transition assessment: part of the academic framework making futures happen google zarrow center to...

Transition Assessment: Part of the Academic Framework

Making Futures Happen

Google Zarrow Center to download the PowerPoint and Assessment Lists

Dale Matusevich – Delaware Department of Education – dale.Matusevich@doe.k12.de.us

John McNaught – Virginia Department of Education T/TAC @ JMU - mcnaugjt@jmu.edu

Stacie Dojonovic – Fox Chapel School District, Pittsburgh, PA - stacie_Dojonovic@fcasd.edu

Jim Martin – University of Oklahoma - jemartin@ou.edu

Jane Razeghi – Executive Director, DCDT- jrazeghi@gmu.edu

Questions Assessments Help Answer

1. Where do I want to learn after leaving high school?• What do I need to learn now to make this happen?

2. Where do I want to work after leaving high school?• What do I need to learn now to make this happen?

3. Where do I want to live after leaving high school?• What do I need to learn now to make this happen?

Postsecondary Goal Fluff Scale

Freshman SeniorSophomore Junior

Firm Match Needed (Little to No Fluff)

Match Not as Important (Fluff OK)

Amou

nt o

f Flu

ff

HIGH SCHOOL YEARS

Need To ArrangeTransition Assessment Guide by Outcome Category

• Students Who Want to Enroll in College and Work Part-Time

• Students Who Want to Go into Full-Time Employment with On-The-Job Training

• Students Who Want to go into Supported Employment or Entrepreneurial Job

Arrange Guide by Functional Outcome and Not by Disability or Skill Level

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Independent Living Assessment

Career Interest Assessment

Vocational Skills Assessment

Post-Secondary Education Assessment

Self-Determination Assessment

Post-School Outcome Category

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21

Independent Living Assessment• Life Skills Inventory • ESTR-J

Employment Skills Assessment• EITA• Employability Skills

Assessment

Employment With On-The-Job Training and Live At Home

X X X X X X X

X X X X X X X

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Career Interest• Career Clusters• On-line Interest

Inventory • ACT Plan & Explore• Self-Directed

Search• O-Net

Employment and Live At Home

X X X X X X X

Need Transition Assessment Guide by Grade/Age and Post-School Outcome

14 15 16 17 18 19 20 21Self-Determination• TAGG• AIR• ARC

Employment and Live At Home

X X X X X X X

State Perspective Can Lead to Local Perspective Change

• Knowledge of administrators• Delaware survey• Results Driven Accountability

• What Delaware did• State Transition Cadre• Analyzing the data• Self-Assessments

What supports do you receive for transition assessment from your SEA?

Your district? Your School?

What do you need?

Youth Perspective

• Self-Determination– Disability Awareness– Strength awareness– Involvement in IEP– Goal Setting & Action Plan– Dreams vs. Goals• Exposure

What are the barriers toincreased student involvement in transition

assessment?

We need to develop an assessment plan with our students.

– Why do we not include independent living assessment for all students?

– What do I know about this student that would be helpful in developing postsecondary outcomes?

– What information do I need to know about this individual to determine postsecondary outcomes?

– What methods will provide this information?– How will the assessment data be collected and used

in the IEP process? (Career Portfolio Example)

Post School Goals

Transition Services

Annual IEP Goals

Transition Assessment

How do you administer age-appropriate assessments during the school day?

Embedded within General Ed. Classroom ?

Steps To Prioritize Behaviors For Annual Transition Goals

1. Use quality transition assessments – Built using pivotal behaviors associated with post-school education

and/or employment– Built using behaviors predictive of post-school education and/or

employment– Results support with at least basic validity evidence

2. Identify pivotal behaviors associated with or predictive of post-school further education and employment

3. Build annual transition goals with pivotal and more direct behaviors to facilitate attainment of postsecondary goals

4. Reference annual transition goals to common core or state specific standards

What is being done to identify pivotal or predictive behavior needs to build annual transition goals?

How are annual goals referenced to common core or other state standards?

Additional Questions?

• How do you determine what types of transition assessments to use and how to use them? (What tools/procedures are you using?)

• Are you satisfied with your knowledge and the training you have received on transition assessment? What additional information/training would help you with transition assessments?