Domain 2: Assessment
2.1 Explain transition assessment results to students and families.
2.2 Apply transition assessment results to students' transition plans.
2.3 Use a variety of formal and informal assessment methods during transition planning.
2.4 Use assessments to identify students' strengths, interests, and preferences.
2.5 Conduct assessments for critical transition outcomes (i.e., postsecondary education, employment, independent living).
2.6 Modify or adapt assessments when current measures are not applicable for a student.
2.7 Match interests, preferences, and strengths of students with jobs or careers.
2.8 Evaluate usefulness of current transition assessments.
2.9 Coordinate or conduct assistive technology assessments for transition when needed for a student.
2.10 Develop accommodations and modifications for state and district testing.
2.11 Support students in taking state and district assessments
Applying Assessment Data to IEP Goals
2.1, 2.2, 2.4, 2.7
According to the researchers in the article "Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment Goal Generator," IEP teams need to assess behaviors that are found to predict post–high school outcomes, to determine transition strengths and needs to develop appropriate and effective transition and annual goals. Identifying these behaviors as needs, will increase the likelihood of students attaining a meaningful education or employment outcomes following graduation (Burnes, Martin, Terry, McConnell, Hennessey, 2017).
With this artifact, I have included the Living Skills Checklist (Synatschk, Clark, Patton, 2008), which was completed by the student's parents. I was able to use this checklist to develop appropriate annual goals to support the student's transition goals. In this example, I am sharing annual goals that were written to support the student's Independent Living goal. This particular student has significant support needs, so the goals are focused on independent mobility, communication, and following a daily schedule.
SPED 858 Running Project
2.2, 2.3, 2.4, 2.5, 2.7, 2.8
Young adults with disabilities are assessed frequently in the development of their transition plans and beyond. Once they graduate from high school, they are also assessed by service providers in many of the same areas. According to Stevenson and Fowler (2009) "Within special education, transition assessment drives the transition component of the individualized education program (IEP), which includes postsecondary goals, transition services, courses of study, and annual instruction. Similarly, the information gathered through the discovery process can drive the development of the individualized plan for employment (IPE). The distinction is that while the discovery process is focused on identifying employment opportunities, transition assessment focuses on all areas of postsecondary life including employment, education, and independent living skills." Working with service providers and a variety of resources for assessment can generate a well rounded image of the student's interests and strengths, which can then be used in the development of both IEPs and IPEs.
For this assignment, I assessed a student in the area of employment. Using those results, I then developed post-secondary employment goals, as well as annual goals to help the student to reach that employment goal. Within the transition plan, I was able to identify future assessments to be completed by service providers, and I was able to identify appropriate transition services in conjunction to the service providers on the IEP team.
Transition Assessments for Students with Significant Disabilities
2.3, 2.4, 2.5, 2.6, 2.9
According to Morningstar and Liss (2005), after the 2004 update to IDEA that included the requirement of "age-appropriate assessments" for transition aged youth, the definition of "age-appropriate assessments" is not clearly defined in the legislation. This leaves is up to the state to provide guidance to teachers and LEAs. In the state of Missouri, the Department of Elementary and Secondary Education does not have specific assessments that are required for transition (www.dese.mo.gov). This means that it is at the school's discretion to select age-appropriate assessments for transition.
In my practice, I use a variety of assessment methods to fit the unique needs of each of my students. It is important that I use both formal assessments as well as informal assessments. Because I work with students with significant support needs, it can be challenging to find assessments that fit my students' cognitive level and communication needs. Typically, I have to modify assessments to fit my students' individual abilities. In the first video I demonstrate the different ways I administer the Reading Free Vocational Interest Inventory 2 (RFVII2). This is a great assessment to identify career cluster interests, but the format does not fit the communication needs of all of my students. The second video is a demonstration of the transition assessments available through the Unique Learning System. The format of these assessments works for all of my students and is great way to assess preferences for employment, daily living, and leisure.
References
Becker, R.L. (2000) Reading-Free Vocational Interest Inventory - Second Edition. Austin, TX:PRO-ED Inc.
Burnes, J.J., Martin, J.E., Terry, R., McConnell, A.E., Hennessey, M.N. (2017) Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment Goal Generator. Career Development and Transition for Exceptional Individuals, 41, 111-121.
Collier, M. L., Griffin, M.M., Wei, Y. (2014) Facilitating Student Involvement in Transition Assessment. Career Development and Transition for Exceptional Individuals, 39, 175-184
Missouri Department of Elementary and Secondary Education (n.d.) Frequently Asked Questions: Post-Secondary Transition. Retrieved from: https://dese.mo.gov/faqs/post-secondary%20transition
Morningstar, M. E., Liss, J.E. (2008) A Preliminary Investigation of How States Are Responding to the Transition Assessment Requirements under IDEIA 2004. Career Development and Transition for Exceptional Individuals, 31, 58-55
News2You (n.d.) Unique Learning System: Transition Assessments. Retrieved from: https://www.n2y.com/unique-learning-system/
Neubert, D.A., Leconte, P.J. (2013) Age Appropriate Transition Assessment. Career Development and Transition for Exceptional Individuals, 36, 72-83
Stevenson, B.S., Fowler, C.H. (2015) Collaborative Assessment for Employment Planning. Career Development and Transition for Exceptional Individuals,39, 57-62
Synatschk, K.O., Clark, G.M., Patton, J.R. (2008) Living Skills Checklist. Informal Assessments for Transition: Independent Living and Community Participation (72-75). Austin, TX: PRO-ED, Inc.