[silence] thebroadcastisnowstarting. michaelstoehr ... · [silence]" "...

[ Silence ] The broadcast is now starting. All attendees are listen-‐only mode. Michael Stoehr: Good afternoon. I'd like to welcome everyone to today's broadcast sponsored through the Procedural Safeguards Work Group through the Pennsylvania Training and Technical Assistance Network. Today's topic as part of the IDA webinar series on looking at evaluation and assessment. Today's particular discussion topic is vocational assessment. My name is Michael Stoehr. I am one of the lead consultants for Secondary Transition through the PATTAN system across the state. Just as a reminder, and we have this slide up, prior to the broadcast, but if you are looking for the handouts for today's webinar, they can be found on the PATTAN website. If you go to the training calendar, and you scroll down to today's date, clicking on that date, you'll find today's PowerPoints that we're going to be using as we go through the session. [ Pause ] Michael Stoehr: Just as a summary, and I know most of you on today's call are familiar with the Pennsylvania Training and Technical Assistance Network, or PATTAN, but our primary purpose is to support the efforts and initiatives

of the Bureau's special education and build the capacity of our local educational agencies, our school districts, charter schools to serve students that are receiving services in special education. We can commit, we continue to be committed through the PATTAN system for our goal of ensuring that each young person, each student is educated in the most appropriate setting using supplementary agent services before considering moving to a more restrictive environment. OK. During today's session, we're going to discuss is an overview of the basics of academic, functional, and career interests assessments for students that are ages 14 to 21. We'll discuss the importance of gaining information from multiple sources, including that young person and their families as well as the multiple levels within the education system and outside agencies. We'll go through and examine the assessment process that we utilize in Pennsylvania as part of our six-‐step process for the completion of secondary transition as part of planning for students that are ages 14 to 21 that have IEP's, and we're also going to identify effective methods of interpreting and assessing that data, that assessment data that is given to students. Throughout today's webinar, if you have questions, please feel free to type those in. We will try to take those at the end of today's session. So there is a box when you look at your go to webinar screen, you can type those in.

But what is secondary assessment, and why is it needed? And besides being effective practice, in looking at, you're ensuring that you're providing both interest and preference as well as academic achievement types of assessment, it also is based as a legal requirement. So when you look at IDA 2004, and you look at the requirements for secondary transition, one of the areas that is addressed is the use of age-‐appropriate transition assessments to help determine the post-‐secondary goals for students. That is part also of our Indicator 13 checklist. For those of you on the call that are in a school district, and have been involved in that training process, basically what Indicator 13 is is looking at how well a school district is providing services in transition planning for students that have IEP's that are ages 14 to 21. It is part of the federal requirement. It's part of our state performance planning. Also, when districts are monitored for their cyclical compliance monitoring, there's also a question on that document that looks at the question that you'll see on the left. Is there evidence that measurable post-‐secondary goals are based on age-‐appropriate transition assessment? So it's looked at in a number of places. The reasoning behind this is as part of IDA 2004 in looking at the requirements surrounding secondary transition.

So when we talk about secondary transition and what is transition assessment, this slide I think is a really nice summary in the fact that it's an ongoing process of collecting information, and it's looking at not only the student's strengths but also their needs and preferences and their interests that are related to what that student wants to do as far as going on for further training, employment, and living independently. The assessment data really serves as the common thread in this transition planning process. It really is that basis to help that student define what it is that they want to do once they exit a high school program. It's also important to note here that all stakeholders, all individuals that are involved with that young person. So either in the education arena or that work with that student through an agency or their family members as well as that young person are involved in the information data gathering process. When we look at goals for transition assessments, there are a number that we consider. I think foremost when we're talking about assessment and looking at secondary transition is the engagement of that young person. It's really important that the student is actively engaged in this process and has an understanding of what the assessments are, and then most importantly looking at the interpretation of the data that's obtained from those assessment tools that are given to that student.

Transition assessment helps to identify the student's interest and preferences, and then that relates directly to looking at their career options. Depending on their career options, then that impacts what type of further training they would need, and then also looking at what type of independent living situations they are foreshadowing that they want to be involved with, and then looking at what assistance they may need in order to do that. Additional goals for transition assessment really should be looking at making recommendations for current and future instructional strategies, looking at the accommodations and supports that that young person needs in order to be successful as they move on for further training, employment, and living independently. The results should also help that young person to make the connection between what they're currently doing in school and what they want to do once they graduate from high school. When we look at transition assessment, it's important to understand what it is and what it is not, and this slide does a nice job of defining those two areas. So a transition assessment is ongoing and cumulative, meaning that prior to that first IEP where the transition plan is being discussed. So prior to age 14, that student is engaged in assessment, looking at their interests and preferences and then looking at alignment to where they are currently functioning both academically and functionally. And then that that is an ongoing process.

So starting with that initial time at age 14 when the student is going through the transition process all the way until that student graduates from high school, be that at 18 or if that individual is staying in school until they're 21, that it is ongoing. Looking at that student's interests and preferences and how that matches to where they're currently functioning. It should be individualized, which is also another important point to make. I oftentimes will be asked what is the transition assessment, and there really is not one tool or one assessment measure. We're going to be talking more about that in a few minutes, that is the ultimate tool. It really is based on that young person, their individualized needs, and what their interests and preferences are for what they're going to do once they graduate from high school. Those assessments really should be based on those student's strengths and needs. So looking at, again, what that student's deficit areas are, and, for example, if they have intellectually disabilities, making sure that the assessment is being used as a good match for that student to get the best responses to assist that student in future planning. It should also help to increase that student's awareness of themselves and what they do when they want to graduate from school, and then it's helping developing those post-‐secondary goals. When it's not, it's the same for all students. It also should be done more frequently than just one,

as part of this transition planning process. And it should not be done just to complete the form on the IEP. That it really should be this ongoing process that that young person is involved with to really help them both currently while they're in high school, and, most importantly, to prepare for when they're exiting as far as going, again, onto further training, employment, and independent living. When thinking about assessment, these are some things that Dr. Pamela LaCont from George Washington University at a presentation she did several years back in our state host to the audience when she was doing this presentation, and there's a number of questions in these next several slides to think about. So, first of all, what is that student or young person learning from the assessment? Is it helpful, meaningful, positive? Does it lead that student to a better understanding of themselves and help in this planning process? I think that's a really important point because oftentimes when I'll speak to current students that are in high school settings and talk about assessment, they really don't have an idea about why they're being asked certain questions and how this really interplays with what they're currently doing and then how to best plan for the future. The other thing that the transition assessment should provide is really looking at what are the gaps, or, currently, what is that student interested

in doing once they graduate from high school, and where are they currently functioning. So, for example, if that student is interested in going on to a community college, do they currently have the reading, math, and writing skills in order to meet those requirements, or what are the gaps that really need to be worked on as part of their academic program in high school. Additional questions that we look at are is what that student's projecting that they would like to do once they graduate from high school. Is it realistic, and, if not, how could it become so? So, for example, going back and looking at that gap analysis, which is a somewhat sometimes called. So what does that student want to do once they leave school, and where are they currently functioning both academically and in functional awareness? So, again, in the example that I said a few minutes ago, where are they functioning academically in as far as reading, writing, and math areas, and then how does that match up to their goal of, for example, going on to a nurse's assistance training program in a community college? Another piece of looking at the assessment for students that are ages 14 to 21 is discussing which stakeholders should be and can provide information. I think it's really important as we look at this, gathering information from that young person's family.

The people that know that individual best and ask questions that are based on what that student wants to do as far as further employment, further training, living independently. Also obtaining information from other agencies that work with that individual, and then [inaudible] that information as we're helping that young person better develop their plan for the future. The other question that continually is asked by Dr. LaCont when she does this presentation is whose needs are being met. In other words, is it really that young person who we are providing information to, or is there some other requirement that is being met, either from that school or an agency that says basically we have to do assessment. Let's check it off, but not really looking at the fact that that young person has a deep understanding of their strengths, their needs, and what they want to do for the future. Additional questions. If you look at what does the student and you, the person assisting that student, learn from the assessment process? Where is that student presently functioning? Where are they going? How are they going to get there? And a couple of other questions that are asked as a part of this is where are you recording this information. For the purpose of this training series, I know in the past sessions,

they've talked about evaluation, the re-‐evaluation report, and so forth. Those are places, the re-‐evaluation report where this information can and should be recorded on what the student is interested in doing and where they're currently functioning. In addition to those areas, in the IEP and the present education level section, this should be recorded as well as being shared in discussions with other agencies such as Office of Vocation Rehabilitation, Intellectual Disabilities, and so forth to really do a holistic approach of planning and support for the student. We stated this earlier, but I think it's really crucial that the assessments that we're utilizing with students that are 14 to 21, that says results are interpreted and utilized. As part of doing training with school districts around secondary transition and Indicator 13, one of the things that we continually see as trainers is that while assessments may be given to students, the fact that they're not really looked at and analyzed meaningfully, that then create this plan for the student, and that plan being either what they want to do for the future as far as graduating and going on to further training or employment or their plan being what are their skill deficit areas that are leading to their measurable annual goals for that young person. So really it is extremely important that once an assessment is given that it is looked at not only by the evaluator but then also to sit down with that young person and their family and analyze those results, and then discuss what are the ramifications of that assessment result.

Other places that assessment results can be utilized besides looking at the re-‐evaluation report and in the IEP and the present education level section, using it in portfolios as a vehicle for really synthesizing that information and helping that young person plan for the future. Another key place that information should be being utilized is in the summary of performance for a student. Just quickly summarize what the summary of performance is. As students are exiting their high school programs, so in their senior year prior to graduation, again, one of the requirements from IDA is that the student is provided with a summary of academic and functional performance, which basically summarizes how well that student is doing academically, functionally, what their interests are, and then what agencies can help support them for the future. This information and this summarization of assessment are really key factors to add to that summary performance. When we look at vocational assessment in secondary transition assessment planning, these are some of the critical areas that we continue to see areas of concern. One is in that the LEA, the school district, the charter school has a protocol and procedure in place for transition assessment and planning. That something is in place for middle school and high school. That there is a thought process in place. That the assessment is organized.

That's it's an ongoing process. That there are designated people within that LEA who are responsible for completing the assessment. And that there is a way of not only giving the assessments but then interpreting and synthesizing it and then utilizing that information meaningfully in planning. So, for example, if assessment is given in general education and in special education, is there a way of gathering that information and synthesizing it and utilizing that for that student to plan not only for what they're going to do currently in their academic setting, but what they're going to do once they graduate. This next section of today's presentation is looking at appropriate transition assessment, and really breaking it down into three component parts. Because when we talk about looking at transition assessment, it involves not only looking at the interests and preferences of that student, what they project that they would like to do once they graduate, but it's also looking at, then, setting up those post-‐secondary goals, but then also looking at where is that current student currently functioning based on aptitude, stabilities, and skills. So it's really looking at this three-‐part process, and when we look at doing the training for Indicator 13, this is something that we discuss with the LEA's that we're working with, but it really is kind of this multi-‐step process. What we're going to now is go through these steps.

So we're first looking at this idea of interests and preferences of that student. So identifying what their aptitudes and preferences are, what they value, what they like, as far as their work environments, their learning environments, and so forth. When we look at assessing interests and preferences, there are a number of different assessments that are out there, and the next several slides are going to list examples of interest and preference assessments. And, again, these assessments are set up to help that young person figure out what it is that they would like to do upon graduation as far as going on to further training, employment, and in living independently. A number of these resources that are listed on the next three slides are commercially produced. There is a cost involved with them. However, we really do feel that they are invaluable tools. Now, the other thing, too, in saying I guess somewhat of a disclaimer in looking at these assessments is that we're not endorsing any of these. So if you look at the next three slides, when you actually sit down and look at all of the available interests and preferences assessments that are out there, there literally are hundreds of them. At the end of today's slide presentation, there are a number of resources that you can go and look at a variety of different assessments that exist, but these are some that are commonly used in LEA's across the state.

And some of these just to point out, like the aviator [phonetic] assessment is also something that is aligned with futures planning for that student. And some schools will use a number of these assessments not only for students that are in special education but those that are in general education. The Casey's life skills inventory or personal preference indicator is one of the assessments that can help that individual in looking at some of the independent living planning that is available. This next slide is listing additional resources as far as interest and preference surveys, and on this particular slide, there are a number of examples of assessments that can be utilized that are free of charge. So, for example, on the PA Career Zone, it's a site that's developed through the Department of Labor, and when you go on to that particular site, it is free of charge, and there a number of assessments that can be utilized for an individual to work through what other interests and preferences and actually to compile a portfolio of records for that individual. We also recommend in doing transition supports and services, looking at parent surveys and interviews, student surveys and interviews as additional ways of obtaining information as well as utilization of some of the documents that we currently use in education such as the functional behavior assessment, to look at that information and include that in planning with that young person.

In this slide, it's listing, again, some additional assessments that can be used to determine interests and preferences including person-‐centered planning, especially when we're looking at students with more complex needs and especially intellectual disabilities. Oftentimes, utilizing a person-‐centered planning process where you gather the individuals that have a knowledge of that individual and have a discussion in looking at what are the future plans for that young person, where are they currently functioning, where, what do we need to assist for them. That is really an effective process. That is also something if the individual has a supports coordinator through the Office of Intellectual Disabilities at the county level. Many of the supports coordinators are trained in this process, and that's something that can be done in collaboration between the education system as well as those folks from the Department of Welfare. Additionally, other assessments that can provide information about interests and preferences. If the student has been involved in any community-‐based instructional situations or work experience types of situations, that information is really valuable. School-‐based types of jobs and obtaining that information. And I think it's important in looking at that to get at the specific skills. What is that student able to do in documenting that.

That's really the information that we're looking at especially when we're talking about, like, a situational assessment evaluation. So you're probably wondering as you're sitting there how do I select the appropriate assessment. Now, I mentioned earlier that there literally are hundred, couple hundred different types of interests and preference assessments, and it's really sitting down and looking at a number of factors, and we mentioned a few of these early. One is really looking at the student's disability. Figuring out where is that student's reading level, where is there intellectual functioning, and then based on that, what is the best assessment to utilize for that young person. Another thing to consider is the interests for that young person. Where are they interested in going as far as looking at employment options, going on for further training, and living independently, and then, again, evaluating the best assessment for that. The other thing, especially if we're looking at assessments that are not necessarily online or paper or pencil, looking at ways that the student can engage in community-‐based assessments, on-‐site assessments, to actually see that student interacting on a work site. You know, trying out a job, and then analyzing how well they do, and then utilizing that information. Also when considering assessments,

it's important to go back and look at the questions again. The assessments should really help that student in answering these questions about what are their talents and interests. Where do they see themselves after graduation, five years after graduation, ten years after graduation? What are some of the demands that they need to be working on now, what do they see as the things that they need to help them now? Some of the other questions that are really basic. You know, the student just having an idea about what is their disability, and then how that disability impacts them, and what accommodations and supports do they need. Those are other factors to consider as part of this process. This slide demonstrates an example of interpreting and utilizing career interest information, and I'll leave this on for a few minutes for you to look at, and then we'll talk about it. [ Pause ] Michael Stoehr: OK. So in looking at this summary, it basically talks about Rachel, and the fact that she completed a student interview, and based on that student interview, she stated that she would like to work as a preschool teacher after graduation. So that was really just obtaining information directly from that young person. Then she also completed a more formalized assessment to assess your interests.

And based on that particular assessment, she scored high in the quote social category for that area, and jobs that are related to the social category including teaching, counseling, and nursing. So in looking at is that a match currently for that student, yes. But this is a way of taking that information and summarizing it. It could also have basically said that, you know, Rachel said she wanted to be a truck driver, and she took this assessment, and it might be, well, it might a somewhat of a disconnect with what the assessment is saying. But, again, we had mentioned earlier that this is an ongoing process, and utilizing just one assessment does not paint the whole picture for that student. So in this case, this is an example of a match. If there was a disconnect, then, again, further investigation, further assessment would be needed to work with that student, possibly giving her a different type of assessment or having her really explore some of the other types of job areas that are related to this social area. We didn't mention thus far in this presentation, but I think it's important to note now that when students start in the secondary transition process, so at age 14, I would say probably 99 percent of those students change what they're looking at wanting to do as far as going on for further training, employment, and living independently because they really haven't had this evaluation process, this time of going through secondary transition to analyze what their options are. To figure out really what is the best fit for them based where they currently are,

what their interests are, and what their abilities are. So back to this diagram. So we've just talked about interests and preferences. What that student is interested in doing? What they would like to do after graduation? Based on that information, then, we develop these post-‐secondary goals. So looking at going on for further training, employment, and independent living. And when we look at the post-‐secondary goals, some of the things to consider is that really we need to look at all of these areas with a student, and kind of work through what supports does that student need in all three areas. We also must use assessment as we're talking about these different areas. Figure out is student is interested in this type of an employment, career. So then what type of training do they need. Oftentimes when looking at these post-‐secondary goals, I know folks, transition coordinators and special education teachers working with students will sometimes start with the independent living goal area, to figure out, OK, where do you see yourself living in five years, then going back and looking at what type of employment would you need in order to obtain that lifestyle, and what type of training would you need to kind of frame that for that student. If it's decided that in looking at these post-‐secondary goals that a student is very proficient, say, in independent living,

then we need to document the fact that why is that student independent. So some examples for that might be that the student is able to manage all of their activities of daily life. So, you know, they're able to take care of their personal grooming, hygiene. They're able to, you know, travel independently. They're very organized. They have these independent living skills that they will meet with success when they graduate. However, conversely, when we look at that, if a student is lacking in any of those areas, then those are things that need to be addressed and looked at, especially as part of their high school programming. Then the last step in this process. So we identified the student's interests and preferences. What they were interested in doing. We looked at, then, setting up what they wanted to do as far as going on for a career, looking at what type of training might be needed for that career, and then looking at how they were going to live independently. Then we're looking at this last piece, and this last piece of assessment is looking at assessing that young person's aptitudes and abilities. So really looking at where are they academically and functionally, and we talked earlier in the presentation about looking at kind of the gap analysis or, in other words, looking at what that student is interested in doing,

and then looking at where they are currently functioning, and then discussing that, both discussing that with that young person and their family and then documenting that information. So when we look at this particular piece, you know, we're gathering this information to help us know if and how the student can reach his or her post-‐secondary goals, and these are just some questions that could possibly be asked. So, for example, does William have the adequate reading skills to succeed in the highly-‐technical post-‐secondary program? Or what supports will Aimee need in college if Aimee has, you know, maybe she has somebody that is deaf or hard of healing, what types of supports and accommodations will she need and what is she currently using and what can she access? Will Krista be able to travel independently to work? Perhaps Krista is a student in a life-‐skills type of program, and what types of supports might she need. When we look at this particular section of assessment and planning, these are some of the domain areas that are considered. So when we're assessing that young person and their aptitude, these are some considerations. So looking at not only the academic areas, so the reading and writing and math, but then looking at some of the other areas that are listed on this slide and then slide that follows. So looking at that student's career and employment abilities.

You know, looking at, and actually I was just talking today with an OVR counselor and said that some of the primary areas that they see young people having problems once they exit high school are, you know, how to engage in an interview. How to dress appropriately. Some of those initial or soft skills that students really seem to struggle with, especially around technology usage. You know, I think that students, for example, using a cell phone and texting. I know, on a personal note, I've been in a number of businesses and stores, and the cashier is texting as they're waiting on you. It's like having that discussion about career and employment and understanding what you need to do. Looking at what that student is going to need to go on for further education and training. What are the requirements in a post-‐secondary setting, and where is that student currently functioning? We have done a number of trainings in the past looking at the differences between college and high school, but some of the areas such as that student being independent as far as note taking and organizational skills, and is that student currently able to do that or not, and, again, these are things that need to be documented and then talked about how they can be addressed for that young person. Looking at areas surrounding the student's health, their physical health, their emotional health and how that impacts what their plans are for the future.

In addition, looking at some of the social issues. Looking at communication issues. Issues around self-‐determination, and we've mentioned earlier, you know, the student having a good understanding of themselves. What their needs are. What their disability is, and what accommodations and supports they utilize. I had a call last week from a school district, and it was actually discussing the Indicator 14, our survey that we give, and the question was about having that young person having an understanding of their accommodations, and the person just kind of made a comment of, well, would they really know that, and I said, well, I really hope in high school that the young person does have a good understanding about what accommodations and supports they're utilizing. Or, for example, on the IEP, looking at what is that specially-‐designed instruction. Because that really is part of the self-‐determination process. And, again, this is information if the young person is not able to do, because we look at writing up kind of where is that student currently functioning. That's important information to put in and then looking at strategies to implement with that student as part of their academic day. When we talk about types of assessments that are informing aptitudes. So we're really looking at a number of assessments that are given as part of really standard educational practices. So we are looking at curriculum-‐based assessments.

We're looking at the newly-‐developed comprehensive diagnostic goals, or the CDT's. We're referencing and looking at assessments that are currently given to that young person. So looking at the PSSA, looking at the Keystone when those are finalized, looking at 4Sight, and aligning where is that student. And I think that's one of the other points to kind of make when we're looking at interpreting information is how this information really is and can be used because that is I think another struggle that we continue to see when we're working with teachers in doing training. That if you have PSSA results, what does that mean, and how does that impact that student or 4Sight's results, and then how is the, how are the interventions that we're doing with that student. How are the student's measurable annual goals impacting their success in doing better than on those assessments once those are given to them? Some other types of assessments looking at aptitude. You know, looking at teacher questionnaires or work samples. Again, some other kind of informal assessments, student surveys, student interviews are all other types of possible assessments that could be utilized. And this next section is looking at interpreting and utilizing assessment data, and we're going to kind of walk through a way of doing that. When we looked at incorporating assessment data for reporting purposes, these are some of the areas that we look at and consider.

So we do look at academic levels and basic skill levels. So where, again, is that student currently functioning? Where are they academically regarding reading, math, writing, organizational skills? Looking at their levels of self-‐determination. We mentioned those. So looking at how well that student does as far as understanding their needs that they have, understanding their strengths, understanding what supports they need to be successful. Looking at where they're at as far as their ability to be successful in a career, and I mentioned some of those areas such as interview skills or work skills that they have in place. Communication skills that are related to working on a job site. Looking at also in this part where is that student as far as transition planning and looking at the options that they have. Looking at where that student is as far as their connection to supports, and in talking about supports, looking at agencies that can provide supports as well as other natural supports for that student or community supports, and looking at then, in that particular community, what available options are there for that young person. So in this example, we have this fictitious student, Selene, and we're looking at the assessment data that is particular to self-‐determination in reading for this young person. So Selene is a tenth-‐grade student and has a learning disability in reading

with specific deficits in reading comprehension. She's fully included in the general education curriculum with supports that include co-‐teaching in American history as well as biology. Her goal is to attend community college, and she has acceptable grades, and it's mainly due to coordinated supports from her learning support teacher as well as her ability to work hard. She's a dedicated student. So as we look at this particular example, this is something that could be written into an evaluation report as well as into an IEP like a present ed level [inaudible], and it's really looking at the multiple facets here. So we're looking at where is this young person as far as her ability in reading, but then also with this idea of self-‐determination, what is she able to do. The next slide continues with some additional information around this topic here. So looking at teacher's report that she is most successful in her classes when she's provided with graphic organizers and study guides to use. She also becomes confused with multi-‐step directions, particularly when in writing, and she needs to have directions clarified, and oftentimes will ask for extra time to complete assignments and tests. So then this is kind of the next piece of this. So this painting a picture of Selene based, again, on the assessment that we have gathered on her. So this would be both information from the educational staff

as well as assessment that was provided. So then we're looking at the fact that Selene does want to go on to college, and when she goes on to college, she's going to need to be able to disclose and request supports, but she's apprehensive about asking for assistance currently. She relies on her teacher to do most of the accommodation piece and to ask for accommodations. So when we look at the third bullet on this slide, she really needs to develop skills and habits that will allow her to disclose her disability, to talk to professors, to really let them know what her specific needs are. So when we look at this, it does paint a picture or provides kind of that next step for Selene and for those working with her on what would be effective planning for that young person. I could see this then leading to really looking at developing, you know, those specific needs as part of her measurable annual goals, for example, in her IEP, for this information to be taken and utilized. Maybe looking at additional courses that she may need to take or just additional supports that she may need to have. The next couple of slides talk about what we've learned about assessment for students ages 14 to 21, and what we have, I guess, the who the we are, are the trainers that have been involved in doing training surrounding Indicator 13 for the last several years, and these are some things that have come up when both our intermediate unit as well

as PATTAN transitioning consultants. So these are some of the things that we've found that successful school districts. So school districts, charter schools, or LEA's have done. So, first of all, it's talking about developing an assessment plan beginning at the elementary level that includes outlining recommended assessments by grade. That's one of the things that we know that's been school districts that were really effective that they had a plan in place, that transcendent elementary, middle, and high school, that folks knew that students were going to be taking and engaged in these type of academic and functional assessments, and when a student reached transition age, they would be given these interest and preference assessments so that there was a plan in place. And what was really helpful, especially to the educational staff, the teaching staff, to know that, OK, I know that in sixth grade, this was done. In seventh or eighth grade, they were going to be given this interest and preference assessment. So I'm the tenth-‐grade teacher. I can expect to see this type of information that was done with that young person. Another point was to make use of all assessment information that's provided to all students, both in general and special education. Oftentimes, there are assessments that are done, especially interest and preference assessments, by the guidance department in a number of school districts to make sure

that that information is shared with the special education teachers, the person that is developing a report so that that information can also be included. Unfortunately, we've noticed in some instances, that information is not shared across the folks that are giving assessments to students. So, you know, guidance staff keep that information in the guidance department or just share it with possibly that student's general education teacher but not special education teacher or vice versa. Bottom line is, it's not a comprehensive report then that's developed. The use of a variety of assessments to address academic, functional, and career related areas. You notice as we were talking about the wealth of assessments that are available that we really should be looking at a variety of assessments over the course of the years that the student is engaged in the secondary transition process. That we shouldn't just be relying on one assessment, or, for example, just relying on a student interview or a parent interview. That there should be multiple assessments that are given. We also notice with successful LEA's that they use a combination of both formal and informal assessments, and when we were looking at those different examples, you noticed that there were really both types that were provided as examples. We've mentioned numerous times over today's session that engaging the student is an important aspect of this process, and meaningfully engaging

that student so that they have an understanding of why they're taking a particular assessment and then what the results are, and then how they can actually utilize that information. And then customizing the assessment that's needed to address that student's post-‐secondary goals. Looking at where they want to go as far as training, employment, and independent living, and then how that relates or, again, that gap analysis of their academic and functional levels. I also wanted to share with you, and you have this site on this page a wiki that we developed as part of our training for Indicator 13. So just give me one second. I'm going to take you and just show you quickly that particular site. And on this particular page are resources around assessment for students ages 14 to 21 involved in secondary transition. And when you scroll down, there are a number of pages that are contained on this wiki. There's an overview of assessment. There's information on meaningfully engaging that young person and their family. There's information about how to meaningfully engage cross stakeholders in this process. There's information on the use of UDL for assessment. There's also a section on assessment mapping, which kind of gets at what we were talking a few minutes ago about this idea of this continuum of assessment

through the various levels as the student progresses from middle school to high school, for example. Now you have a link to that resource, and we will continue to update that with additional assessment resources as time goes on. I also wanted to share with you some additional ways to find age-‐appropriate assessments. So these are some additional resources that you can go to that provide you with either a list of assessments or in the case of the Burr Center protesting that last bolded resource, that actually will give you evaluations on assessments. They'll let you know, you know, what, how they are utilized, and how other folks in the educational field have utilized those assessments. So these are additional resources that can be helpful for you. And we do have a few questions that we would like to take the time now to address. If you do have additional questions, please feel free to send those in, and we will try to answer as many as we can in the time that remains. Now, a question came in about would a transition certify, I'm sorry, would a transition survey satisfy transition assessment requirements, and I think the answer to that really is it depends on really the age of that young person. When we were doing the Indicator 13 training, one of the things that we talk about is for very young students, students that are just starting the transition process. So we're talking about students in middle school, 14 year olds.

I think utilizing a transition survey with that young person and their family is a good basis to start. However, as the years progress for that young person, you really need to do more complex training. You really need to look at additional types of assessments. Some of the more formalized assessment because the difficulty in just using a transition survey from that young person, for example, if it's just self-‐recorded information, it's really not enough information to help that person be as effective in planning as they could be. Another question that came in. What specific assessments or questions are recommended for students with significant communication deficits? And I think that as you look at, you can probably in this question talking about kids also besides having significant communication deficits also possibly intellectual disabilities along with that. There are a number of assessments that are specific to students with more significant needs. I don't know, to be honest, in the list that we had up above we list any of them, but there is an assessment called YES, Y-‐E-‐S, that is a video-‐based assessment, and that is really helpful way of having students determine what type of jobs or careers are out there. The other thing that I mentioned was person-‐centered planning for students I think that have significant needs or specific [inaudible] communication needs.

That is a process that I think is really effective, and I know the reason why it's not done more frequently is it is very time consuming. You do have to have a facilitator to engage in that process, but it really is a good way of getting information along with that young person from their family and the education, the agency people that know that young person best. OK. Another question that came in, it has the OVR of the Offices of Vocational Rehabilitation. Has an interest preference assessment in one of that I hand out. Is that also recommended? You know, I'm not familiar with that particular assessment, but I think if you look at that, and that provides good information on assisting that young person in planning for the future, then I would say, again, not having seen it, but that would be a good assessment because really what you're trying to do is get information from that young person to start to consider what they would like to do as far as career, then leading to what type of training that is done. You'll notice, and I didn't really mention this before, but a number of assessments, especially when you look at interests and preferences, are based on a Holland code that was developed by Professor, last name was Holland, and it looks at these different career areas. So, for example, when you go onto the PA Career Zone, those assessments are based on the Holland code, and they give you these career area,

or these areas of interests such as realistic type of jobs. There's an assessment called the self-‐directed search. That's also based on the Holland. I believe that information that's included in some of the commercial programs like Career Cruising and Keys2Work are also based on that. So I mention this because a lot of them are utilizing that same type of format. They're just doing it in different ways. OK. Question came in about do we need a signed permission to evaluate students around transition assessments, and this has come up frequently, and really the answer to that is no because it's part of their planning and programming as part of the requirement for the transition requirements for the IEP and for their planning starting at age 14. So it's an ongoing process. It's part of their planning that's involved. We think of similar to other types of assessments that are done, the classroom assessments that are done for a student. So it's really part of that compositive assessments that are given. A question came in. Am I using vocational and transition assessments interchangeably, and, yes, I mean, in today's broadcast, I am, and I know they are not exactly the same, but as we talk about this, we're talking about looking at those both. Transition assessments do far more expansive than just vocational assessments.

I think when we're talking specifically about vocational assessments and the whole arena of vocational assessments, we're really talking about the assessments that are geared towards looking at career development and those interests. Transition assessments go beyond that in looking at also assessments that help to determine and help a student in particular looking at independent living types of things, things that they're going to need to be successful in the community. OK. Question came in about any research-‐based formal assessments to recommend, and, again, as I mentioned as we were going through that list of assessments, I really don't feel comfortable in recommending any particular assessment. I would recommend, again, going and looking at two things that are listed here. That first reference that's bolded on the screen about career planning begins with assessment. There's really good resources that describe those assessments. The other bullet, the last one on here from the Buros Center, I recommend that because that gives you actual research-‐based evaluations of the assessments. It's not just opinions on how folks felt those assessments were, could be used. It actually goes into detail, and it says what is specifically good or bad about a certain assessment. So those two documents I would recommend going and looking at, to provide additional information. Again, with students that are, have more complex support needs, I really think that hands-‐on type

of assessments as well as some of the person-‐centered planning assessments that I had mentioned are probably the best resource for those particular students. I'm looking actually to see if we have additional questions. Looks like, I'm sorry, it looks like we may have a couple. A suggestion that was given was "Envision Your Career", which was a reading-‐free video. That also gets a [inaudible] score for students that are, need some additional supports. It works well for students in life skills and emotional support, too, but, again, I'm not, there are so many different types of assessments for interests and preferences. Really don't want to take the time now to go into that. OK. And we have one more question we'll address. This question came in, and it basically says that the parents may also have differing needs and to have some significant cognitive issues themselves. Student is not motivated where to start. I really think one of the nice things that you could use to start with that student is to just frame kind of why all this planning is important, and there is a resource on the PA Career Zone that I mentioned, and it's a budgeting assessment that can be given or an activity. The reason I mention that is it has the young person state where they see themselves living some day, and oftentimes students will say, especially with TV today, and I don't know.

I watch a lot of HDTV, and you look at these houses that are, you know, two million dollars, and you say, OK, so you want a two-‐million-‐dollar house, and what this budgeting activity on PA Career Zone does is it'll walk through that student. OK, so you want a two-‐million-‐dollar house. You want to have a Lexus. You want to live in California. Whatever the criteria is, and it has that young person walk through, OK, then what would the type of career or job be that you would need to obtain in order to have that type of lifestyle, and then it's a working backward process. That oftentimes is a hook for students to at least start to look where can I or what are my options. I think just starting the discussion, especially if you are in middle school. If you start to discuss what options are out there. The other thing for new teachers, I think it's really important that, and we didn't really talk about this, but if you're not engaged in your local transition coordinating council that you get engaged with that group. There are about 80 local transition coordinating councils across the state. If you contact your local intermediate unit and the transition consultant from that intermediate unit, they can tell you about the local transition coordinating councils in your area. I mention that because there are a lot of resources that then they can connect with.

So I think that that would be a good resource for you also. OK. I appreciate everyone joining us on today's webinar. Again, if you have additional questions, please feel free to send those to myself or one of the other PATTAN or IU transition consultants across the state. I appreciate your time. This particular webinar will be recorded and posted on the PATTAN website once it is close captioned. So thank you all for joining us today, and have a great evening.

[silence] thebroadcastisnowstarting. michaelstoehr ... · [silence]" "...

Documents