8/31/2016 Making the Most of a G2M Next Steps NH Series Course 1: • Muting & unmuting Transition Assessment: • Using chat function • Group activities Knowing the Options • Webcams and How to Use Them 2 1 Learning Objectives Materials for Today In this session participants will: • Slides • Define transition assessment, • Jamerreo T ransition Planning • Learn about a variety of formal and Worksheet informal transition assessments and • T ransition Assessment Mapping Tool procedures • Sample Instruments Handout • Map current transition assessment • Sample Transition Procedures • Determine actions for improving transition assessment practices. 3 4 NSNH Essentials NSNH Essentials Transition practices include: Next Steps NH offers training and coaching on • Enhanced transition planning, activities & embedding evidence-informed transition practices in opportunities, including RENEW schools to increase the graduation rate of students with • Best practice Extended Learning Opportunities disabilities and students at-risk of dropping out and prepare them for college, career and adult life. (ELOs) • High level family-school engagement Training introduces and illustrates the practice. Evidence shows that embedding new practices Coaching supports putting the training to use. requires multi-stage implementation. 5 6 1
8/31/2016 NSNH Essentials Family Student-Focused Engagement Planning Two-way communication Student Led IEPs Shared decision making RENEW Transition-related training Implementing practices with fidelity is a primary Transition Assessment opportunities focus. The use of planning tools ensures fidelity. Transition- Not In Partially In Place Critical Component of Practice Focused Place In Place Education X Students-at-risk and students with IEPs participate Student meaningfully in the development of their post Framework Program Structure Development school goals. Leadership Teams Best Practice ELOs Ongoing Strategic Planning When implemented with fidelity these practices Self-Determination Policy and Procedure RENEW Transition Competencies for will increase the graduation rates of students with Interagency Staff Transition Coordinator Collaboration disabilities and students at-risk of dropping out ELO Board Community Services and prepare them for college, career and Colleges/Universities ELO Partners adult life. Adapted from Taxonomy for Transition Programming , Kohler, P.D. (1996) & 8 NH CoP Template for Secondary Transition & 7 NH Standards for Family /School Partnerships Putting the Pieces Together 2. INSTALLATION 1. EXPLORATION Develop action plans • • Develop & Meet w/ Project T eams • Participate in foundational trainings (Leadership – ELO – FEG – RENEW) • RENEW student mapping • Complete Fidelity tools • Pilot a high quality ELO, EI transition practices • Offer parent education What were the outcomes of your last Indicator 13 monitoring visit, SUSTAINABILITY with respect to transition assessment? Who was involved in that process? Leadership, ELO, 4. FULL 3. INITIAL Does your Next Steps action plan have any priorities that are related IMPLEMENTATION RENEW , Family IMPLEMENTATION to transition assessment? What are they? • Processes & Engagement Teams • Implement action plans procedures in place & PRE-WORK REVIEW • Identify & address challenges Program Structures System recalibrated to • • Scale up ELOs, RENEW & accommodate & support Transition Practices new initiatives Integrate family-school partnership • strategies 9 10 (Based on Dean Fixen et al & SWIFT) Rules Compliance to Best Practice Individuals with Disabilities Education Act 2004 • When child turns 16 • Compliance=Indicator 13 • Or younger if determined by IEP T eam • Appropriate measurable postsecondary goals based upon age appropriate transition assessments • T ransition Assessment = Data about • Goals in training/education, employment, and, where appropriate, independent living skills College, Career and Life Readiness • Transition services (including courses of study) needed to reach goals • Best practice = NH RULES for the Education of Children With Disabilities: – schoolwide practices inclusive of students in • at age 14, or younger if determined by the IEP team, • Anticipated Courses of Study section completed special ed and at-risk – T argeted and intensive practices when needed 11 12 2
8/31/2016 Defining Transition Assessment Defining Transition Assessment • The ongoing process of collecting data • Assessment data serve as the common on the individual’s needs, preferences, thread in the transition process and interests as they relate to the demands of current and future • Forms the basis for defining goals and working, educational, living, and services to be included in the personal and social environments Individualized Education Program (CEC-DCDT , 1997) 13 14 Purpose of T ransition Assessment T ransition Assessment Informs us about future: Make informed choices T ake charge of the transition process Understand the skills Employment Independent needed for post- Living school environments Education/ Training 15 16 Transition Assessment Gathers What Assessment Should I Choose? information about: 1. What is the student’s • Self-Determination Skills intended plan? 4. What is the What are the • Independent Living Skills best way to Post-Secondary gather the Goals? • Vocational Interests & Skills needed 3. Does the information? student have all • Career Exploration Skills the information needed to fully understand • Academic Skills his/her goals? 2. Does the student have the skill, knowledge and behavior needed to reach his or her goals? 17 18 3
8/31/2016 TYPES OF TRANSITION ASSESSMENTS What is the student’s intended plan? What are their Post-Secondary Goals? What are they interested in? ACTIVITY: PART 1 Formal and Informal 19 20 T ypes of Formal Assessments T ypes of Transition Assessments • Learning style inventories Formal: • Academic achievement tests • T o learn about a wide variety of skill levels • Adaptive behavior scales in various areas (e.g., vocational, • Aptitude tests academic, social) • Published tests: scores that compare • Interest inventories students to others • A starting point 21 22 T ypes of Transition Assessments T ypes of Informal Assessments Observation: watching or listening to an • Informal: individual’s behavior and recording relevant information • Observing the student in various academic and • Interviews/ Questionnaires: structured or work experiences unstructured conversations through question- and-answer format • T alking with the student about likes and dislikes Environmental Analysis: carefully examining the • Setting up experiences to allow the student to • environment in which an activity normally try something that that may be of interest occurs Curriculum based assessments: task-analysis, • • Often teacher-made portfolio assessments, work sample analysis, criterion-referenced tests • Often does not result in a score (T est, Aspel, & Everson, 2006 - T ransition Methods for Youth with Disabilities ) 23 24 4
8/31/2016 Compilations of Assessments • Next Steps NH website: Nextstep-nh.org • NSTTAC T ransition Assessment T oolkit http://transitionta.org/sites/default/files/Transitio nAssessmentToolkit.pdf How do you help students determine if they have the skill, knowledge and behavior needed to reach his or her goals? • T ransition Coalition Assessment Reviews How do you help students determine if the have all the http://transitioncoalition.org/tc-assessment- information needed to fully understand goals? ACTIVITY: PART 2 reviews/?cat_ID=48 26 25 AIR Self-Determination Assessment Formal Self-Determination Assessment Self-Determination Assessments Parent, T eacher Version, and Student Version Available at: www.ou.edu/zarrow/sdetermination.html Cost: free 27 28 I’m Determined AIR Self-Determination Assessment Informal Transition Assessment • Virginia Department of Education Self- Determination Project website • Self-determination Student Checklist • http://www.imdetermined.org/files_resource s/109/selfdeterminationcheckliststudentself- assessment.pdf 1 2 3 4 5 Almost Almost • Free THINGS MY CHILD DOES Never Sometimes Always Never Always 1. My child knows what (s)he needs, likes, 1 2 3 4 5 and is good at. • LOTS of other GREAT STUFF to assist 2. My child sets his or her own goals to satisfy 1 2 3 4 5 wants or needs. (S)he thinks about his or student and team in self-directed future her own abilities when setting goals. planning. 29 30 5
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