinated, systematic process that:

   Provides data from which to plan & make
    decisions that assist the student to move
    to postsecondary activities of living,
    learning, and working;
   Involves input from student, family, school
    personnel, and other relevant stakeholders
    such as adult agencies, related services
    personnel (the IEP team)
Principle 1:

The transition assessment process should
 provide information to help the student
 answer these questions—

   Where am I now?
   Where do I want to go?

   What do I need to get there?
Principle 2:

 TheIEP team must collect information
 on all three areas of postsecondary
 expectations—living, learning, working
Principle 3:

 The IEP team must understand the
 target postsecondary environment, its
 demands and supports, and assess
 the student with this information in
Principle 4:

A full range of information sources
 should be used, including the student,
 the family, school staff, and
 appropriate community-based service
Principle 5:

   A number of methods should be used to
    collect assessment information. These
    methods should include—
     (R) Review of existing information
     (I) Interviews with appropriate persons
     (O) Observations of the student in various
     (T) Testing using informal and formal
             instruments as deemed necessary
Principle 6:
   Transition assessment should provide
    students, families, educators, and adult
    providers the information necessary to:
     Identify appropriate goals, services, activities,
      and supports that help students pursue their
      postsecondary expectations; and
     Develop a course of study based on the
      student’s performance, needs, & expectations.
     Ensure that the student’s educational program
      and course of study are relevant and rigorous.
Principle 7:

 Theresults of the transition assess-
 ment must be fully integrated into the
 student’s IEP and Summary of Post
 Secondary Expectations for Living,
 Learning & Working.

    How we are defining the areas of
Transition Planning                  Application for Post-Secondary Area of:
Assessment Areas:                Living              Learning           Working

Interests &           Community Living          •Formal education       Work Style Options
Preferences for Post- Preferences               with licensure,         Career Options
Secondary                                       certification or degree
                                                •Informal education
                       Cell 1                   Cell 2                    Cell 3
Basic Skills for Post- Home and                 Literacy/ Communication   Core Workplace Skills
Secondary              Community Living         Skills                     Job Seeking
                                                    Writing
Expectations           Skills                                              Job Keeping
                                                    Speaking
                                                    Listening             Disability Rights
                                                    Quantitative
                                                    Technology
                       Cell 4                                             Cell 6
                                                Cell 5
Attitudes/ Habits/     •Personal Organization   •Study/Test-taking        •Work Ethics/Values
                       Attitudes/Habits         Behaviors                 •Use of Self Advocacy
Self Awareness for     •Interpersonal
Post-Secondary                                  •Personal Learning        Skills
                       •Intrapersonal           Characteristics

                                                •Cell 8                   •Cell 9
                       Cell 7
Critical               •Decision-making         Application of            •Ability to adapt to new
                       Skills                   knowledge to real life    tasks/jobs
Thinking/Application                                                      •Ability to problem solve
Skills for Post        •Personal Life           (Application/
                                                                          on the job
                       Choices                  Adaptation)               •Technical skills (job-
Expectations           Cell 10                  Cell 11                   Cell 12
Level 1: Definitions

   Home and Community Living Skills
       Skills necessary to complete daily and adult living activities.
       Daily Home Living skills are those activities adults do every day
        (e.g., preparing meals, budgeting, maintaining a home, caring for
        personal health/insurance issues, etc.)
       Adult Community Living activities are important adult activities
        that are done occasionally, such as registering to vote, doing
        taxes, renting a home.
       Other examples of home and community living skills could includ
        e: managing money; managing a household; buying, preparing,
        consuming food; buying and caring for clothing; exhibiting
        responsible citizenship; using recreational facilities and engaging
        in leisure; getting around the community; access community
Level 2: Assessment Tools
   --Review student file
   --Student and/or Parent interview
   --Classroom observation of life skills
   --Community-based situational assessment of life skills
   --Comprehensive Inventory (Level 2 of TPI, Items 12-16, in IATP**, pp. 18-22
   --Independent Living Assessment Instrument (interview protocol in IATP**,
    p. 102)
   --Life Centered Career Education Knowledge/Performance Batteries
   --BRIGANCE Life Skills Inventory
   --Street Survival Skills Questionnaire
   --Ansell-Casey Life Skills Assessment-III
   --Any adaptive behavior scale (for developmental disabilities
   --Comprehensive Adult Student Assessment System
   --Enderle-Severson Transition Rating Scales
   --Transition Planning Inventory (Daily Living Skills and Community
    Participation domains items)
Level 3: How to Obtain the Tools

 This level of the website includes a brief
  description of each of the assessment
  tools, the information on how to obtain the
  assessment, or links to the website
 This level also includes links to some of
  the informal interviews and surveys
  provided by Dr. Gary Clark of University of
  Kansas and practitioners across the state
Other Information on the Website

   In addition to the Assessment Model and
    Matrix, the website includes or may
     A brief introduction to Transition Assessment
     Information on how to document the assess-
      ment results in the IEP
     Resources, eventually including transition
      specialists in each AEA
     Materials to assist with the Gap Analysis
      (question #4 of the Assessment Model)
This is great, but I would have to sit with
each of my students:

 Most of the assessments listed are pencil & pa
  per, and many students have
  reading or writing difficulties—
 Teachers have little time to sit with

  students to complete the surveys—
 How do we collect the information?

     Use assistive technology!!