Pennsylvania Training and Technical Assistance Network

Vocational Assessment

Intended Outcomes of Assessment Presentation and Discussion: Review basics of academic, functional, and

career interest assessments Determine how to gain information from multiple

sources, including youth and families Examine the assessment process for

Secondary Transition Identify methods of interpreting and utilizing

assessment data

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Evidence that the measurable postsecondary goals were based on age appropriate transition assessment (locate information in IEP Present Levels)

Indicator 13 Checklist Question #1. Is there evidence of age-appropriate transition assessment(s)? §300.320(b)

(1)

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Why Assessment is Needed in Secondary Transition?

What is “Transition Assessment”?

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“Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP.”

All stakeholders participate in the process of information-gathering and decision-making

2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte

Goals of Transition Assessments

Assist students in making informed decisions

Identify students’ interests and preferences for future employment opportunities

Assist students to understand skills needed for post-school environments

Allow students to increase their self-determination skills– taking charge of their transition plan

Results of transition assessments should be used in making recommendations for instructional strategies, accommodations, and environments to meet the student’s strengths and needs

Results should also help students to make a connection between their individual academic program and their post-school ambitions

(Kortering, Sitlington, and Braziel, 2004)

Goals of Transition Assessments

Defining Transition Assessment

What it is:Ongoing and cumulativeIndividualizedBased on student’s strengths, needs, interests, & goalsA process that increases student self-awarenessUsed to develop appropriate post-secondary goals

What is it NOT:The same for all studentsDone “once a year”Only completed just before the IEP to fill out the formsOnly the responsibility of the special education teacher

Adapted from B. Charton (2007). Arkansas Dept. of Ed. Transition Assessment Toolkit

When Thinking About Assessment Continually Pose These Questions:

What is the student/youth learning from assessment? Is it helpful, meaningful, and positive—does it lead to growth?

Where are gaps in transition planning?

Does the youth understand the ‘why’s’ of assessment?

P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student

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When Thinking About Assessment Continually Pose These Questions:

Are his or her goals realistic, and, if not, how can they become so?

Which stakeholders (family, adult service providers, related service personnel) can assist in assessing, identifying gaps, implementing steps to positive outcomes?

Whose needs are being met?

P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student

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When Thinking About Assessment Continually Pose These Questions:

What did the student and you learn from the assessment process regarding:

Where is the student presently? Where is the student going? How does the student will get there?

Where do you record the information?

What do we do next? (Planning)

P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student

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To Have Value Assessment and Results must be Interpreted and Utilized Use and create a variety of

assessment/learning opportunities

Interpret and use the results and findings for reporting purposes

Share with other agencies to include in their plans

P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student

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To Have Value Assessment and Results must be Interpreted and Utilized

Use portfolios as a vehicle for collecting and synthesizing assessment information

Use results in the Summary of Performance

P. Leconte (2010) Transition & Career Assessment: Looking at the Whole Student

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Three Issues of Concern

Protocols and procedures are needed for transition assessment and planning.

Assessment is an organized, routine, and ongoing process.

There is a need to bridge the gap between collecting assessment information and interpreting and synthesizing it for planning.

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Age appropriate transition assessment is needed to:

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Interests – a measure of opinions, attitudes and preferences

Preferences – what the student values and likes

Assessing Interests and Preferences

Examples: Bridges Interest Inventory Student Transition Survey or Interview Kuder General Interest Survey (KGIS) COIN Career Guidance System of

Assessment Aviator Assessment Casey’s Life Skills Inventory or Personal

Preference Indicator

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Assessing Interests and Preferences

Examples: Keys2Work Learning Styles Inventory pacareerzone.org (free) Observations (Home/School/Community) Parent Survey/Interview Functional Behavioral Assessment

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Assessments of Interests and Preferences

Examples:

Person-Centered Planning (PATH) Ecological Assessment Situational Assessment Portfolio Electronic or web-based assessments Information from student and family

members Information from employers

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How do I select appropriate assessments?

Transition assessments should be selected based on the student’s disability (reading level, general intellectual functioning)

Transition assessments may be based on the student’s post-secondary ambitions (e.g., employment vs. post-secondary training)

Transition assessments may also be selected based on community opportunities (e.g., local training options, employers, and adult service providers)

How do I select appropriate assessments?

Assessments should help students to answer the following questions:

Who am I? What are my unique talents and interests? What do I want in life, now and in the future? What are some of life’s demands that I can meet

now? What are the main barriers to getting what I

want from my school and my community? What are my options in school and community to

help me prepare for what I want to do with my life?

An Example of Interpretation and Utilization of Career Interest Information Rachel completed a student interview on

10/15/11and indicated that she would like to work as a teacher in a preschool after graduation. She completed the “Assess Your Interests” assessment on 10/22/11 provided by the PA Center for Workforce Information and Analysis. On this assessment Rachel scored highest in the “Social” category. The social category includes careers in teaching, counseling, or nursing. This information supports Rachel’s goal of pursuing a career in teaching.

Age appropriate transition assessment is needed to:

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• Post-Secondary Education/Training

• Employment

• Independent Living

Identifying student’s post secondary goals leads to further

assessments…

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• Abilities: talents or acquired skills

• Aptitudes: combination of characteristics that helps us know if the student might learn or become proficient in a particular area

Matching assessments to goals…

Gathering information to help us know if/how the student can reach his/her post-secondary goals:

Does William have adequate reading skills to succeed in a highly technical postsecondary program?

Will Krista be able to travel independently to work?

What supports will Aimee need in college?

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Domains For Transition Assessment Assessing aptitudes may include areas related to: Career and Employment Academic Further education and training Community participation and involvement Physical/emotional health Home and family

Clark and Patton (2006). Transition planning inventory

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Domains For Transition Assessment Assessing aptitudes may include areas related to: Leisure pursuits Personal responsibility & relationships Communication Self-determination Daily living & functional skills needed in

adult living

Clark and Patton (2006). Transition planning inventory

Types of Assessments that Inform Transition

Curriculum-Based Assessments Classroom quizzes comprehension checks,,

essays, checklists Comprehensive Diagnostic Tool (CDT) 4Sight Keystone PSSA Ecological Assessment Functional Behavioral Assessment

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Types of Assessments that Inform Transition

Person-Centered Planning Teacher Questionnaires Work Samples Information from employers Situational Assessment Information from student and family

members Student Survey or Interview Parent Survey/Interview Observations (Home/School/Community)

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Interpreting and Utilizing Assessment Data

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Incorporating Assessment Data for Reporting Purposes

Academic levels/basic skills Levels of self-determination Levels of career development Status of transition planning and

options Status and stability of support systems Availability of options and opportunities Assessment (where is the youth in the

on-going process)?

Utilizing Assessment Data about Self-determination and Reading: Selene

Selene is a tenth grade student with a learning disability in reading, with specific deficits in comprehension. She is fully included in the general education curriculum with supports that include co-teaching in American History as well as Biology. Her goal is to attend community college, and she has acceptable grades (all B’s, some A’s, and a few C’s) due to coordinated support from her learning support teacher as well as her diligent work ethic.

Utilizing Assessment Data about Self-determination and Reading: Selene

Teachers report that she is most successful when provided with graphic organizers and study guides, and word banks for tests.

Selene becomes confused with multiple step directions, particularly when in writing. She may need to have directions clarified, extra time to complete tests or assignments, or have tests read orally.

Utilizing Assessment Data about Self-determination and Reading: Selene In college, Selene will have to disclose and request

support, but she is apprehensive about asking for assistance except from the LS teacher in the co-teaching classes.

Currently, she relies completely on her on teachers to provide accommodations. She has independently requested accommodations only two times in the last semester, in Biology class.

She needs to develop skills and habits that allow her to disclose her disability, tell instructors/professors what she needs, and find effective ways to seek help from others (Disability Student Services, tutors, Writing Center).

What We’ve Learned: Assessment

Successful LEAs:• Develop an assessment plan beginning at the

elementary level that includes outlining recommended assessments by grade

• Make use of assessments provided for all students

• Use a variety of assessments to address academic, functional, career related areas

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What We’ve Learned: Assessment

Successful LEAs:• Use a flexible combination formal and informal

assessments

• Actively engage the student in the assessment process

• Customize assessment as needed to address student’s post-secondary goals, academic and functional levels

• http://patransassessment.pbworks.com/

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Where to find age-appropriate and disability appropriate assessment resources www.iel.org Career Planning Begins with

Assessment. This contains an inventory of assessment instruments across a variety of categories.

www.ncda.org A Counselor’s Guide to Career Assessment Instruments.

www.transitioncoalition.org The Transition Coalition. This site contains information and resources regarding transition assessments including an online assessment tutorial.

www.unl.edu/buros/ Buros Center for Testing. This site contains information and reviews regarding formal assessments.

Contact Information www.pattan.net

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Michael StoehrPaTTAN Pittsburghmstoehr@pattan.net412-826-6864

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Dr. Carolyn Dumaresq, Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education