. Edition · Stanford Achievement Test (SAT -10th Edition) ... 2. In general, how often does your...
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Allison Walker Larry Kortering Catherine Fowler Dawn Rowe Lauren Bethune Misty Terrell University of North Carolina Charloe 4.0 Edion Naonal Technical Assistance Center on Transion
Transcript of . Edition · Stanford Achievement Test (SAT -10th Edition) ... 2. In general, how often does your...
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Allison Walker Larry Kortering Catherine Fowler Dawn Rowe Lauren Bethune Misty Terrell
University of North Carolina
Charlotte
4.0 Edition
National Technical Assistance Center on Transition
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http://www.nsttac.org/http://www.uncc.edu/
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Table of Contents Section 1: Age Appropriate Transition Assessment Toolkit
What Is Transition Assessment? 1
Why Conduct Transition Assessments? 4
How Do I Select Instruments and Methods? 5
How Do I Conduct an Age Appropriate Transition Assessment? 6
Emerging Issues 7
References 10
Section 2: Sample Instruments 17
Informal Transition Assessment Methods 19
Interviews and Questionnaires 19
Direct Observation 19
Environmental or Situational Analysis 20
Curriculum-based Assessments 21
School Performance Measures 21
Transition Planning Inventories 22
Formal Transition Assessment Methods 22
Achievement Tests 22
Adaptive Behavior and Independent Living 23
Aptitude Tests 23
Interest Inventories 24
Intelligence Tests 25
Personality or Preference Tests 25
Career Development Measures 26
On the Job or Training Evaluations 26
Self-determination Assessments 26
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Table of Contents Section 3: Survey of Transition Assessment Planning Practices 29
Survey of Transition Assessment Planning Practices
Section 4: Transition Assessment Implementation Timeline 30
Transition Assessment Implementation Timeline: Suggestions for Assessment 32
Section 5: Informative Links and Other Sources of Information 34
Websites 36
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What Is Transition Assessment?
http://www.unl.edu/buros/
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Where is the student presently?
Where is the student going?
How does the student get there?
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Why Conduct Transition Assessments?
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How Do I Select Instruments and Methods?
What are my unique talents and interests?
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What are the main barriers to getting what I want from school and my
community? and
What are my options in the school and community for preparing me for
How Do I Conduct an Age Appropriate Transition Assessment?
1.
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Assessment methods must occur in environments that resemble actual vocational training, employment, independent living, or community environments.
Assessment methods must produce outcomes that contribute to ongoing development, planning, and implementation of “next steps” in the individual’s transition process.
Assessment methods must be varied and include a sequence of activities that sample an individual’s behavior and skills over time.
Assessment data must be verified by more than one method and by more than one person.
Assessment data must be synthesized and interpreted to individuals with
Emerging Issues
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http://lifeskills.casey.org/
https://www.onetonline.org/
http://lifeskills.casey.org/https://www.onetonline.org/http://www.careercruising.com/
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https://www.kaptest.com/act
https://www.collegeboard.org/
http://www.bridges.com/us/prodnserv/choicesplanner_hs/index.htmlhttp://www.act.org/content/act/en/products-and-services/the-act/test-preparation/act-online-prep.htmlhttp://www.act.org/content/act/en/products-and-services/the-act/test-preparation/act-online-prep.htmlhttp://www.kuder.com/http://www.onetcenter.org/tools.htmlhttp://www.sigi3.org/http://www.actstudent.org/testprep/index.htmlhttps://www.kaptest.com/acthttps://www.collegeboard.org/
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References
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Section 2
Sample Instruments
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Informal Transition Assessment Methods
Interviews and Questionnaires
Direct Observation
http://transitionta.org/sites/default/files/Career%20Preferences-1.pdfhttp://transitionta.org/sites/default/files/dreamsheet.pdf
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Environmental or Situational Analysis
http://transitionta.org/sites/default/files/Task%20Analysis%201.pdfhttp://transitionta.org/sites/default/files/Task%20Analysis%202.pdfhttp://askjan.org/
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Curriculum-based Assessments
School Performance Measures
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Transition Planning Inventories
Formal Transition Assessment Methods
Achievement Tests
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Stanford Achievement Test (SAT -10th Edition)
Adaptive Behavior and Independent Living
Scales of Independent Behavior - Revised (SIB-R, Bruininks, Woodcock,
Aptitude Tests
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Armed Services Vocational Aptitude Battery (ASVAB, U. S. Department of Defense, 1999)
Interest Inventories
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Intelligence Tests
of Intelligence
Personality or Preference Tests
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Career Development Measures
On the Job or Training Evaluations
Becker Work Adjustment Profile — 2nd Ed. (Becker, 2005)
Self-determination assessments
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https://tagg.ou.edu/tagg/https://tagg.ou.edu/tagg/file:///C:/Users/khc0238/Documents/KDV Documents/Linkshttp://www.thearc.org/document.doc?id=3671http://www.thearc.org/document.doc?id=3671
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Section 3
Survey of Transition Assessment Planning Practices
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Survey of Transition Assessment Planning Practices 2016 1
Survey of Transition Assessment Planning Practices
2016
About this survey: Thank you for your willingness to participate in this survey. This survey will help us gather data about current transition assessment practices in the state to aid in planning state resources, technical assistance, and professional development activities. We anticipate a follow up survey to measure our state’s progress.
Time: This 12-item survey should take no more than 20 minutes to complete.
Reference: The creation of this survey was due to the collaboration between the National Secondary Transition Technical Assistance Center (NSTTAC), Utah State Office of Education, Department of Special Education Transition, and the Michigan Transition Outcomes Project (MITOP), University of Oklahoma, University of Massachusetts, Boston.
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Survey of Transition Assessment Planning Practices 2016 2
Section One: School-wide Information
This section is to help us gather information about the general practices existing in your school. Please select the answers that best represent the school-wide practices, not special cases.
1. In general, when does your school first administer transition assessments to students with disabilities? (please select one from the following two lists)
� I do not know the answer to this question
Age or Grade
� 10 years � 4th � 11 years � 5th � 12 years � 6th � 13 years � 7th � 14 years � 8th � 15 years � 9th � 16 years � 10th � 17 years � 11th � 18 years � 12th
2. In general, how often does your school administer transition assessments for an individual
student? (please select one from the following list)
� I do not know the answer to this question
How often?
� Several times per year � One time per year � Every other year � Every third year � One time only
3. In general, who administers the transition assessment(s)? (please select all that apply)
� I do not know the answer to this question
Who administers?
� Student self-assessment � Parent � Special education teacher � General education teacher � Para-professional � Transition coordinator � Counselor � OT/PT/SLP � Administrator
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Survey of Transition Assessment Planning Practices 2016 3
Section Two: Participant Information and Transition Assessments
This section is to help us gather information about your current practices using transition assessment. Please select the answers that best represent your practices, not special cases.
4. Demographics: Which of the following is your primary role in transition:
Role:
� Special education teacher � Para-professional � General education teacher � Transition coordinator � Counselor � Administrator � OT/PT/SLP � Outside agency representative
� Other:
5. What transition assessment domains* do you assess for most of your students?
Domains:
� Academic performance � Self-determination � Communication � Mobility/transportation � College readiness � Leisure and recreation � Work readiness � Health and fitness � Independent daily living skills � Interpersonal relationships � Integrated community participation
*Adapted from Sitlington, P.L., Neubert, D.A., & Clark, G.M. (2010). Transition Education and Services for Students with Disabilities, 5th ed., p.77.
Transition Assessments: Transition assessment is a structured, coordinated effort to collect data on students’ strengths, needs, preferences, and interests related to their postsecondary goals (Sitlington, et. al, 2007). Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]). Formal assessments are standardized instruments that include descriptions of their norming process, reliability and validity, and recommended uses (NTACT, 2016). In contrast, informal assessments generally provide descriptive information but lack formal norming procedures (NTACT, 2016). Please identify what formal and informal measures you use to collect this information. 6. What formal transition assessment instruments do you administer for most of your students?
Formal – Achievement Tests � Adult Basic Learning Examination (ABLE) � Basic Achievement Skills Inventory (BASI) � Basic Achievement Individual Screener (BASIS) � Kaufman Test of Educational Achievement, Second Edition � Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU) � Stanford Achievement Test (STAT) � Wide Range Achievement Test-Revision 3 (WRAT 3) � Woodcock Johnson III
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Survey of Transition Assessment Planning Practices 2016 4
Formal - Adaptive Behavior Assessment Information � AAMR Adaptive Behavior Scales (ABS) � Brigance Life Skills Inventory � Independent Living Scales (ILS) � Inventory for Client and Agency Planning (ICAP) � Scales of Independent Behavior-Revised (SIB-R) � Social Skills Rating System (SSRS) � Vineland Adaptive Behavior Scales
Formal - General and Specific Aptitude Tests � Armed Services Vocational Aptitude Battery (ASVAB) � Bennett’s Mechanical Comprehension Test � Occupational Aptitude Survey and Interest Schedule-3rd (OASIS-3) � O*NET Ability Profiler � Wiesen Test of Mechanical Aptitude
Formal-Interest Inventories � Becker Reading Free Interest Inventory – Revised � COPS Interest I nventory � Career Cruising � Career Decision-Making System Revised (CDM-R) � CareerForward � Life Centered Career Education (LCCE) inventories � myDreamExplorer � OASIS – 3 Interest Schedule � O*NET Career Interest Inventory � Picture Interest Career Survey � Reading-Free Vocational Interest Inventory:2 (R-FVII:2) � Self-Directed Search Form R and CE � The Strong Interest Inventory � Utah FUTURES � Wide Range Interest-Opinion Test Revised (WRIOT-R)
Formal – Intelligence Tests
� Comprehensive Test of Nonverbal Intelligence (CTONI) � Kaufman Brief Intelligence Test (K-BIT) � Kaufman Adolescent & Adult Intelligence Test (KAIT) � Peabody Picture Vocabulary Test – 3rd Ed. (PPVT-III) � The Stanford-Binet Intelligence Scale, Form L-M (SBL-M) � The Wechsler Abbreviated Scale of Intelligence™ (WASI™) � The Wechsler Intelligence Scale for Children-IV (WISC-IV) � The Wechsler Intelligence Scale for Adults – III (WAIS-III) � Wonderlic Basic Personnel Test
Formal-Personality or Preference Tests � 16 Personality Factor Questionnaire (16PF, Fifth Edition) � Myers-Briggs Type Indicator®(MBTI®) Instrument
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Survey of Transition Assessment Planning Practices 2016 5
Formal – Agency Planning � Inventory for Client and Agency Planning (ICAP) Formal - Career Development Measures � CAPS Ability Battery � Career Beliefs Inventory (CBI) � Career Decision Scale (CDS) � Career Thought Inventory (CTI) � COPES Work Values � Job Search Aptitude Survey – 3rd Ed.
Formal – On-the-Job or Training Evaluations � Becker Work Adjustment Profile � Job Observation and Behavior Scale (JOBS) � Work Adjustment Inventory � Work Personality Profile
Formal – Further Education and Employment Transition Planning Inventory � Transition Assessment and Goal Generator (TAGG) Formal – Self-Determination Assessments � American Institutes for Research Self-Determination Scale (AIR) � Choice Maker Self-Determination Assessment � STEPS to Self-Determination Assessment � The Arc’s Self-Determination Scale – Adolescent Version (ARC)
7. What informal transition assessment instruments do you administer for most of your students?
Informal – Adaptive Behavior
� Checklist of Adaptive Living Skills (CALS) � Functional Living Skills and Adaptive Behavior (FISH) � UCLA Pathway Skills and Behavior Assessment � UI REACH Behavioral Assessment Informal – Assistive Technology � WATI Assessment Package Informal – Interviews and Questionnaires
� Transition Planning Inventory (TPI) � Enderle-Severson Transition Rating Scales (ESTR) � Teacher-Created Transition Interview or Survey
Informal – Direct Observation
� Task Analysis
Informal - Environmental or Situational Analysis � Job Site Analysis Survey � MA Work Based Learning Plan (WBLP)
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Survey of Transition Assessment Planning Practices 2016 6
Informal – Curriculum-Based Assessments
� Brigance Employability Skills Inventory � Brigance Life Skills Inventory � Brigance Transition Skills Inventory � Choice Maker Set � Life Centered Career Education (LCCE)
Informal-Interest Inventories
� California Career Zone Self Assessment � CareerOneStop Skills Asessment � Career View � Drive of Your Life Career Exploration Game � Indiana Career Explorer � Virginia Career Town Career Exploration Game Informal-Postsecondary Readiness Assessments � Landmark’s Assessing College Readiness � A-STEP Mentee Tracking Form � Ohio Employability/Life Skills Assessment 14-21 years � Think College Postsecondary Readiness Rubric Informal – Transition Planning Inventories � Casey Life Skills (http://lifeskills.casey.org/) � Choosing Outcomes and Accomodations for Children 3 (COACH3) � Future Planning Inventory � Gary Clark’s – Informal Assessment for Transition Planning � Washington’s Life Skills Inventory: Independent Living Skills Assessment Tool � Quickbook of Transition Assessments � STAT-R � Supports Intensity Scale (SIS) � TEACCH Transition Assessment Profile � Transition Planning Inventory � Transition to Work Inventory (TWI) Informal – Self-Determination Assessments � Barsch Learning Styles Inventory � C.I.T.E. Learning Styles Inventory (http://bit.ly/1rvwrAA) � CO Goal Attainment Scaling Self-Advocacy Assessment � Kaleidoscope Profile Learning Preferences � edutopia Multiple Intelligences Self-Assessment � NCSU Learning Styles Questionnaire � Odessa Learning Styles Inventory � Personal Preference Indicators � UMN Learning Styles Survey � VARK
Adapted from NTACT’s Age Appropriate Transition Assessment Toolkit 4.0 Edition at transitionta.org, Zarrow Center presentations and materials, and DCDT materials
http://lifeskills.casey.org/http://bit.ly/1rvwrAAhttp://transitionta.org/transitionplanning
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Survey of Transition Assessment Planning Practices 2016 7
8. What other formal transition assessment do you use with most of your students? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. What other informal transition assessment do you use with most of your students? ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. How and when do students first find out their transition assessment results?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
11. How is administration of transition assessments documented in the IEP? (please check all that apply)
Documentation � Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file � Protocols in the IEP file � Summary in PLAAFP � Other: _______________________________________________________________
12. How are the results of transition assessments documented in the IEP? (please check all that apply)
Documentation � Box checked on the IEP stating that transition assessments are administered � Summary report in the IEP file � Protocols in the IEP file � Summary in PLAAFP � Other: _______________________________________________________________
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Section 4
Transition Assessment Implementation Timeline
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Transition Assessment Implementation Timeline: Suggestions for Assessment
mailto:Fowler,%20Catherine%20%[email protected]%3ehttp://www.transitioncoalition.org/
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dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
“I’m
Det
erm
ined
”
http
://w
ww
.imde
term
ined
.org
/ S
tude
nt
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/arc-self-determination-scale.htmlhttps://sites.google.com/a/ghaea.org/transition-planning-services/self-determination/the-field-hoffman-self-determination-assessment-batteryhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/choicemaker-self-determination-assessment.htmlhttp://www.imdetermined.org/
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Dire
ct O
bser
vatio
ns*
Exam
ple
of T
ask
Anal
ysis
1
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Inte
rvie
ws/
Que
stio
ns*
Care
er P
refe
renc
es
Drea
m S
heet
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Envi
ronm
enta
l Ana
lysi
s*
Job
Anal
ysis
Surv
ey
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Curr
icul
um-b
ased
Ass
essm
ents
(s
ome
are
free
)
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
*Ind
icat
es a
sses
smen
t is f
ree
of c
harg
e
http://transitionta.org/sites/default/files/Task%20Analysis%201.pdfhttp://transitionta.org/sites/default/files/Career%20Preferences-1.pdfhttp://transitionta.org/sites/default/files/dreamsheet.pdfhttp://transitionta.org/sites/default/files/Task%20Analysis%202.pdf
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Car
eer A
war
enes
s
Car
eer/
Self-
Aw
aren
ess
Car
eer I
nter
ests
C
aree
r Exp
lora
tion
C
aree
r Dev
elop
men
t
8t
h Gra
de (o
r les
s)
9th G
rade
10
th G
rade
11
th G
rade
12
th G
rade
+
Voca
tiona
l Int
eres
ts, E
xplo
ratio
n, a
nd C
aree
r Dev
elop
men
t Too
ls
Does
the
stud
ent h
ave
a vo
catio
nal i
nter
est?
Rem
embe
r, yo
u ar
e tr
ying
to h
elp
the
stud
ent a
nsw
er th
e fo
llow
ing
ques
tions
: •
Who
am
I?
• W
hat a
re m
y un
ique
tale
nts a
nd in
tere
sts?
•
Wha
t do
I wan
t in
life,
now
and
in th
e fu
ture
? •
Wha
t are
som
e of
life
’s d
eman
ds th
at I
can
mee
t now
?
• W
hat a
re th
e m
ain
barr
iers
to g
ettin
g w
hat I
wan
t fro
m sc
hool
and
my
com
mun
ity?
•
Wha
t are
my
optio
ns in
the
scho
ol a
nd c
omm
unity
for p
repa
ring
me
for w
hat I
wan
t, no
w a
nd in
the
futu
re?
Freq
uenc
y Pr
ior t
o IE
P Pr
ior t
o IE
P Pr
ior t
o IE
P Pr
ior t
o IE
P Pr
ior t
o IE
P O
ccup
atio
nal O
utlo
ok
Hand
book
http
://w
ww
.bls.
gov/
ooh/
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
Job
Vide
os (t
o w
atch
vid
eos
abou
t job
s)*
http
://w
ww
.car
eero
nest
op.o
rg/v
ideo
s/
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
http://www.bls.gov/ooh/http://www.careeronestop.org/videos/http://www.careeronestop.org/videos/
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
ACT
Expl
ore
(8th
Gra
de)
http
://w
ww
.act
.org
/con
tent
/act
/en/
prod
ucts
-and
-ser
vice
s.ht
ml
Stu
dent
Stud
ent-
Dire
cted
Tra
nsiti
on
Plan
ning
(SDT
P)
http
://w
ww
.ou.
edu/
cont
ent/
edu
catio
n/ce
nter
s-an
d-pa
rtne
rshi
ps/z
arro
w/t
rasit
ion-
educ
atio
n-m
ater
ials/
stud
ent-
dire
cted
-tra
nsiti
on-
plan
ning
.htm
l
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
SDS
Care
er E
xplo
rer
http
://w
ww
.sel
f-dire
cted
-se
arch
.com
/ (C
ost $
68/3
5 co
pies
)
Stu
dent
ACT
Plan
(10t
h Gra
de)
http
://w
ww
.act
.org
/con
tent
/act
/en/
prod
ucts
-and
-se
rvic
es.h
tml
Stu
dent
Self-
Dire
cted
Sea
rch
PAR
http
://w
ww
4.pa
rinc.
com
/Pro
duc
ts/P
rodu
ct.a
spx?
Prod
uctID
=SD
S-R-
5 (c
ost $
4.95
/rep
ort)
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
http://www.act.org/content/act/en/products-and-services.htmlhttp://www.act.org/content/act/en/products-and-services.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transition-planning.htmlhttp://www.self-directed-search.com/http://www.self-directed-search.com/http://www.act.org/content/act/en/products-and-services.htmlhttp://www.act.org/content/act/en/products-and-services.htmlhttp://www.act.org/content/act/en/products-and-services.htmlhttp://www4.parinc.com/Products/Product.aspx?ProductID=SDS-R-5http://www4.parinc.com/Products/Product.aspx?ProductID=SDS-R-5http://www4.parinc.com/Products/Product.aspx?ProductID=SDS-R-5
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
CIPS
I: Ca
reer
Inte
rest
s,
Pref
eren
ces,
and
Str
engt
hs
Inve
ntor
y
http
://w
ww
.pro
edin
c.co
m/c
usto
mer
/pro
duct
View
.asp
x?ID
=508
3 (c
ost $
125.
00)
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
ON
ET In
tere
st P
rofil
er*
http
s://
ww
w.o
neto
nlin
e.or
g/
S
tude
nt
Stu
dent
Cam
pbel
l Int
eres
t and
Ski
ll Su
rvey
(CIS
S) –
pric
es v
ary
http
://w
ww
.pea
rson
clin
ical
.co
m/t
alen
t/pr
oduc
ts/1
0000
0323
/cam
pbel
l-int
eres
t-an
d-sk
ill-
surv
ey-c
iss.h
tml
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
Self-
Dire
cted
Em
ploy
men
t
http
://w
ww
.am
azon
.com
/Sel
f-Di
rect
ed-E
mpl
oym
ent-
Hand
book
-Tra
nsiti
on-
Spec
ialis
ts/d
p/15
5766
580X
(c
ost $
49.9
5)
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
http://www.proedinc.com/customer/productView.aspx?ID=5083http://www.proedinc.com/customer/productView.aspx?ID=5083http://www.proedinc.com/customer/productView.aspx?ID=5083https://www.onetonline.org/http://www.onetcenter.org/IP.htmlhttp://www.onetcenter.org/IP.htmlhttp://www.onetcenter.org/IP.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.pearsonclinical.com/talent/products/100000323/campbell-interest-and-skill-survey-ciss.htmlhttp://www.amazon.com/Self-Directed-Employment-Handbook-Transition-Specialists/dp/155766580Xhttp://www.amazon.com/Self-Directed-Employment-Handbook-Transition-Specialists/dp/155766580Xhttp://www.amazon.com/Self-Directed-Employment-Handbook-Transition-Specialists/dp/155766580Xhttp://www.amazon.com/Self-Directed-Employment-Handbook-Transition-Specialists/dp/155766580X
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Brig
ance
Tra
nsiti
on In
vent
ory-
[com
bina
tion
of B
rigan
ce L
ife
Skill
s and
Em
ploy
abili
ty]
http
://w
ww
.cur
ricul
umas
soci
ates
.com
/pro
duct
s/de
tail.
aspx
?Titl
e=Br
igTS
I (c
ost $
39/1
0 ct
reco
rd b
ook)
Co
nsum
er R
evie
wed
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
Prac
tical
Ass
essm
ent
Expl
orat
ion
Syst
em (P
AES)
- 11t
h gr
ade
to a
ge 2
1
http
://w
ww
.tale
ntas
sess
men
t.co
m/p
ages
/PAE
S
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
Inte
rvie
ws/
Que
stio
nnai
res*
Care
er P
refe
renc
es
Stud
ent D
ream
Shee
t
Stu
dent
Fam
ily M
embe
r
Stu
dent
Fam
ily M
embe
r
Stu
dent
Fam
ily M
embe
r
Stu
dent
Fam
ily M
embe
r
Stu
dent
Fam
ily M
embe
r
Job
Try
Out
s*
http
://w
ww
.sha
kerc
g.co
m/r
esou
rces
/ans
wer
s-fo
r-th
e-vi
rtua
l-job
-try
out
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
http://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSIhttp://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSIhttp://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSIhttp://www.talentassessment.com/pages/PAEShttp://www.talentassessment.com/pages/PAEShttp://transitionta.org/sites/default/files/Career%20Preferences-1.pdfhttp://transitionta.org/sites/default/files/dreamsheet.pdfhttp://www.shakercg.com/resources/answers-for-the-virtual-job-tryouthttp://www.shakercg.com/resources/answers-for-the-virtual-job-tryouthttp://www.shakercg.com/resources/answers-for-the-virtual-job-tryout
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Curr
icul
um-B
ased
Ass
essm
ents
(s
ome
are
free
)
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Arm
ed S
ervi
ces V
ocat
iona
l Ap
titud
e Ba
tter
y (A
SVAB
)
http
://o
ffici
al-a
svab
.com
/
S
tude
nt
Stu
dent
*Ind
icat
es a
sses
smen
t is f
ree
of c
harg
e
http://official-asvab.com/
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
Skill
s, In
tere
sts,
Nee
ds
8t
h Gr
ade
(or l
ess)
9t
h Gr
ade
10th
Gra
de
11th
Gra
de
12th
Gra
de +
Ad
aptiv
e Be
havi
or/I
ndep
ende
nt L
ivin
g
Does
the
stud
ent n
eed
an In
depe
nden
t Liv
ing
Goal
? U
se o
ne o
r mor
e of
the
follo
win
g As
sess
men
ts to
find
out
. Rem
embe
r, yo
u ar
e tr
ying
to h
elp
the
stud
ent a
nsw
er th
e fo
llow
ing
ques
tions
: •
Who
am
I?
• W
hat a
re m
y un
ique
tale
nts a
nd in
tere
sts?
•
Wha
t do
I wan
t in
life,
now
and
in th
e fu
ture
? •
Wha
t are
som
e of
life
’s d
eman
ds th
at I
can
mee
t now
?
• W
hat a
re th
e m
ain
barr
iers
to g
ettin
g w
hat I
wan
t fro
m sc
hool
and
my
com
mun
ity?
•
Wha
t are
my
optio
ns in
the
scho
ol a
nd c
omm
unity
for p
repa
ring
me
for w
hat I
wan
t, no
w a
nd in
the
futu
re?
Freq
uenc
y Pr
ior t
o IE
P M
eetin
g Pr
ior t
o IE
P M
eetin
g Pr
ior t
o IE
P M
eetin
g Pr
ior t
o IE
P M
eetin
g Pr
ior t
o IE
P M
eetin
g Ca
sey
Life
Ski
lls*
http
://li
fesk
ills.
case
y.or
g/
ACLS
I
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
ACLS
II
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
ACLS
III
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
ACLS
III o
r IV
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
ACLS
III o
r IV
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
http://lifeskills.casey.org/
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Pers
onal
Pre
fere
nce
Indi
cato
rs*
http
s://
ww
w.o
u.ed
u/co
nten
t/d
am/E
duca
tion/
docu
men
ts/p
ers
onal
-pre
fere
nce-
indi
cato
r.pdf
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Pare
nt T
rans
ition
Sur
vey*
- [a
pplic
able
to e
duca
tion,
em
ploy
men
t, in
depe
nden
t liv
ing]
http
://w
ww
.tran
sitio
ncoa
litio
n.or
g/w
p-co
nten
t/up
load
s/20
15/0
1/N
ew-P
aren
t-Tr
ansit
ion-
Surv
ey-
Engl
ish.p
df
Cons
umer
Rev
iew
ed
Fam
ily M
embe
r F
amily
Mem
ber
Fam
ily M
embe
r F
amily
Mem
ber
Fam
ily M
embe
r
Ende
rle-S
ever
son
Tran
sitio
n Ra
ting
Scal
e
http
s://
ww
w.e
str.n
et/
(cos
t $20
.00/
10 sc
ales
)
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Life
Cen
tere
d Ed
ucat
ion
(LCE
)
http
://w
ww
.cec
.spe
d.or
g/Pu
bli
catio
ns/L
CE-T
rans
ition
-Cu
rric
ulum
/Ass
essm
ent-
Inst
rum
ents
Stu
dent
Edu
cato
r
Stu
dent
Edu
cato
r
Stu
dent
Edu
cato
r
Stu
dent
Edu
cato
r
Stu
dent
Edu
cato
r
https://www.ou.edu/content/dam/Education/documents/personal-preference-indicator.pdfhttps://www.ou.edu/content/dam/Education/documents/personal-preference-indicator.pdfhttps://www.ou.edu/content/dam/Education/documents/personal-preference-indicator.pdfhttp://www.transitioncoalition.org/wp-content/uploads/2015/01/New-Parent-Transition-Survey-English.pdfhttp://www.transitioncoalition.org/wp-content/uploads/2015/01/New-Parent-Transition-Survey-English.pdfhttp://www.transitioncoalition.org/wp-content/uploads/2015/01/New-Parent-Transition-Survey-English.pdfhttp://www.transitioncoalition.org/wp-content/uploads/2015/01/New-Parent-Transition-Survey-English.pdfhttp://www.transitioncoalition.org/wp-content/uploads/2015/01/New-Parent-Transition-Survey-English.pdfhttps://www.estr.net/http://www.cec.sped.org/Publications/LCE-Transition-Curriculum/Assessment-Instrumentshttp://www.cec.sped.org/Publications/LCE-Transition-Curriculum/Assessment-Instrumentshttp://www.cec.sped.org/Publications/LCE-Transition-Curriculum/Assessment-Instrumentshttp://www.cec.sped.org/Publications/LCE-Transition-Curriculum/Assessment-Instruments
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Tran
sitio
n Su
cces
s Ass
essm
ent:
A Tr
ansi
tion
Beha
vior
Pro
file*
http
s://
ou.e
du/c
onte
nt/d
am/E
duc
atio
n/do
cum
ents
/TSA
%20
Pro
fess
iona
l.pdf
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Tran
sitio
n Pl
anni
ng In
vent
ory
http
://w
ww
.pro
edin
c.co
m/c
ust
omer
/pro
duct
View
.asp
x?id
=606
3 (cos
t $26
9.00
/com
plet
e ki
t)
Rese
arch
info
rmat
ion
prov
ided
at
link
abo
ve
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
The
Vine
land
–II
http
://w
ww
.pea
rson
clin
ical
.com
/psy
chol
ogy/
prod
ucts
/100
0006
68/v
inel
and-
adap
tive-
beha
vior
-sc
ales
-sec
ond-
editi
on-v
inel
and-
ii-vi
nela
nd-ii
.htm
l
(cos
t $17
0.50
)
Revi
ew P
erm
anen
t Re
cord
s: A
ptitu
des
shou
ld b
e in
clud
ed in
the
psyc
holo
gica
l Ass
essm
ent
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
https://ou.edu/content/dam/Education/documents/TSA%20Professional.pdfhttps://ou.edu/content/dam/Education/documents/TSA%20Professional.pdfhttps://ou.edu/content/dam/Education/documents/TSA%20Professional.pdfhttp://www.proedinc.com/customer/productView.aspx?id=6063http://www.proedinc.com/customer/productView.aspx?id=6063http://www.proedinc.com/customer/productView.aspx?id=6063http://www.pearsonclinical.com/psychology/products/100000668/vineland-adaptive-behavior-scales-second-edition-vineland-ii-vineland-ii.htmlhttp://www.pearsonclinical.com/psychology/products/100000668/vineland-adaptive-behavior-scales-second-edition-vineland-ii-vineland-ii.htmlhttp://www.pearsonclinical.com/psychology/products/100000668/vineland-adaptive-behavior-scales-second-edition-vineland-ii-vineland-ii.htmlhttp://www.pearsonclinical.com/psychology/products/100000668/vineland-adaptive-behavior-scales-second-edition-vineland-ii-vineland-ii.htmlhttp://www.pearsonclinical.com/psychology/products/100000668/vineland-adaptive-behavior-scales-second-edition-vineland-ii-vineland-ii.html
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Chec
klis
t of A
dapt
ive
Livi
ng
Skill
s (CA
LS)
http
://w
ww
.hm
hco.
com
/hm
h-as
sess
men
ts/o
ther
-clin
ical
-as
sess
men
ts/c
als
(cos
t $15
2.00
/com
plet
e ki
t)
Stu
dent
Stu
dent
Stu
dent
Scal
es o
f Ind
epen
dent
Be
havi
or-R
evis
ed (S
IB-R
)
http
://w
ww
.hm
hco.
com
/hm
h-as
sess
men
ts/o
ther
-clin
ical
-as
sess
men
ts/s
ib-r
(cos
t $31
7.00
/com
plet
e ki
t)
Stu
dent
Stu
dent
Stu
dent
Brig
ance
Tra
nsiti
on In
vent
ory-
[com
bina
tion
of B
rigan
ce L
ife
Skill
s and
Em
ploy
abili
ty]
http
://w
ww
.cur
ricul
umas
soci
ates
.com
/pro
duct
s/de
tail.
aspx
?Titl
e=Br
igTS
I (c
ost $
39/1
0 pa
ck o
f rec
ord)
Co
nsum
er R
evie
wed
Stu
dent
S
tude
nt
Stu
dent
S
tude
nt
Stu
dent
http://www.hmhco.com/hmh-assessments/other-clinical-assessments/calshttp://www.hmhco.com/hmh-assessments/other-clinical-assessments/calshttp://www.hmhco.com/hmh-assessments/other-clinical-assessments/calshttp://www.hmhco.com/hmh-assessments/other-clinical-assessments/sib-rhttp://www.hmhco.com/hmh-assessments/other-clinical-assessments/sib-rhttp://www.hmhco.com/hmh-assessments/other-clinical-assessments/sib-rhttp://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSIhttp://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSIhttp://www.curriculumassociates.com/products/detail.aspx?Title=BrigTSI
-
Tran
sitio
n As
sess
men
t Im
plem
enta
tion
Tim
elin
e Su
gges
tions
for A
sses
smen
t
Dire
ct O
bser
vatio
ns*
Exam
ple
of T
ask
Anal
ysis
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Inte
rvie
ws/
Que
stio
nnai
res*
Care
er P
refe
renc
es
Stud
ent D
ream
She
et
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Envi
ronm
enta
l Ana
lysi
s*
Job
Anal
ysis
Surv
ey
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Curr
icul
um-b
ased
Ass
essm
ents
(s
ome
are
free
)
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
Stu
dent
Fam
ily M
embe
r
Edu
cato
r
*Ind
icat
es a
sses
smen
t is f
ree
of c
harg
e
http://transitionta.org/sites/default/files/Task%20Analysis%201.pdfhttp://transitionta.org/sites/default/files/Task%20Analysis%201.pdfhttp://transitionta.org/sites/default/files/Career%20Preferences-1.pdfhttp://transitionta.org/sites/default/files/Career%20Preferences-1.pdfhttp://transitionta.org/sites/default/files/dreamsheet.pdfhttp://transitionta.org/sites/default/files/Task%20Analysis%202.pdfhttp://transitionta.org/sites/default/files/Task%20Analysis%202.pdf
-
34
Section 5
Informative Links and Other Sources
of Information
-
35
-
36
Websites
http://www.ou.edu/content/education/centers-and-partnerships/zarrow/transition-assessment---severe-disabilities/oti-presentations-and-handouts---significant-disabilities.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/transition-assessment---severe-disabilities/oti-presentations-and-handouts---significant-disabilities.htmlhttp://www.ou.edu/content/education/centers-and-partnerships/zarrow/transition-assessment---severe-disabilities/oti-presentations-and-handouts---significant-disabilities.htmlhttp://www.khake.com/page51.htmlhttp://www.khake.com/page2.htmlhttp://www.khake.com/page36.htmlhttp://www.ksde.org/Agency/Division-of-Learning-Services/Career-Standards-and-Assessment-Services/CSAS-Home/Assessmentshttp://www.ksde.org/Agency/Division-of-Learning-Services/Career-Standards-and-Assessment-Services/CSAS-Home/Assessmentshttp://www.ncwd-youth.info/resources_%26_Publications/assessment.htmlhttp://www.onetcenter.org/guides.html#testsandotherassessmentshelpinghttp://transitioncoalition.org/transition/module_home.phphttp://transitioncoalition.org/transition/assessment_review/all.php
-
37
http://ttac.vcu.edu/main/transition/mailto:[email protected]
Survey of Transition Assessment Planning Practices.pdfInformal - Environmental or Situational Analysis
