Integrating Transition Integrating Transition Assessment into the IEPAssessment into the IEP

Gary M. Clark, Ed.D.

Department of Special Education

University of Kansas

gclark@ku.edu

Outline• Context of transition

assessment and planning (Blueprint)

• Assessment sources (Tools)• existing data• formal instruments• informal methods

• Strategies for integrating assessment information into the IEP (Techniques/Recommended Practice)

““LEA folks work very hard . . . LEA folks work very hard . . .

but they often don’t havebut they often don’t have

any ‘blueprints’ or the ‘right any ‘blueprints’ or the ‘right

tools.’”tools.’”

Context of Transition

Assessment

What is acceptable to teachers?

• good for students• fits their philosophies and styles

of working• not complicated to give or use• not time-consuming to give or

interpret• fair to all students• not expensive

IDEA 2004 -- The Regs• {300.42(a)(1)} “…results-oriented

process … focused on improving the academic and functional achievement …

• {300.42(a)(2)} “…taking into account the child’s strengths…”

• {300.305(e)(3)} “…summary of the child’s academic and functional performance which shall include recommendations on how to assist …

• {300.320(b)(1)} “…appropriate measurable postsecondary goals …”

IDEA 2004! -- The Regs-- (cont.)

• {300.320(b)(2)} “…transition services (including course of study) needed …”

• {300.321(b)(2)} “…steps to ensure that the child’s preferences and interests are considered.”

• {300.322(2)} “…beginning not later than the first IEP … when the child is 16, or younger if determined by the IEP Team …”

Transition Planning Process

ComprehensiveTransition Needs

Assessment

Further Assessmentof Select Areas

Transition Planning

Teaching ofknowledge/skills

Linkage to supports/services

ProactiveTransitionEducation

Source: Patton & Dunn (1997)

Dream

Summary of Performance

“Knowledge/Skills” = competencies

addressed through instructional

goals (IEP)

“Supports/Services” = assistance

needed now or in adulthood --

addressed through linkage goals

(IEP/ITP)

Context of Transition Planning

Key Elements of Key Elements of Successful TransitionsSuccessful Transitions

• Comprehensive Planning

• (1) assessment

• (2) individual planning

• Reasonable Implementation (i.e, action))

• 4 C’s: Communication, Coordination, Cooperation, and Collaboration

Two Options:(1) ReactiveReactive -- identify needs late in game

-- respond to crises or due process actions

(2) ProactiveProactive -- start early, preferably by 14 -- affirm instruction and appropriate

courses of study (transition education) as a transition service”

The The goalgoal of transition of transition

planning:planning:

To ensure that a To ensure that a planplan to address to address strengths and needsstrengths and needs and a and a support support networknetwork exist before the student exits exist before the student exits school.school.

“ “journey” vs. “destination”journey” vs. “destination”

Adulthood Implications of the Transition Process

Adulthood Implications of the Transition Process

School-BasedActivities

Family-CenteredActivities

Self-InitiatedActivities

Knowledge,Skills,

Supports, &

ServiceNeeds

Demands of

Adulthood

PersonalFulfillment

Source: Patton & Dunn (1998)Adult Services Activities

Student Student ParticipationParticipation

Home Home InvolvementInvolvement

USA: pest

China: pet

Northern Thailand: appetizer

DiversityConsiderations

NASSP (1996)NASSP (1996): :

““By the time a student reaches the By the time a student reaches the halfway point in high school, the halfway point in high school, the Personal Plan for ProgressPersonal Plan for Progress should should start emphasizing a transition planstart emphasizing a transition plan to direct the student’s curricular to direct the student’s curricular goals toward . . . . “ goals toward . . . . “ (p. 18)(p. 18)

Belief Summary

If a comprehensive transition If a comprehensive transition assessment is conducted assessment is conducted reasonably well,reasonably well,

then, planning should be then, planning should be reasonably easy to accomplish.reasonably easy to accomplish.

Belief Summary, cont’d.

The more we know about the receiving settings and the student’s competence to deal with these settings,

the more likely we can increase the student’s chances for successchances for success.

Major Planning Questions

• What do we need to know about students ?

• When do we begin?

• Where can we get information?

• Who should be doing the assessment?

• How will we use information?

Tools of the Trade for Transition

Assessment!

Comprehensive Planning Individual Comprehensive Planning Individual Needs Assessment Starts with the Needs Assessment Starts with the

Questions:Questions:

• What do we need to know?

• Where can we get the information?

What do we need to know for What do we need to know for transition planning?transition planning?

• Student’s personal interests and Student’s personal interests and preferencespreferences

• Family preferences for studentFamily preferences for student

• Self-determination knowledge and Self-determination knowledge and skillsskills

• Cognitive strengthsCognitive strengths

• Academic strengthsAcademic strengths

What do we need to know for What do we need to know for transition planning? (Cont’d)transition planning? (Cont’d)

• Community participation and community Community participation and community living skillsliving skills

• Vocational skillsVocational skills

• Social skillsSocial skills

• Physical and mental health statusPhysical and mental health status

• Student and family support needsStudent and family support needs

Where can we get this Where can we get this information?information?

• Existing informationExisting information• Standardized assessmentsStandardized assessments• Non-standardized (informal) Non-standardized (informal)

assessments assessments

Info/Data That Might ExistFor Transition Planning

• intellectual capacityintellectual capacity• academic academic

achievementachievement• adaptive skill levelsadaptive skill levels• vocational vocational

experience and experience and skillsskills

• behavior and inter- behavior and inter- personal personal relationshipsrelationships

• social skillssocial skills• physical abilitiesphysical abilities• health-related issueshealth-related issues• personal interests andpersonal interests and preferencespreferences• family preferencesfamily preferences

Commercially-Commercially-AvailableAvailable

Instruments Related to Instruments Related to Transition PlanningTransition Planning

(Standardized and Non-standardized)(Standardized and Non-standardized)

Transition Instruments• LCCE Knowledge BatteryLCCE Knowledge Battery• Life Skills Inventory (LSI)Life Skills Inventory (LSI)• Employment Skills Inventory (ESI)Employment Skills Inventory (ESI)• Kauffman Functional Academic Skills Test Kauffman Functional Academic Skills Test • LCCE Performance BatteryLCCE Performance Battery• Enderle-Severson Transition Rating Enderle-Severson Transition Rating

Scale -- 3/e (ESTR-III) (ESTR-J)Scale -- 3/e (ESTR-III) (ESTR-J)• Transition Behavior Scale (2/e) (TBS)Transition Behavior Scale (2/e) (TBS)• Transition Skills Inventory (TSI)Transition Skills Inventory (TSI)• Transition Planning Inventory (TPI)Transition Planning Inventory (TPI)

Strategy and Technique Strategy and Technique Considerations for Considerations for

Integrating Assessment Integrating Assessment Data into the IEP:Data into the IEP:

Iowa ModelIowa Model

Strategy and Technique Strategy and Technique Considerations for Considerations for

Integrating Assessment Integrating Assessment Data into the IEP:Data into the IEP:

Individual Teacher ModelIndividual Teacher Model

Strategies for Strategies for BeforeBefore the the Transition-Focused IEP MeetingTransition-Focused IEP Meeting

• Establish student’s measurable postsecondary goals.• Obtain from existing information or complete all assessments needed for the student.• Get supporting data when possible.• Share the assessment results with the student and family.• Get consensus on reliability of findings and draw tentative conclusions about needed instructional goals and/or linkages that are appropriate for preparing the student to meet his/her postsecondary goals.

Strategies for Strategies for DuringDuring the the Transition-Focused IEP MeetingTransition-Focused IEP Meeting

• Have transition assessment needs information organized clearly as they relate to postsecondary goals.• Have data to document priority IEP goal recommendations and/or linkage services.• Raise concerns regarding further assessment needs, if appropriate.• Ensure priority goals for instruction are linked to student’s course of study

Key Elements for Integrating Assessment Data

• Present levels of performance

• Goal generation• Activities, related services,

accommodations, transition services

CASE STUDIES

Key Points -- Today• Process must be Process must be

comprehensive, across comprehensive, across academic and functional academic and functional achievement. achievement.

• Use some system.Use some system.• Resources are available. Resources are available. • Good for all students!!Good for all students!!

Doing quality transition assessment and planning takes new learning for everyone.