Transition Assessment Toolkit Baltimore County Public Schools

2017

Mike Bracknell Michele Guyton

Jacqueline Hardwick Michele Murphy Mike O’Connor Peggy Reuschling

Joyce Serio Lisa Sullivan

Table of Contents

What is Transition? 1

What is Transition Assessment and Why? 1

Transition Assessment Domains 2

Scope and Sequence 3

Timeline 4

Career Development & Employment Assessments 5

Independent Living & Community Involvement Assessments 9

Post-Secondary Education & Training Assessments 13

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What is Transition?

According to IDEA, “the term `transition services' means a coordinated set of activities for a child with a disability that- (A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; (C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.” [34 CFR 300.43 (a)] [20 U.S.C. 1401943]

What is Transition Assessment and Why?

The above definition from IDEA alludes to “taking into account the child’s strengths, preferences, and interests” and “functional vocational evaluation”. Transition assessment is the method we must use to acquire this information. IDEA goes on to mandate that postsecondary goals be “based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills”.

The Division on Career Development and Transition (DCDT) defines Transition Assessment as “the ongoing process of collecting data on the individual’s strengths, needs preferences, and interests as they relate to the demands of current and future working educational, living, and personal and social environments. Assessment data serves as the common thread in the transition process and form the basis for defining transition goals/outcomes and services to be included in the IEP.” (1997)

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Transition Assessment Domains

Domain Major Areas What is being Measured Primary Users

Career Development & Employment

Vocational and Career Interest Interests, Preferences, Values Schools, Post-Secondary Education – Colleges and Training Programs, Apprenticeship Programs, Adult Providers, Employment Agencies

Job Aptitudes and Skills Aptitudes, Work Behaviors, Skills

Occupational Specific Certification

Mastery of Knowledge, Skills, and Abilities in Specific Occupations

Physical and Functional Capacities

Work Capacities, Need for Diagnoses and Medical Therapies

Post-Secondary Education & Training

Academic Performance or Achievement

Reading, Writing, Mathematics – General Academic Skills, Strengths, and Needs

Schools, Post-Secondary Education – Colleges and Training Programs, Apprenticeship Programs, Adult Providers, Employment Agencies

Cognitive Abilities Intelligence

Learning Styles Learning Styles, Preferences

Independent Living & Community Involvement

Self-Determination and Self-Advocacy

Self-Awareness, Ability to Advocate for Needs and Wants

Schools, Post-Secondary Education – Colleges and Training Programs, Apprenticeship Programs, Adult Providers, Employment Agencies

Life-Skills Community and Home Living Skills, Health and Safety

Adaptive Behavior Adaptive Behavior

Social-Emotional Readiness Emotional Intelligence

Adapted from Seattle University, Center for Change in Transition Services, (2007). Transition Toolkit. Retrieved at http://www.seattleu.edu/ccts/transition-services/flowchart/age-appropriate-transition-assessments/

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Scope and Sequence Beginning at the age of 14 or during the IEP year in which a student turns 14, it is recommended that students complete an age-appropriate transition assessment in the Career Development & Employment domain and a Student Interest Sheet, SIS, on a yearly basis.

Three years prior to graduation, students will complete additional assessments in the Post-Secondary Education & Training and Independent Living & Community Involvement domains as recommended by the IEP team. These assessments will contribute to the overall collection of information used to develop IEP goals, a comprehensive transition plan, and a Maryland Summary of Performance.

Case managers will complete both the SIS and the age appropriate transition assessment from the Career Development & Employment domain on a yearly basis with the exception of assessments found within Naviance. School counselors will complete the Naviance assessments. Assessments from the Post-Secondary Education & Training and Independent Living & Community Involvement domains will be completed by the appropriate staff in relation to the type of assessment. Information from the assessments will be recorded on the PLAAFP pages in reference to student performance, strengths, and needs. Transition facilitators will be available for consultation, collaboration, and training.

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Career Development and Employment

Formal Assessments • TEACCH Transition Assessment Profile (TTAP)

This is a comprehensive transition assessment specifically designed for adolescents with Autism Spectrum Disorders. The TTAP provides information regarding strengths and weaknesses as well as a method for ongoing assessment in community-based instruction. Contact your transition facilitator for details.

• Comprehensive Executive Functioning Inventory (CEFI) The scales used in the CEFI have been developed to measure a wide spectrum of behaviors associated with executive functioning. The scores which emerge from these scales are based upon a nationally representative normative sample (aged 5 to 18 years) of a diverse group of individuals. In addition to a Full Scale Score calculated by adding responses to 90 of the items, the CEFI utilizes nine rationally-derived scales to pinpoint targets for intervention: attention, emotional regulation, flexibility, inhibitory control, initiation, organization, planning, self-monitoring, and working memory. Contact your transition facilitator for details.

Informal Assessments • Naviance Assessments (Not shown above) Complete Strengths Explorer Complete Career Interest Profiler (CIP) Complete Personality Assessment Cluster Finder

• Transition to Work Inventory (TWI)

This assessment asks students to review a list of 96 non-work activities and rate each activity from 1-5 on how much they enjoy it. Their answers lead them to one of 16 career clusters that contain a list of related jobs, self-employment opportunities, and paths for post-secondary education and training. The assessment is self-administered and should be scored and reviewed with the subject by a professional or parent. Contact your transition facilitator for details.

• Self-Directed Search (SDS) The SDS is paper-based interest inventory that matches characteristics and personalities to career and training pathways. Contact your transition facilitator for details.

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• Reading Free Vocational Interest Inventory (R-FVII:2) This inventory booklet can be completed by the student with assistance from the case manager. The completed booklet is used to gauge vocational interests for intellectually and developmentally disables students. The booklet is useful for informal evaluation. However, it has been norm referenced for intellectually and developmentally disabled students and the scores can be part of a formal assessment. Contact your transition facilitator for details.

• Brigance Transition Skills Inventory This inventory is an informal assessment administered by the case manager to assess independent living, employment, and post-secondary skills. The scores should be used to support transition planning. Contact your transition facilitator for details.

• Career Assessment Battery (CAB) Students are asked to self-assess in 12 work/academic areas to determine appropriate post-secondary educational and career goals. The 12 assessed subjects are; work areas, work activities, school subjects, aptitudes, work situation, data-people-things, mathematics and language, work load, physical skill, indoor/outdoor, work environment, education level. Contact your transition facilitator for details.

• Student Interest Sheets/ Diploma and Certificate Baltimore County Public Schools document is completed annually by the case manager with input from the student, family, and results from transition assessments. The document should address student post-secondary goals as well as their strengths and areas for improvement. This assessment can be created and accessed through Tienet.

• O’Net O’Net is an online resource that provides comprehensive occupational descriptions and data for job seekers, human resource professionals, students, and teachers. The assessment can be accessed at https://www.Onetcenter.org

• Enclave Performance Evaluation This Baltimore County Public Schools document is typically completed quarterly by case managers as part of the ongoing assessment of vocational skills for the work-based learning class. It is based on observations of work experiences that are generally provided by Baltimore County Public Schools for certificate-bound students, but could be used for other settings. For diploma bound students in the Career, Research and Development class that are in the work-based learning program, the employer would complete the Performance Evaluation and share with the CRD teacher. Contact your transition facilitator for details.

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• Life Skills Checklist Developed by the Focus on the Family, the assessment consists of a series of age specific life skills checklists that contain the skills students will need to develop as they progress towards independent adulthood. Assessment checklists are for ages 4-7, ages 8-12, ages 13-15 and ages 16-18. The assessment can be accessed at http://www.thrivingfamily.com/Features/Web/2013/life-skills-checklist.aspx

• COIN Career Targets The COIN is a workbook that is designed to introduce students to the world of work and specific occupations. The work book is divided into seven sections and as the student moves from section to section they will be required to give more specific answers about career and post-secondary education goals. Contact your transition facilitator for details.

• RIASEC Inventory Assessment that allows students to explore occupations based on their stated interests. Students are given 72activities and asked if they like performing each activity. Their answers guide them through a process that matches their interests to potential careers. Contact your transition facilitator for details.

• Employability/Life Skills Assessment Criterion-referenced assessment that can be used yearly beginning at age 14 to assess level of performance in employability skills. Contact your transition facilitator for details.

• Student Transition Skills Inventory This inventory is intended for individuals with significant support needs. It serves as a checklist for skills related to vocational/career development, community access and practice, recreation and leisure, and independent living. Contact your transition facilitator for details.

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Independent Living and Community Involvement Formal Assessments

• Adaptive Behavior Assessment System (ABAS II) ABAS II is a comprehensive norm referenced assessment of adaptive behavior and skills of individuals from birth to age 89. The test can be administered by the school psychologist as part of the 3 year re-evaluation process. The assessment can be administered in 15 to 20 minutes and can be scored by hand or with software. See the school psychologist for details.

• Vineland Adaptive Behavior Scales A comprehensive norm referenced assessment that aids in diagnosing and classifying intellectual and developmental disabilities for individuals from birth to age 90. The test can be administered by the school psychologist as part of the 3 year re-evaluation process. The assessment can be scored by hand or with software. The assessment can be administered in approximately 60 minutes and includes a student interview/survey, parent/family ratings, and teacher ratings. See the school psychologist for details.

• Scales of Independent Behavior Revised (SIBR) A comprehensive norm referenced assessment of adaptive and maladaptive behavior used to determine an individual’s level of function in key behavioral areas. It is referenced for individuals from infancy to age 80. The full scale assessment takes 45 to 60 minutes. The short form assessment takes 15 to 20 minutes. The SIBR can be administered by the school psychologist as necessary. See the school psychologist for details.

• TEACCH Transition Assessment Profile (TTAP) See above description (Career Development and Employment Assessments).

• Comprehensive Executive Functioning Inventory (CEFI) See above description (Career Development and Employment Assessments).

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Informal Assessments • Assistive Technology and Transition Packet

This assessment is design to determine if assistive technology is necessary for post-secondary life. It addresses a variety of assistive technology solutions through ratings scales and checklists. The Assistive Technology and Transition Packet can be accessed at http://www.transitioncoalition.org/wp-content/originalSiteAssets/files/docs/attransitionpacket1224259340.pdf.

• AIR Self-Determination Assessment The AIR Self-Determination Assessment provides insight into a student’s current level of self-determination. Furthermore, it identifies specific weaknesses that can be addressed within a student’s IEP through annual goals and transition activities. It can be accessed at http://www.ou.edu/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html.

• Unique Learning System: Unique GPS Core Rubric and Transition Planning The Unique Learning System is used by the CALS and FALS programs in Baltimore County Public Schools to allow access to the Core Curriculum for students with special needs. The Transition Assessment is informal and has two parts. The Core Rubric is used to determine readiness skills in 5 areas; employability, communication, self-advocacy, daily living, and social strategies. The Transition Planning section is used to determine student preferences in the areas of Vocational, Daily Living., Community, Personal Life, and Lifelong Learning. These assessments can be administered in paper and pencil fashion or taken on-line, depending on student strength and preference. The assessments can be completed independently with case manager assistance. They can be accessed at https://www.n2y.com/unique-learning-system/. Each school with a CLS and/or FALS program will have a log in account and password.

• Employability/Life Skills Assessment See above description (Career Development and Employment Assessments).

• O’Net See above description (Career Development and Employment Assessments).

• Personal Preference Indicators Consists of a series of listed items to be used as cues or prompts as part of an ongoing discussion with students with intellectual disabilities. Preference areas include; favorites, feelings, social world, choices, body clock, health, and role in the community/family. These indicators were developed at the University of Oklahoma. They can be accessed at https://www.ou.edu/content/dam/Education/documents/personal-preference-indicator.pdf

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• Assessment of Financial Skills and Abilities A checklist of financial skills and abilities in the following areas: 1. Money Management 2. State, Federal, and Local taxes 3. Banking 4. Comparison Shopping 5. Understanding Advertising 6. Credit 7. Purchase and maintenance of a Car 8. Insurance The assessment can be accessed at http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/transition_matrix/resources/Assessment_of_Financial_Skill_Cell_4.pdf

• AIR Self Determination Assessment Developed by the American Institutes of Research (AIR) in conjunction with the Columbia University Teacher’s College this assessment provides a profile of the student’s level of Self Determination. Identifies strengths and areas for improvement as well as specific educational goals to be incorporated into the IEP. The assessment measures two broad areas of self-determination; capacity (knowledge and skills) and opportunity (chance to apply skills and knowledge). The assessment can be accessed at http://movingstudentsforward.org/air-self-determination-assessment-zarrow-center/

• Life Skills Checklist See above description (Career Development and Employment Assessments).

• Independent Living Skill Assessment This assessment requires students to rate themselves and/or answer open-ended questions in the areas of communication, employment, living arrangements, and several aspects of daily living. Contact your transition facilitator for details.

• Student Transition Skills Inventory See above description (Career Development and Employment Assessments).

• The Life and Career Assessment Matrix (LCAM) This assessment is designed to be completed as an ongoing process. It is designed for any individual and can be a useful tool for identifying additional transition assessments that may be appropriate. Contact your transition facilitator for details.

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Post-Secondary Education and Training Formal

• Peabody Individual Achievement Test (PIAT) The PIAT is a standardized, norm-referenced assessment that can be administered by the school psychologist or special educator as part of the 3 year re-evaluation process. Content areas assessed include general information, reading recognition, reading comprehension, mathematics, and spelling. The PIAT is an oral assessment that is usually administered in 60-90 minutes, though there is no time limit. Generally used for student in grade k-12. Most school special education departments have access to this assessment. Contact the Office of Special Education if your department does not.

• Woodcock Johnson IV Tests of Achievement (WJ-IV) The Woodcock Johnson is a norm-referenced educational assessment that is used to determine current levels of performance in reading, writing, and mathematics. It is widely used within Baltimore County Public Schools to help to determine eligibility for special education services. The results of the WJ-IV are also useful in establishing post-secondary education and training goals and activities. Every school’s special education department has access to this assessment.

• Scholastic Aptitude Test (SAT) The SAT is offered by BCPS in the spring of every diploma-bound student’s 11th grade year. It is a widely-used standardized test that is intended to measure college readiness. The SAT is often a significant consideration for four-year college acceptance. Students with disabilities may be eligible for accommodations. Contact your school counselor for details.

• Comprehensive Executive Functioning Inventory (CEFI) See above description (Career Development and Employment Assessments).

Informal • College Mentality Survey-Naviance (Not shown on the table above)

This survey helps students to discover and awareness of post-secondary aspirations and college readiness. It can be accessed through a student’s Naviance account.

• Executive Skills Self-Assessment This web-based assessment allows students to rate themselves on their own behaviors and tendencies related to executive functioning. It can be accessed at https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/ss/pdfs/ss_01_link_Executive_Skills_Questionnair_Teen.pdf.

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