assessment for transition planning. assidere: latin for assess literal translation: to sit with
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Transition Services Coordinated set of activities Designed within a results-oriented process Promotes movement from school to post-
school activities Based on student’s needs, preferences &
interests Activities: instruction, community experience,
employment & adult living, daily living skills, functional vocational evaluation.
Types of Assessment
Formal: any standardized battery that yields targeted information Over and above traditional
psychoeducational testing Inability to translate results into useful
planning info
Informal Assessments
Not standardized assessments Typically are teacher-made, teacher
administered Result in information about how a
student does in a particular context Measures performance on curriculum Typically still paper and pencil
Informal Assessment
Community-based vocational assessment
Interviews and questionnaires Observations Ecological inventories Situational assessments Interest inventories
Student Profile At times it is beneficial to have more
detailed information concerning a student (I.e., a student may have severe challenges requiring more supports).
A Student Profile questionnaire Identifies additional info.:
student’s present level of performance his/her learning style community connections accommodations required in the community
A student profile questionnaire
Should be completed using a variety of techniques: Talk with the student Observe the student in various
environments Ask other people in the student’s life Talk with past teachers, supervisors, etc. Review past records (in conjunction with
above only)
Parent/Guardian Survey Use the Parent/Guardian Survey to assist family
members in preparing for the annual case conference
Recommend that parents discuss the questions with the student as they complete the form.
Distribute the survey at the beginning of the school year.
Support phone calls (as needed) can be made throughout the year.
Ask parents to bring the completed survey to their son/daughter’s annual case conference.
Situational Assessment
First step: task analysis (what does person need to do?)
Collect information about how student performs on task analysis
Collect information about how person without disability does job
Collect information about other aspects of interacting with environment
Why do we need alternatives to standardized testing?
Parent issues: Few opportunities
for involvement Information is
deficit-focused Information is not
relevant, hard to understand
Why do we need alternatives to standardized testing?
Student issues: They don’t feel involved Testing is done “to” student, not “with” Motivational factors: can influence validity
of results Used to sort, rank, group according to
what they can’t do Doesn’t give picture of whole person
Legal issues
IDEA calls for student involvement in transition planning (Based on preferences, interests, needs). Best practices call for student-directed transition planning.
IDEA amendments require that we develop alternative assessments for those who cannot participate in regular assessment programs.
What are alternative assessments?
Alternatives to formal tests Broad view of student progress across
time Dynamic Uses self-evaluation and continuous
feedback Provide opportunities to learn and show
what is learned in ways that make sense.
What is performance assessment?
Focus: what student can do
Holistic view Measures complex
constructs Done continuously Done with and by
student Developed by
student and others
Focus on deficits and remediation
Separate views of measurements
Measures isolated facts
Snapshot: end of unit, year
Forced response to narrow questions
Key points related to performance assessments
Authentic Real problems and
tasks in context Learn simple to
complex What do
professionals do? What tasks are
key? What contexts?
Feedback Clear Continuous Provides
exemplars Specific and
descriptive Encourages self-
assessment
Person-Centered Planning
For some students, dreaming about the future is something they can’t do alone
Goal of Person-Centered Planning
To create a plan for a positive, possible future for those individuals who, without such a plan, would “fall through the cracks” of the adult service world.
Example: Personal Futures Planning, PATH, MAPS, Circles of Support, Group Action Planning, Lifestyles Essential Planning
Features of Person-Centered Planning Held at the convenience of the individual
and her/his significant others Focus is on the positive
Individual decides who will be “at the table”
Individual directs process and participates as a team member
Information and action plan displayed in a way that is easily understood by all (may include maps, pictures, graphics, colors)
Process is FUN and welcoming
MAPS: One type of PCP process
What is Michelle’s history?
Who is Michelle? What are Michelle’s
dreams? What are Michelle’s
fears?
What are Michelle’s needs?
What are Michelle’s strengths?
What would an ideal day be like for Michelle (after high school)?
Transition Assessment should provide:
Clearer information about progress toward goals
Clearer information for employers about student abilities
Clearer information for student to use to make informed choices
Transition Assessment Model
Modified from Hughes & Carter’s Informal Transition Assessment Model
pp. 54-57 Table 5.1 outlines the 8 steps that are
part of the process
Transition Assessment Model
Step 1. Determine the purpose of the assessment What do you know about the student,
what information is still missing/unknown Beside the student, assessment should
include information about the setting(s), interactions, people, changing demands, etc.
Transition Assessment Model
Step 2. Identify relevant behaviors and environments
These should be directly related to the purpose of the assessment
Behaviors should be assessed within the environments in which they are expected to be performed.
If behavior is performed in multiple environments, then the behavior should be assessed in multiple environments.
Transition Assessment Model
Step 3. Verify Steps 1 and 2 Verify selections with students and
important others. “It is essential that decisions made
about assessment, instruction, and planning represent the priorities and values of students and their families” (p. 56)
Transition Assessment Model
Step 4. Choose appropriate assessment procedures
The decision to use a particular assessment procedure should be based on the purpose of the assessment, the behaviors and environments of concern, and input from the student and important others.
Transition Assessment Model
Step 5. Modify procedures as needed You may need to modify an
appropriate assessment procedure based upon the needs of the student and the characteristics of relevant environments.
Transition Assessment Model Step 6. Conduct the Assessment After selecting the appropriate assessment
method and modifying it if necessary, the next step is to use it to gather information.
In conducting the assessment, it is important to continually check that we are focusing on the established purpose for the assessment and the chosen behaviors and environments of interest.
In conducting assessments in community settings, it is important that the procedures are nonintrusive and nonstigmatizing to students.
Transition Assessment Model Step 7: Use Assessment Findings to
Identify transition goals and objectives Assessment is not an end to itself. The function of transition assessment is
to gather information that will inform and guide instruction, planning, and the provision of supports.
Must be able to communicate results in a way that everyone can understand.
Transition Assessment Model Step 7. (continued) Consider the information gathered on both the
student and the current and future environments in which he or she will participate
Student abilities are compared to those necessary in the environment
Discrepancy between student abilities and necessary abilities should be targeted as potential goals and objectives
Transition Assessment Model Step 8. Develop Curricular Plans to Achieve
Goals Identify relevant educational experiences within
which a student’s goals and objectives can be addressed.
Educational experiences should occur in inclusive environments, including general education classrooms and activities, service learning experiences, community-based instruction, job training.