Supporting Secondary Transition Programs for Students with ...
IDEA Webinar Series Vocational Assessment Thursday, March 22, 2012 Michael Stoehr
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Intended Outcomes of Assessment Presentation and Discussion:
Review basics of academic, functional, and career interest assessments Determine how to gain information from multiple sources, including youth and families Examine the assessment process for Secondary Transition Identify methods of interpreting and utilizing assessment data
4
Why Assessment is Needed in Secondary Transition?
Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in IEP Present Levels)
Indicator 13 Checklist Question #1. Is there evidence of ageappropriate transition assessment(s)? §300.320(b)(1)
5
What is “Transition Assessment”? “Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.” All stakeholders participate in the process of information-gathering and decisionmaking 2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 6 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte
Goals of Transition Assessments
Assist students in making informed decisions Identify students’ interests and preferences for future employment opportunities Assist students to understand skills needed for postschool environments Allow students to increase their self-determination skills– taking charge of their transition plan
Goals of Transition Assessments
Results of transition assessments should be used in making recommendations for instructional strategies, accommodations, and environments to meet the student’s strengths and needs Results should also help students to make a connection between their individual academic program and their post-school ambitions (Kortering, Sitlington, and Braziel, 2004)
Defining Transition Assessment What it is: Ongoing and cumulative Individualized Based on student’s strengths, needs, interests, & goals A process that increases student self-awareness Used to develop appropriate post-secondary goals
What is it NOT: The same for all students Done “once a year” Only completed just before the IEP to fill out the forms Only the responsibility of the special education teacher
Adapted from B. Charton (2007). Arkansas Dept. of Ed. Transition Assessment Toolkit
When Thinking About Assessment Continually Pose These Questions: What
is the student/youth learning from assessment? Is it helpful, meaningful, and positive—does it lead to growth?
Where
are gaps in transition planning?
Does
the youth understand the ‘why’s’ of assessment?
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
10
When Thinking About Assessment Continually Pose These Questions: Are
his or her goals realistic, and, if not, how can they become so?
Which
stakeholders (family, adult service providers, related service personnel) can assist in assessing, identifying gaps, implementing steps to positive outcomes?
Whose
needs are being met?
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 11
When Thinking About Assessment Continually Pose These Questions: What
did the student and you learn from the assessment process regarding: Where
is the student presently? Where is the student going? How does the student will get there?
Where What
do you record the information?
do we do next? (Planning)
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 12
To Have Value Assessment and Results must be Interpreted and Utilized
Use and create a variety of assessment/learning opportunities Interpret and use the results and findings for reporting purposes Share with other agencies to include in their plans
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
13
To Have Value Assessment and Results must be Interpreted and Utilized
Use portfolios as a vehicle for collecting and synthesizing assessment information Use results in the Summary of Performance
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
14
Three Issues of Concern
Protocols and procedures are needed for transition assessment and planning.
Assessment is an organized, routine, and ongoing process. There is a need to bridge the gap between collecting assessment information and interpreting and synthesizing it for planning. 15
Age appropriate transition assessment is needed to:
Identify interests and preferences
Set postsecondary goals
Further assess aptitudes, abilities, skills
Interests – a measure of opinions, attitudes and preferences Preferences – what the student values and likes 16
Assessing Interests and Preferences Examples:
Bridges Interest Inventory Student Transition Survey or Interview Kuder General Interest Survey (KGIS) COIN Career Guidance System of Assessment Aviator Assessment Casey’s Life Skills Inventory or Personal Preference Indicator
17
Assessing Interests and Preferences Examples:
Keys2Work Learning Styles Inventory pacareerzone.org (free) Observations (Home/School/Community) Parent Survey/Interview Functional Behavioral Assessment
18
Assessments of Interests and Preferences Examples:
Person-Centered Planning (PATH) Ecological Assessment Situational Assessment Portfolio Electronic or web-based assessments Information from student and family members Information from employers 19
How do I select appropriate assessments?
Transition assessments should be selected based on the student’s disability (reading level, general intellectual functioning) Transition assessments may be based on the student’s postsecondary ambitions (e.g., employment vs. post-secondary training) Transition assessments may also be selected based on community opportunities (e.g., local training options, employers, and adult service providers)
How do I select appropriate assessments? Assessments should help students to answer the following questions:
Who am I? What are my unique talents and interests? What do I want in life, now and in the future? What are some of life’s demands that I can meet now? What are the main barriers to getting what I want from my school and my community? What are my options in school and community to help me prepare for what I want to do with my life?
An Example of Interpretation and Utilization of Career Interest Information
Rachel completed a student interview on 10/15/11and indicated that she would like to work as a teacher in a preschool after graduation. She completed the “Assess Your Interests” assessment on 10/22/11 provided by the PA Center for Workforce Information and Analysis. On this assessment Rachel scored highest in the “Social” category. The social category includes careers in teaching, counseling, or nursing. This information supports Rachel’s goal of pursuing a career in teaching.
Age appropriate transition assessment is needed to:
Identify interests and preferences
Set postsecondary goals •
Post-Secondary Education/Training
•
Employment
•
Independent Living
Further assess aptitudes, abilities, skills
23
Identifying student’s post secondary goals leads to further assessments… Identify interests and preferences
Set postsecondary goals
Further assess aptitudes, abilities, skills • Abilities: talents or acquired skills • Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a 25 particular area
Matching assessments to goals… Gathering information to help us know if/how the student can reach his/her post-secondary goals:
Does William have adequate reading skills to succeed in a highly technical postsecondary program?
Will Krista be able to travel independently to work?
What supports will Aimee need in college?
26
Domains For Transition Assessment Assessing aptitudes may include areas related to: Career and Employment Academic Further education and training Community participation and involvement Physical/emotional health Home and family
Clark and Patton (2006). Transition planning inventory
27
Domains For Transition Assessment Assessing aptitudes may include areas related to: Leisure pursuits Personal responsibility & relationships Communication Self-determination Daily living & functional skills needed in adult living
Clark and Patton (2006). Transition planning inventory
28
Types of Assessments that Inform Transition
Curriculum-Based Assessments Classroom quizzes comprehension checks,, essays, checklists Comprehensive Diagnostic Tool (CDT) 4Sight Keystone PSSA Ecological Assessment Functional Behavioral Assessment
29
Types of Assessments that Inform Transition
Person-Centered Planning Teacher Questionnaires Work Samples Information from employers Situational Assessment Information from student and family members Student Survey or Interview Parent Survey/Interview Observations (Home/School/Community)
30
Interpreting and Utilizing Assessment Data
31
Incorporating Assessment Data for Reporting Purposes
Academic levels/basic skills Levels of self-determination Levels of career development Status of transition planning and options Status and stability of support systems Availability of options and opportunities Assessment (where is the youth in the on-going process)?
32
Utilizing Assessment Data about Selfdetermination and Reading: Selene
Selene is a tenth grade student with a learning disability in reading, with specific deficits in comprehension. She is 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 (all B’s, some A’s, and a few C’s) due to coordinated support from her learning support teacher as well as her diligent work ethic.
Utilizing Assessment Data about Selfdetermination and Reading: Selene
Teachers report that she is most successful when provided with graphic organizers and study guides, and word banks for tests. Selene becomes confused with multiple step directions, particularly when in writing. She may need to have directions clarified, extra time to complete tests or assignments, or have tests read orally.
Utilizing Assessment Data about Selfdetermination and Reading: Selene
In college, Selene will have to disclose and request support, but she is apprehensive about asking for assistance except from the LS teacher in the co-teaching classes. Currently, she relies completely on her on teachers to provide accommodations. She has independently requested accommodations only two times in the last semester, in Biology class. She needs to develop skills and habits that allow her to disclose her disability, tell instructors/professors what she needs, and find effective ways to seek help from others (Disability Student Services, tutors, Writing Center).
What We’ve Learned: Assessment Successful LEAs: • Develop an assessment plan beginning at the elementary level that includes outlining recommended assessments by grade • Make use of assessments provided for all students • Use a variety of assessments to address academic, functional, career related areas
36
What We’ve Learned: Assessment Successful LEAs: • Use a flexible combination formal and informal assessments • Actively engage the student in the assessment process • Customize assessment as needed to address student’s post-secondary goals, academic and functional levels • http://patransassessment.pbworks.com/ 37
Where to find age-appropriate and disability appropriate assessment resources
www.iel.org Career Planning Begins with Assessment. This contains an inventory of assessment instruments across a variety of categories. www.ncda.org A Counselor’s Guide to Career Assessment Instruments. www.transitioncoalition.org The Transition Coalition. This site contains information and resources regarding transition assessments including an online assessment tutorial. www.unl.edu/buros/ Buros Center for Testing. This site contains information and reviews regarding formal assessments.
Contact Information Michael Stoehr PaTTAN Pittsburgh [email protected] 412-826-6864
www.pattan.net
Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 39
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.
Intended Outcomes of Assessment Presentation and Discussion:
Review basics of academic, functional, and career interest assessments Determine how to gain information from multiple sources, including youth and families Examine the assessment process for Secondary Transition Identify methods of interpreting and utilizing assessment data
4
Why Assessment is Needed in Secondary Transition?
Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in IEP Present Levels)
Indicator 13 Checklist Question #1. Is there evidence of ageappropriate transition assessment(s)? §300.320(b)(1)
5
What is “Transition Assessment”? “Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.” All stakeholders participate in the process of information-gathering and decisionmaking 2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 6 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte
Goals of Transition Assessments
Assist students in making informed decisions Identify students’ interests and preferences for future employment opportunities Assist students to understand skills needed for postschool environments Allow students to increase their self-determination skills– taking charge of their transition plan
Goals of Transition Assessments
Results of transition assessments should be used in making recommendations for instructional strategies, accommodations, and environments to meet the student’s strengths and needs Results should also help students to make a connection between their individual academic program and their post-school ambitions (Kortering, Sitlington, and Braziel, 2004)
Defining Transition Assessment What it is: Ongoing and cumulative Individualized Based on student’s strengths, needs, interests, & goals A process that increases student self-awareness Used to develop appropriate post-secondary goals
What is it NOT: The same for all students Done “once a year” Only completed just before the IEP to fill out the forms Only the responsibility of the special education teacher
Adapted from B. Charton (2007). Arkansas Dept. of Ed. Transition Assessment Toolkit
When Thinking About Assessment Continually Pose These Questions: What
is the student/youth learning from assessment? Is it helpful, meaningful, and positive—does it lead to growth?
Where
are gaps in transition planning?
Does
the youth understand the ‘why’s’ of assessment?
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
10
When Thinking About Assessment Continually Pose These Questions: Are
his or her goals realistic, and, if not, how can they become so?
Which
stakeholders (family, adult service providers, related service personnel) can assist in assessing, identifying gaps, implementing steps to positive outcomes?
Whose
needs are being met?
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 11
When Thinking About Assessment Continually Pose These Questions: What
did the student and you learn from the assessment process regarding: Where
is the student presently? Where is the student going? How does the student will get there?
Where What
do you record the information?
do we do next? (Planning)
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student 12
To Have Value Assessment and Results must be Interpreted and Utilized
Use and create a variety of assessment/learning opportunities Interpret and use the results and findings for reporting purposes Share with other agencies to include in their plans
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
13
To Have Value Assessment and Results must be Interpreted and Utilized
Use portfolios as a vehicle for collecting and synthesizing assessment information Use results in the Summary of Performance
P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student
14
Three Issues of Concern
Protocols and procedures are needed for transition assessment and planning.
Assessment is an organized, routine, and ongoing process. There is a need to bridge the gap between collecting assessment information and interpreting and synthesizing it for planning. 15
Age appropriate transition assessment is needed to:
Identify interests and preferences
Set postsecondary goals
Further assess aptitudes, abilities, skills
Interests – a measure of opinions, attitudes and preferences Preferences – what the student values and likes 16
Assessing Interests and Preferences Examples:
Bridges Interest Inventory Student Transition Survey or Interview Kuder General Interest Survey (KGIS) COIN Career Guidance System of Assessment Aviator Assessment Casey’s Life Skills Inventory or Personal Preference Indicator
17
Assessing Interests and Preferences Examples:
Keys2Work Learning Styles Inventory pacareerzone.org (free) Observations (Home/School/Community) Parent Survey/Interview Functional Behavioral Assessment
18
Assessments of Interests and Preferences Examples:
Person-Centered Planning (PATH) Ecological Assessment Situational Assessment Portfolio Electronic or web-based assessments Information from student and family members Information from employers 19
How do I select appropriate assessments?
Transition assessments should be selected based on the student’s disability (reading level, general intellectual functioning) Transition assessments may be based on the student’s postsecondary ambitions (e.g., employment vs. post-secondary training) Transition assessments may also be selected based on community opportunities (e.g., local training options, employers, and adult service providers)
How do I select appropriate assessments? Assessments should help students to answer the following questions:
Who am I? What are my unique talents and interests? What do I want in life, now and in the future? What are some of life’s demands that I can meet now? What are the main barriers to getting what I want from my school and my community? What are my options in school and community to help me prepare for what I want to do with my life?
An Example of Interpretation and Utilization of Career Interest Information
Rachel completed a student interview on 10/15/11and indicated that she would like to work as a teacher in a preschool after graduation. She completed the “Assess Your Interests” assessment on 10/22/11 provided by the PA Center for Workforce Information and Analysis. On this assessment Rachel scored highest in the “Social” category. The social category includes careers in teaching, counseling, or nursing. This information supports Rachel’s goal of pursuing a career in teaching.
Age appropriate transition assessment is needed to:
Identify interests and preferences
Set postsecondary goals •
Post-Secondary Education/Training
•
Employment
•
Independent Living
Further assess aptitudes, abilities, skills
23
Identifying student’s post secondary goals leads to further assessments… Identify interests and preferences
Set postsecondary goals
Further assess aptitudes, abilities, skills • Abilities: talents or acquired skills • Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a 25 particular area
Matching assessments to goals… Gathering information to help us know if/how the student can reach his/her post-secondary goals:
Does William have adequate reading skills to succeed in a highly technical postsecondary program?
Will Krista be able to travel independently to work?
What supports will Aimee need in college?
26
Domains For Transition Assessment Assessing aptitudes may include areas related to: Career and Employment Academic Further education and training Community participation and involvement Physical/emotional health Home and family
Clark and Patton (2006). Transition planning inventory
27
Domains For Transition Assessment Assessing aptitudes may include areas related to: Leisure pursuits Personal responsibility & relationships Communication Self-determination Daily living & functional skills needed in adult living
Clark and Patton (2006). Transition planning inventory
28
Types of Assessments that Inform Transition
Curriculum-Based Assessments Classroom quizzes comprehension checks,, essays, checklists Comprehensive Diagnostic Tool (CDT) 4Sight Keystone PSSA Ecological Assessment Functional Behavioral Assessment
29
Types of Assessments that Inform Transition
Person-Centered Planning Teacher Questionnaires Work Samples Information from employers Situational Assessment Information from student and family members Student Survey or Interview Parent Survey/Interview Observations (Home/School/Community)
30
Interpreting and Utilizing Assessment Data
31
Incorporating Assessment Data for Reporting Purposes
Academic levels/basic skills Levels of self-determination Levels of career development Status of transition planning and options Status and stability of support systems Availability of options and opportunities Assessment (where is the youth in the on-going process)?
32
Utilizing Assessment Data about Selfdetermination and Reading: Selene
Selene is a tenth grade student with a learning disability in reading, with specific deficits in comprehension. She is 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 (all B’s, some A’s, and a few C’s) due to coordinated support from her learning support teacher as well as her diligent work ethic.
Utilizing Assessment Data about Selfdetermination and Reading: Selene
Teachers report that she is most successful when provided with graphic organizers and study guides, and word banks for tests. Selene becomes confused with multiple step directions, particularly when in writing. She may need to have directions clarified, extra time to complete tests or assignments, or have tests read orally.
Utilizing Assessment Data about Selfdetermination and Reading: Selene
In college, Selene will have to disclose and request support, but she is apprehensive about asking for assistance except from the LS teacher in the co-teaching classes. Currently, she relies completely on her on teachers to provide accommodations. She has independently requested accommodations only two times in the last semester, in Biology class. She needs to develop skills and habits that allow her to disclose her disability, tell instructors/professors what she needs, and find effective ways to seek help from others (Disability Student Services, tutors, Writing Center).
What We’ve Learned: Assessment Successful LEAs: • Develop an assessment plan beginning at the elementary level that includes outlining recommended assessments by grade • Make use of assessments provided for all students • Use a variety of assessments to address academic, functional, career related areas
36
What We’ve Learned: Assessment Successful LEAs: • Use a flexible combination formal and informal assessments • Actively engage the student in the assessment process • Customize assessment as needed to address student’s post-secondary goals, academic and functional levels • http://patransassessment.pbworks.com/ 37
Where to find age-appropriate and disability appropriate assessment resources
www.iel.org Career Planning Begins with Assessment. This contains an inventory of assessment instruments across a variety of categories. www.ncda.org A Counselor’s Guide to Career Assessment Instruments. www.transitioncoalition.org The Transition Coalition. This site contains information and resources regarding transition assessments including an online assessment tutorial. www.unl.edu/buros/ Buros Center for Testing. This site contains information and reviews regarding formal assessments.
Contact Information Michael Stoehr PaTTAN Pittsburgh [email protected] 412-826-6864
www.pattan.net
Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education 39
