Transition Assessment: Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities, 1st edition

I. THE FOUNDATION OF TRANSITION ASSESSMENT.

1. Transition Planning and Transition Assessment: What Is It? Why Do We Do It?

Historical Overview.

IDEA and Transition Planning.

Transition Assessment.

Relationship of the Transition Plan to Other IEP Goals and Objectives.

2. Career Development and Transition Assessment.

Career Maturity.

Career Development and Disability.

Career Development and Transition Assessment.

“Readiness” to Make Career Decisions.

3. Assessment of Future Planning Needs.

The Relationship of Career Planning, Future Planning, and Transition Assessment.

Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities.

Future Planning Inventory System.

Using Future Planning Assessment Information to Develop IEP Goals.

Resources for Assessing Future Planning Needs of Students with Mild Disabilities.

Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities.

4. Assessment of Self-Determination and Self-Advocacy Skills.

The Relationship between Self-Determination and Self-Advocacy.

Resources for Assessing Self-Determination.

Commercially Available Self-Determination Assessments.

Additional Resources for Self-Determination, Self-Advocacy, and Future Planning.

II. BUILDING BLOCKS FOR EFFECTIVE TRANSITION ASSESSMENT AND PLANNING.

5. Using Academic and Behavioral Assessment Information for Transition Planning.

Learning Style Assessment.

6. Functional Life Skills Assessments.

Social Skills.

Social Competence.

Comprehensive Transition Assessments.

Life-Centered Career Education Assessment Instruments.

Transition Planning Inventory (TPI).

Life-Skills Assessments.

Use of the Future Planning System (FPS) to Gather Life-Skills Assessment Information.

Summary of Future Planning System for Tenisha.

7. Vocational Assessment.

Vocational Assessment Assumptions.

Step One: Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry.

Step Two: Develop Data Collection and Exchange Procedures for the Entry Phase.

Step Three: Use Assessment Information to Plan the Student’s Vocational Education Program.

Step Four: Identify Essential Information That Must Be Collected to Monitor Each Student’s Progress in the Vocational/Community Education Program.

Step Five: Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings.

Step Six: Identify Essential Information That Must Be Reviewed Prior to the Student’s Transition into Future Planning or Employment Settings.

Step Seven: Conduct an Exit Transition Meeting.

8. The MAGIC Model: How to Integrate Formal and Curriculum Based Assessment for Career Planning.

Component One: Make a Prediction about Future Settings.

Component Two: Assess Entry-Level Skills of Predicted Settings.

Component Three: Guide Student’s Acquisition of Discrepant Skills.

Component Four: Instruct for Generalization.

Component Five: Conduct Maintenance Checks.

9. Using Transition Assessment Information to Design an Effective Transition Plan.

Joe Site: Longitudinal Transition Planning.

Summary of Transition Assessment Information from 9th Grade Evaluation.

Summary of Transition Assessment Information from 10th Grade Evaluation.

Transition Planning for the Senior Year.

Summary of Transition Assessment Information from 11th Grade Evaluation.

Summary of Joe Site’s Transition Plan.

10. The Collaborative Transition Model: An Interdisciplinary Approach to District-Wide Transition Planning.

The Collaborative Transition Model.

Step One: Internal Steering Committee.

Step Two: Transition Core Team.

Step Three: Community Survey.

Step Four: Community Action Plan.

Step Five: Individualized Transition Process.

Step Six: Annual Evaluation.

Appendix A: Informal Transition Assessment Instruments.

A-1. Questions to Ask to Gauge Career Maturity of Students.

A-2. Future Planning Inventory.

Form 1: Student Inventory.

Form 2: Parent Inventory.

Form 3: Educator Inventory.

A-3. Self-Determination and Self-Advocacy Skills Questionnaire.

Form 1: Student Form

Form 2: Parent Form

Form 3: Educator Form

Form 4: Student and Teacher Interview: Performance Battery

Form 5: Scoring Summary Sheet

A-4. C.I.T.E. Learning Styles Inventory

A-5. Transition Exit Form: Interagency Responsibilities

A-6. Student Centered Data / Student Interview Format

A-7. Program Inventory Form

A-8. Vocational Assessment Profile

Appendix B: Completed Informal Assessment Information for Activities

B-1. IDEA 1997–Critical Part 300 Regulations Regarding Transition Planning.

B-2. Completed Activity Forms–Future Planning Inventories for Susan McMillin.

Form 1: Student Inventory.

Form 2: Parent Inventory.

Form 3: Educatory Inventory.

B-3. Completed Activity Forms–Self-Determination and Self-Advocacy Test Results for Sara P.

Form 1: Student Questionnaire

Form 2: Parent Questionnaire

Form 3A: Educator Questionnaire, Part A

Form 3B: Educator Questionnaire, Part B

B-4. Activity Forms–C.I.T.E. Learning Styles Results for Sara Jones.

B-5. Activity Summary–Transition Planning Inventory (TPI) Results for Juan Rodrigiez

B-6. Activity Summary–Transition Exit Form: Interagency Responsibilities for Heidi Camper.

B-7. Activity Forms

Form 1: Vocational Assessment Profile Results for Spencer McGillacutty

Form 2: Program Inventory Results for Spenser McGillacutty

Form 3: Learning and Working Learning Style Results for Spencer McGillacutty

Appendix C: Transition Assessment Documents.

C-1. Transition Assessment Tools —Sequence of Assessment Tools Used by Large District over Junior High and High School.

C-2. Transition Planning Checklist.

C-3. Individual Student Transition Portfolio.

C-4. Interagency Guide for Transition Planning.

C-5. Post High School Follow-Up Survey: Class of 2001.

Appendix D: Reevaluation Report: Joe Site–9 th grade.

Appendix E: Selected Assessment Tools for Transition Planning for Students with Mild Disabilities.