Assessment In Action!
Center on Community Living & Careers, Indiana Institute on Disability & Community, Indiana University

Introduction

The previous sections of this training have given you an overview of the most important aspects of transition assessment. Now it's time to see what you've learned so far put into action. What follows are the transition assessment stories of four students with a variety of disabilities across their years in school. Each student has different strengths, interests, preferences and support needs and as you've learned these change over time.

The stories are divided by the four questions that guide tranition assessment in Indiana. As you read the stories take the time to analyze what you agree with and what you would have done differently for each student and why. After each story, you will have a chance to record your thoughts as you answer the question, "What Do You Think?". Find time to talk to other teachers in your school about these stories. What did they think? What would they have done differently? Why?

If you'd like to continue the conversation about these stories, click on the link to the right in the Learn More section of this training and it will take you to The Learning Connection. Join the Indiana Secondary Transition Resource Center Community and start a conversation in the Forum called Transition Assessment Dialog.

 

 

Nicole:

Nicole is a 14 year-old attending Miller Middle School. Information reported was gathered using her current educational evaluation, teacher observations, parent input and an interview with Nicole by her Teacher of Record. When others are asked to describe her, they often respond in a positive manner with phrases like, "full of life," "brings out the best in others," and "likes to make people laugh." Nicole is well-liked and well-known by her peers and teachers.

Nicole.jpg One of nine children; the second youngest in the line-up, she lives at home with her mom Rachel, her dad Mark, and her younger brother Pete. Nicole's parents are very supportive and want what's best for her in all aspects of her life. Nicole loves to hang out with her friends; watch American Idol, play wheelchair basketball at the local YMCA, cook with her mom, and play Wii with her youngest brother.

 A comprehensive psychological evaluation completed two years ago revealed that Nicole's cognitive ability and achievement both fall in the mild cognitive disability range. Her weaknesses are in the areas of math, reading, retention of information, and short term memory.  Her 2008 ISTEP scores were: English DNP 405/497 and Math DNP 385/480. She currently receives extended time on tests, use of a calculator and has directions read to her. In the classroom last year's teacher says that when the subject matter is interesting to her, Nicole is very driven to learn about it and completes all activities and assignments when she is given the appropriate accommodations. If she's not connected with the topic of instruction then she is easily distracted and does not make much effort. Nicole reports that she likes the lab work in her science class. On her last STAR reading assessment she scored at a beginning 5th grade level. She can read directions on assignments, has trouble comprehending longer passages and is working on improving her receptive and expressive vocabulary.  In math she tested at the 2nd grade level and is able to do basic addition and subtraction using calculator. She receives an allowance weekly and is able to manage a simple budget with support from her parents.

 Nicole is an individual with Cerebral Palsy and gets around by using a power wheelchair. Conversations typically revolve around herself and her interests but she is working on learning to focus on what others might want to talk about.  She requires assistance with many physical activities and needs full assistance with personal hygiene. When eating, an adult needs to monitor Nicole closely for potential choking.

Currently Nicole says she always wants to live with her mom and dad and always have them take care of her.  She has stated that she might want to work someday but doesn't know what kind of job it would be. Nicole states that she likes school and wouldn't mind going to college. Her family would like her to pursue the CORE 40 diploma. 

 

Age 14

Summary of Findings from Age Appropriate Transition Assessment:

 

On 8/25/2007 Nicole participated in a teacher constructed interview regarding her strengths, interests, preferences and needs (interview document and responses can be found in Nicole's permanent file).

 

Nicole expressed that she wants to live at home with her mom and dad; she wants to have a job but she is unsure of what field; she likes school and may want to go on for further education and training after high school. According to Nicole and her parents, she needs assistance for basic hygiene and daily living skills. Teachers describe Nicole as a "people person" who gets along well with others. For the upcoming year, the team needs to find out what careers are interesting to Nicole as well as assist her and her family with understanding the requirements of the Core 40 diploma.

 

What do I already know about this student?

  • Teacher Observation: "A people person"
  • She wants to live at home with mom & dad after she graduates.
  • Reading & math skills are significantly below grade level.
  • Completes assignments and activities for subject matter that interests her.
  • She likes to do the lab work in her science class.
  • Requires physical accommodations and supports
  • Nicole would like to go to college but she is not sure what kind of job she wants.
  • Nicole's family would like her to pursue the Core 40 curriculum.

 

What information do I need to know about this student?

  • What are some careers that may interest her?
  • Do Nicole and her family understand the requirements for the Core 40 diploma?

 

What methods will provide this information?

 

  • Career Clueless
  • Guidance counselor will review information about high school and the Core 40 requirements with Nicole.
  • Nicole and her parents will attend the high school orientation in the spring.

How will the assessment data be collected and used?

 

  •  Guidance counselor will record the results of the Core 40 meeting in Nicole's file. This information can be used to determine courses for next year.
  • Nicole's teachers will use the information from the Career Clueless Inventory to help Nicole focus in on a career path.

 

Age 15

Summary of Age Appropriate Transition Assessment:

On the Career Clueless Inventory given on 10/16/07, Nicole scored high in the Social category which indicates that she prefers careers, activities, and subjects where she is around people. In an interview with her guidance counselor on 3/20/08 and at the high school orientation meeting on 4/25/08, Nicole and her parents learned about the requirements for the Core 40 diploma and expressed concern about the math requirements. For the upcoming year the team will help Nicole focus on exploring careers specific to working with people as well as identifying how she learns best. Nicole and her family will work with the Guidance Counselor to explore options other than a Core 40 diploma.

 

What do I already know about this student?

In addition to information from the previous year:

  • Nicole likes people and would like a career and activities that allow her to be around others.
  • Nicole and her parents are concerned about passing the math requirements for the Core 40 diploma.

 

What information do I need to know about this student?

  • What are some careers that are "people-oriented" that Nicole could investigate?
  • How does Nicole learn best?
  • What are Nicole's options besides the Core 40 program?

 

What methods will provide this information?

 

  • Take an Adult Roles and Responsibilities class
  • Learning Styles Inventory
  • Complete graduation/career plan with Guidance Counselor

 

How will the assessment data be collected and used?

 

  • Career exploration unit in Adult Roles and Responsibilities class – This information will help Nicole focus on a career that is "people-oriented" and help determine appropriate courses, work experiences, and diploma options.
  • Graduation/ career plan with guidance counselor. This information will help Nicole and her parents make decisions about diploma options.
  • Nicole will participate in the Learning Styles Survey that all students take in their Language Arts class. This information can be used to help teachers provide appropriate instruction strategies for Nicole, especially in the area of math.

 

  

Age 16

Summary of Age Appropriate Transition Assessment:

 

The career unit in the Adult Roles class taken by Nicole in semester one of 2009 indicates that Nicole still wants to work around people and that she is also interested in the healthcare field. Results of Nicole's meeting on November 5, 2009 with her Guidance counselor to develop her graduation/career plan indicate that Nicole will opt out of the Core 40 program and pursue the career diploma. She plans to go to the Career Technical Center her junior and senior years. This plan can be accessed in Nicole's file in the guidance office. According to the Learning Styles Survey taken in her Language Arts class, Nicole learns best with hands-on and visual instruction strategies. In the Upcoming year the team will support Nicole in identifying the courses and activities most critical to her future employment and independent living.

 

What do I already know about this student?

In addition to information gathered from the previous years:

  • Nicole would like a job working with people and in the healthcare field.
  • Nicole has opted to pursue the career diploma.
  • Nicole is a hands-on, visual learner.

 

What information do I need to know about this student?

  • What courses and activities will help prepare Nicole for work and independent living after she finishes high school?
  • What are some activities in the school and/or community that may interest Nicole?

 

What methods will provide this information?

  • Attend activities fair at school
  • Independent Living Assessment Instrument
  • Job-shadowing activities

 

How will the assessment data be collected and used?

  • After attending the activities fair, Nicole will express her interests in a specific school activity. The activity sponsor will help her with information she needs to participate. This data can be used to help Nicole with independent living skills in the area of recreation and leisure.
  • Nicole's teacher will collect the information from the Independent Living Assessment Instrument. This data will provide information about Nicole's abilities in the areas of hygiene, apartment living, first aid and safety, community resources, and use of public transportation.
  • The Transition Coordinator will set up some job-shadowing activities for Nicole at the local hospital and nursing home facility. The job-shadowing results will help determine which program Nicole should pursue at the Career Tech School.

 

 

 

Age 17

Summary of findings from Age-Appropriate Transition Assessment:

 

Nicole attended the activities fair at her school (8/25/10) and is now an active member of the drama club. She likes to pass out programs and take tickets at each production. Through the job-shadowing activities (10/6/10 and 2/11/11), Nicole expressed an interest in the Activities Director job at the Nursing Home. She enjoyed interacting with the clients. She also assisted with a few of the games and activities. Nicole is thinking about pursuing the Allied Health-Care Worker training at the Career Tech School. Nicole still wants to live at home when she finishes school. For the upcoming year the team will determine Nicole's transportation needs.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Nicole participates in the drama club at school.
  • Nicole liked her job shadowing activity with the Activities Director at the local Nursing Home facility.
  • Nicole will attend the Career Tech School and pursue the Allied Health-Care Worker certification.

 

What information do I need to know about this student?

  • Will Nicole need transportation to and from work when she finishes high school?

What methods will provide this information?

 

  • Interview with student and parents
  • Transportation Needs Assessment

 

How will the assessment data be collected and used?

Nicole's teacher will talk with Nicole and her parents about Transportation Needs and complete the Assessment instrument. This information will be shared with the Vocational Rehabilitation Services counselor.

 

 

Age 18

Summary of findings from Age-Appropriate Transition Assessment:

 

On (5/16/11) Nicole and her parents participated in the Transportation Needs Assessment with Nicole's teacher. The results indicate that even though Nicole will be living at home after she finishes high school, there is concern about her transportation needs in order to get to her job and other community activities such as getting to the bank, grocery store, and post office. Nicole attended the local career center during the current school year, where she began working toward a certificate in Allied Health Care.  Nicole was successful in the class, but had difficulty passing all of the tests that were necessary to receive the state certificate.  Though she did not receive her certificate, she received enough skills and training that she can apply to take the test for a CNA license.  Nicole indicated during her course that she is not sure she would like to be a CNA, because she doesn't want to 'change bed pans'. She stated that she would prefer to work in Activities or as a Social Director. For the upcoming year the team will determine the public transportation options that can be accessed by Nicole

 

What do I already know about this student?

In addition to information gathered in previous years:

  • Nicole will be living with her parents when she completes high school, but she will need transportation to and from work and other community activities.
  • Nicole will complete the career technical training at the end of this year.

 

What else do I need to know about this student?

  • What public transportation options can Nicole access?

 

What methods will provide this information?

  • Community-Based Instruction and Assessment – use of local public transportation

How will this assessment data be collected and used?

  • Transition coordinator will take the information from the community-based results and share it with the Vocational Rehabilitation Services counselor. This information can be used to develop Nicole's Individual Plan for Employment.
  • In addition to the information provided in her IEPs, Nicole will also receive a Summary of Performance that she can use to support her seeking future employment.

 

 

 What Do You Think?

 

 

Jeremy:

Jeremy is a student attending Jackson Middle School who smiles at times and seems to enjoy rock and roll music when it is turned up really loud! He lives with his mother Joyce and their two dogs, Gizmo and Sassy. His mother reports that he loves the dogs, likes going to the movies and riding horses at the adaptive riding organization in town.

Jeremy.jpg

 

When he entered school, Jeremy received a comprehensive psychological evaluation and was found to have multiple disabilities due to a hearing impairment, impaired language skills, and a severe cognitive impairment. Jeremy wears hearing aids in both ears.   He is able to communicate basic wants with limited language.  He points to objects and uses basic words (eat, drink, more, music, water, play, mom, dad, etc…).  Jeremy is independently mobile, but has a stiff gait.  His fine motor skills are improving, but well below age level.  Jeremy is able to feed himself and eat solid food.  He is able to go to the bathroom independently, but has difficulty with buttoning and zipping his pants.

Jeremy presently is receiving basic functional life skills instruction as well as weekly speech and language, occupational therapy, and physical therapy.  His coursework is delivered in individual and small-group instruction in the special education room. Jeremy participates, with paraeducator support, in general physical education and music classes.

  

 

Age 14

Summary of findings of age-appropriate transition assessment:

On 8/28/2007 Jeremy and his mother participated in a teacher constructed interview regarding his strengths, interests, preferences and needs (interview document and responses can be found in Jeremy's permanent file).

 

Jeremy's mother shared that he does like activities where he can be around animals. Jeremy likes his dogs and he likes horseback riding. She also indicated that she would prefer that he live at home after he completes school, but is concerned about what he will do when she is at work.  Jeremy listened to the interview, but did not provide any verbal feedback.  

 

Jeremy also participated in the ISTAR assessment.  His skills fell within the K -1 level in most areas.  ISTAR results indicate that Jeremy has basic communication, object identification, and independent living skills.

 

For the upcoming year, the team needs to find out what types of supports and assistive technology will help Jeremy be successful in school.

 

What do I already know about this student?

  • Jeremy likes rock and roll music, but it must be loud for him to hear it.
  • He loves animals (dogs and horses).
  • Jeremy participates in the community by going to movies and riding horses at the adaptive riding organization in his community.
  • Jeremy's mother wants him to live at home when he finishes school.
  • Jeremy is a student with multiple disabilities: hearing impairment, speech and language impairment, and a severe cognitive impairment.

 

What else do I need to know about this student?

  • What are Jeremy's capabilities and opportunities for the future?
  • What devices would be appropriate for Jeremy's needs and independence?

 

What methods will provide this information?

  • Assistive Technology Protocol for Transition Planning
  • Parent interview

 

How will this assessment data be collected and used?

Jeremy's teacher will gather information from observing Jeremy and interviewing his mother to complete the Assistive Technology Protocol for Transition Planning. This information will be used to plan for instructional strategies and to determine appropriate supports.

 

 

 

Age 15

Summary of findings of age-appropriate transition assessment:

The Assistive Technology Protocol for Transition Planning given on 9/25/08 and 10/15/08 showed that Jeremy would benefit from an exploration/trial period to look at appropriate assistive technology devices.  He currently uses basic switches and low tech pointing devices with success.  It is recommended that the school work with the local PATINS office to determine what other devices might increase Jeremy's independence.   Jeremy's mother shared in an interview on 9/25/07 that he uses earphones to listen to his music. She also said that regarding mobility, Jeremy can navigate around the house without support and locate items that he wants.  Jeremy is able to, according to mother; pour a bowl of cereal for himself in the morning.  He does not use any basic appliances in the home.  She reported that Jeremy does not  appear to always understand cause and effect (crossing the street, touching hot things, etc…)  and is concerned about supports he may need in his adult life to stay safe and be as independent as possible. She said that she can provide transportation for Jeremy to attend community activities, but not during the week because she has to work. Jeremy's mother understands that Jeremy should pursue the certificate program at his high school.

Jeremy's has shown growth on the ISTAR assessment (dated 4-20-08) in communication and gross and fine motor skills.  He continues to show a deficit in independence and daily functional skills.

For the upcoming year the team will help Jeremy focus on exploring his capabilities and opportunities for independence and future goals.

 

What do I already know about this student?

In addition to the information gathered from the previous year:

  • Jeremy can use earphones to listen to music he likes and to listen to instruction in school.
  • Jeremy can use basic switches and devices
  • Jeremy should explore other AT devices for his communication and independence
  • Jeremy will need supports to achieve his post-secondary adult goals.
  • Jeremy's mother can provide transportation for Jeremy to activities in the evenings or weekends.
  • Jeremy will work toward the certificate program.

What else do I need to know about this student?

  • What are Jeremy's capabilities and opportunities for the future?
  • What devices would be appropriate for Jeremy's needs and independence?

 

What methods will provide this information?

  • Person-Centered Planning – Making Action Plans (MAPS)
  • AT usage and output data collection

How will this assessment data be collected and used?

  • Jeremy's teacher will administer MAPS person-centered planning instrument. Information from MAPS will be used to understand Jeremy's desires and to determine job exploration activities and independent living needs.
  •  Jeremy's teacher will locate at least 2 new devices and try them with Jeremy.  She will keep data on usage and independence.  She will be supported in this by the SLP, and OT.

 

 

Age 16

Summary of findings of age-appropriate assessment:

Information from the MAPS person-centered planning activity that Jeremy participated in on 9/12/09 indicated that he would benefit from job exploration in areas involving caring for animals.  Jeremy tried 2 different AT devices.  He used an iPad for one semester to communicate, identify objects, watch videos, and work/play independently.  This was very successful for Jeremy.  He got excited each time he used the device.  Jeremy was able to hold the device independently and learned to recognize the icons for the activities and programs he wanted to participate in.  Jeremy also explored a verbal communication board with 16 choices of words, activities, and actions.  Though he became more proficient with communicating with the device, it was not as successful (or exciting) as the IPAD.

In the Upcoming year the team will support Jeremy in identifying the courses and activities specific to working with animals and independent living.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Jeremy would like to explore jobs that involve caring for animals.
  • Jeremy was successful with using the iPAD for both instruction and recreation
  • Jeremy continues to show progress both academically and functionally.

What else do I need to know about this student?

What are some job-shadowing and/or work experiences that Jeremy would like to try in the area of working with animals?

  • What are Jeremy's present independent living skills?

What methods will provide this information?

  • Job-shadowing experiences at the local animal shelter and veterinary clinic.
  • Self-care Abilities Listing

How will this assessment data be collected and used?

  • Transition coordinator will set up job-shadowing activities. Information from Jeremy's experiences will help determine work experience placements for next year.
  • Jeremy's teacher and mother will provide information about Jeremy's self-care abilities. This data will provide guidance regarding Jeremy's independent living needs.

 

 

Age 17

Summary of findings of age-appropriate transition assessment:

Jeremy enjoyed his job shadowing experiences at the animal shelter (dates) and the veterinary clinic. He had the opportunity to feed some of the dogs in the shelter with assistance from his job coach.  Jeremy took his IPAD with him to the veterinary clinic.  His teacher and SLP had loaded appropriate icons for tasks, people, and animals.  Jeremy became quite proficient at recognizing people, saying their names, as well as naming animals.

 

Results of the Self-care Abilities Listing (10/13/10) indicate that Jeremy needs some assistance in the areas of personal hygiene and food preparation.

 

For the upcoming year the team will support Jeremy in learning tasks that he can perform at the animal shelter where he does his work experience. The team will also find out how to integrate food preparation skills into the classroom to enhance his independent living skills.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Jeremy liked his job shadowing experience at the local animal shelter and veterinary clinic and will be doing a work experience two hours twice a week at the animal shelter.
  • Jeremy is capable of performing some of the tasks at the animal shelter.
  • Jeremy benefits from having an AT device on his job site.
  • Jeremy will need regular supports in his adult living.

What else do I need to know about this student?

  • What tasks can Jeremy perform at the animal shelter?
  • What supports will Jeremy need?
  • What food preparation skills can be integrated into the classroom?

 

What methods will provide this information?

  • Job Task Analysis
  •  Observation and data collection from Life Skills Family and Consumer Science class (FACS).

How will this assessment data be collected and used?

  • Jeremy's job coach will develop a task analysis for feeding the dogs at the animal shelter. Jeremy's performance on this task analysis will help determine other jobs that he may be able to do at the animal shelter.
  • Jeremy will participate in the Life Skills Family and Consumer Science Class, which works on basic food recognition, preparation, and clean up.  Data will be collected from identified tasks, including level of independence.

 

 

Age 18

Summary of findings of age-appropriate transition assessment:

Jeremy participated in a work experience program at the local animal shelter on Mondays and Wednesdays from 11:00 AM to 1:00 PM each week. He was able to follow the task analysis plan, with some prompting from his job coach, for feeding the dogs at the animal shelter. Jeremy was also provided social stories for each task at work.  Prior to going to work, he would watch these social stories to prompt and pre-teach expectations.  Jeremy was very attentive with this method. 

Jeremy participated in the Life Skills FACS class during second semester.  Observation data indicated that Jeremy was able to recognize where foods were kept, locate foods from visual and verbal cues, open boxes and cans (with assistance), and mix ingredients together.  Jeremy was not successful using the microwave, but was able to use the toaster.  Jeremy was able to set a table correctly, using an outlined placement.  Though he did not like cleaning dishes, he was able to carry his dishes to the sink and run water over them.

For this upcoming year the team will support Jeremy in learning additional tasks at the animal shelter. The team will also work with Jeremy to determine transportation needs and explore adult services in the community.

 

What do I already know about this student?

In  addition to information gathered from previous years:

  • Jeremy can follow the task analysis plan for feeding the dogs at the animal shelter with some supports from his job coach, and pre-teaching with a social story.
  • Jeremy can work for a two-hour period.
  • Jeremy is able to locate basic food items and assist in simple food preparation and clean up

 

What else do I need to know about this student?

  • What other tasks can Jeremy do at his work experience at the animal shelter?
  • How will Jeremy access his work activities after he completes high school?
  • What adult services should be explored to support Jeremy's independence and long term goals?

 

What methods will provide this information?

  • Job Task Analysis
  • Community-based instruction and assessment - Investigate public transportation options in the community
  • Discussion with local Adult Service Agency regarding services for adults in the community

 

How will this assessment data be collected and used?

  • Jeremy's job coach will work with Jeremy and the local animal shelter to develop a job task analysis for another job task at the animal shelter that Jeremy would like. This information will be used to help Jeremy increase his job skills at the animal shelter.
  • Jeremy's IRT (Itinerant Rehabilitation Teacher) will work with Jeremy and his mother to assess transportation options for Jeremy in the community. This information will help determine how Jeremy can get to his job or volunteer work at the animal shelter when he completes school.
  • Information from Jeremy's Transition IEP and Summary of Performance can be shared with the appropriate agencies to determine if Jeremy should remain in high school for more education and training or receive outside services.

 

 

 What Do You Think?

  

Joe:

paste_image18.jpg

Joe is currently a 14 year-old student attending junior high school. He has a great sense of humor and really enjoys Zits cartoons. Cooking and sports are also strong interests of Joe. He played on the football team in the 7th grade and plays basketball at the Y. Academically Joe is performing at grade level. Reading comprehension is his strength. He loves to read but needs support with writing because of difficulty with fine motor activities. Advanced mathematical concepts are often challenging for Joe but repetition and one-to-one instruction are helpful. Joe has been identified as a student with Autism.

Joe's 2008 ISTEP scores were English 506/497 (passed) and Math 472/480 (DNP). Joe received the following accommodations: use of a calculator, extra time.

Understanding his schedule and academic requirements in advance are very important to Joe. Being seen as a typical peer is also paramount to him. He does not like to have a para-educator assist him, and he is learning to use assistive technology (speech-to-text software) to help with his writing and so that he can be more independent in classes. He resists using technology at times if he feels that it makes him look different. When Joe is ill, in pain, or frustrated he becomes angry and needs behavioral supports.

Joe has one sister Nancy who attends a community college near their home. His father is a healthcare administrator and his mother works at the local university. The family is interested in theatre of all kinds and Joe has expressed interest in going to college to become a computer animator (stop motion animation).

 

Age 14

Summary of age-appropriate transition assessment:

 

On 8/23/2007 Joe participated in a teacher constructed interview regarding his strengths, interests, preferences and needs (interview document and responses can be found in Joe's permanent file).

Joe expressed that he would be interested in attending the local community college after high school. He is interested in computer animation. Joe wants to live at home while attending college, but eventually he wants to live independently. Joe's parents indicated that he is able to take care of personal needs and that he does chores around the house.

 

Joe shared that he does not like to be different from the other students, so he does not like to have help from the para-educator or use any devices that make him stand out from others. He does like to use the computer in the classroom. Joe and his parents want him to pursue the Core 40 diploma; however they are concerned about the higher math requirements for the Core 40.

 

For the upcoming year, the team needs to find out what careers are interesting to Joe as well as assist him and his family with understanding the requirements of the Core 40 diploma.

 

What do I already know about this student?

  • Joe wants to go to the community college after he graduates.
  • Joe is interested in becoming a computer animator.
  • Joe likes to use the computer.
  • Joe plans to live at home while attending college, but eventually he wants to live independently.
  • Joe has strong reading comprehension skills, but his writing skills are weak.
  • Joe requires accommodations in higher math.
  • Joe does not like to appear different from other students.
  • Joe requires behavior supports when he becomes angry.
  • Joe wants a Core 40 diploma.

What else do I need to know about this student?

  • What are Joe's computer/keyboarding skills?
  • Are there other careers related to the computer that may interest Joe?

What methods will provide this information?

  • Computer Keyboarding class
  • Drive of Your Life

 

 How will this assessment data be collected and used?

  • Joe's computer class teacher will report on his progress in the class and recommend classes that will help him as he chooses a career and for instructional activities in his classes.
  • Joe will participate in the Drive of Your Life unit with his classmates in his English class. Information from this assessment will provide Joe and his teachers information and confirmation about his career goal choice and about education and other requirements. This information can be used to plan for postsecondary training and appropriate classes that he can take in high school.

 

 

Age 15

Summary of age-appropriate transition assessment:

Joe's performance in the Computer Keyboarding class that he took second semester demonstrated that he had weak keyboarding skills, but that his knowledge of computer operations was good. His teacher reported that Joe created a travel brochure in his Computer class that showed his creativity and knowledge of the various features of the computer program.  

 

In the Drive of Your Life assessment (9/15/08) Joe's strengths were in the areas of creativity and structure. He learns best by doing hands-on activities. Joe was introduced to various careers that involve the computer and art. He learned about educational requirements for various careers of interest.

 

For the upcoming year the team will help Joe focus on exploring careers specific to computers and computer graphics and will explore appropriate behavioral supports to help Joe deal with his anger.

 

What do I already know about this student?

In addition to information gathered from the previous years:

  • Joe's computer keyboarding skills are weak, but his knowledge of the computer is very good.
  • Joe is a hands-on learner.
  • Joe likes projects that allow him to work independently.
  • Joe's career strengths are in the areas of creativity and structure.

What else do I need to know?

  • What types of behavioral supports does Joe require when he is angry?
  • What are some career explorations and/or job shadowing experiences that would support Joe's interests?

What methods will provide this information?

  • Getting to Know Your Anger assessment instrument
  • Graduation/career plan

How will this assessment data be collected and used?

  • Joe's teacher or counselor will administer the anger assessment instrument. Information from this assessment will help Joe understand how to manage his anger and will help the school know what type of supports Joe will need and when.
  • The guidance counselor will meet with Joe to develop his graduation plan and determine appropriate job shadowing activities and diploma track.

 

Age 16

Summary of age-appropriate transition assessment:

Joe completed the Getting to Know Your Anger assessment with his counselor on 9/10/09. The results indicated that Joe tends to withdraw when he becomes angry and refuse to do any work. His anger is usually over being singled out for something. Joe also shows anger if he is ill or in pain, but he does not communicate those feelings with others.  Joe's teachers confirm this information from their own observations.

 

In Joe's graduation plan meeting with his guidance counselor on 9/24/09, Joe expressed an interest in job shadowing activities with the local newspaper in the graphic and web design department.

 

In the upcoming year Joe and his family will work with the Guidance Counselor to explore options other than a Core 40 diploma. The team will support Joe in identifying the courses and activities most critical to his future employment and independent living.

 

What do I already know about this student?

In addition to the information gathered in previous years:

  • Joe withdraws when he becomes angry, and his anger usually is the result of being singled out or not feeling well.
  • Joe requires behavioral supports to help him deal with anger issues.
  • Joe is interested in job shadowing at the local newspaper's graphic arts department.

What else do I need to know?

  • Should Joe continue to pursue the Core 40 diploma?
  • Was the job shadowing activity a positive experience for Joe?
  • What other activities will help Joe with post-secondary goal decisions?

What methods will provide this information?

  • End of Course Assessments (ECAs)
  • Student Self-Assessment Reflections Form

How will this data be collected and used?

  • Joe's Guidance Counselor will review the results of his ECAs and meet with Joe and his parents to talk about graduation options.
  • Joe's Transition Coordinator will review Joe's responses in the Student Self-Assessment Reflections Form   regarding his job shadowing experience at the local newspaper. This information will help determine future job shadowing and/or work experiences.

 

Age 17

Summary of age-appropriate transition assessment:

Joe completed the ECAs on 5/12/10. He passed his English ECA, but not his Algebra. Joe struggled with the higher math problems.  Joe's parents have informed the school that they will be getting a tutor for Joe in Algebra over the summer.

Joe's responses on the Student Self-Assessment Reflections Form indicated that he liked his job shadowing experience at the newspaper graphic arts department. He stated that he was very interested in the web design work and that he might enjoy doing this type of work also.

 

For the upcoming year the team will support Joe explore appropriate skills needed for success on the job. Also, the Guidance Counselor will review diploma options and the waiver process.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Joe did not pass the ECA for algebra – even with accommodations and supports.
  • He did pass his English ECA.
  • Joe liked his job shadowing experience at the newspaper and stated that he might enjoy doing web design work.

What else do I need to know?

  • What is Joe's work personality? How will he perform on the job?
  • What are Joe's options if he does not pass the algebra ECA?

 

What methods will provide this information?

  • Graduation/career plan
  • Report from the tutor that parents plan to use
  • Retake of algebra ECA
  • Work Personality Profile

 

How will this assessment data be collected and used?

  • Joe's guidance counselor will meet with Joe and his parents and review Joes' results on the math ECA retake and if Joe was unsuccessful, the counselor will explain the general diploma option for Joe in lieu of the Core 40 diploma. This information will help them make decisions on what diploma Joe should pursue.
  • Joe's Transition Coordinator will set up a work experience at the local newspaper. The Transition Coordinator and Joe's supervisor will evaluate his work behaviors and performance. This information will help Joe prepare for post-secondary employment.

 

Age 18

Summary of age-appropriate transition assessment:

 Joe took the algebra ECA on 5/15/11 for the second time and did not pass.

Joe's guidance counselor met with Joe and his parents on 5/20/11 to review diploma options. He explained that Joe could take the general diploma option and still be able to attend the local community college in computer graphics.

 

Joe's supervisor at his work experience site completed the Work Personality Profile for Joe on (4/10/11). Results of this profile indicate that Joe is very good at paying attention to detail in his work, but he is not comfortable with social interactions or groups at work, and he does not like changes in his work assignments.

 

For this upcoming year the Guidance Counselor will help Joe understand the process and requirements to get into a post-secondary school of this choice. The team will also support Joe in developing self-advocacy skills needed to be successful in his post-secondary training and on the job.

 

What do I already know about this student?

  • Joe did not pass his second attempt at the algebra ECA.
  • Joe and his parents agree that he should pursue the general diploma and apply for the computer graphics program at Ivy Tech Community College.
  • Joe liked his work experience at the newspaper computer graphics department.
  • Joe does not like to be involved in social interactions at work.
  • He does not like changes in work assignments.

What else do I need to know about this student?

  • What will Joe need to do to get accepted to the Ivy Tech computer graphics program?
  • What are Joe's self-advocacy skills, so he can explain his disability and specific needs at his post-secondary training and at work?

What methods will provide this information?

  • College visit to Ivy Tech
  • Self-Advocacy Checklist

How will this assessment data be collected and used?

  • Joe's guidance counselor will arrange for Joe to visit Ivy Tech and talk to appropriate personnel including the Disability Services Counselor. This visit will help Joe, his parents, and his VRS counselor prepare for post-secondary training.
  • Joe and his TOR will evaluate his self-advocacy skills in the areas listed on the checklist: classroom, employment, and social/community. This information will be helpful to Joe, his teachers, his parents, and his VRS counselor as plans are made for post-secondary goals in education/training, employment, and independent living.
  • In addition to this information and the information in his IEP, Joe will receive a Summary of Performance that he can take to his VRS counselor and Ivy Tech Disabilities Services counselor to support his future plans.

 

 What Do You Think?

 

  

 

Sandy:

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Sandy is a 14 year old student who will be entering the 9th grade at Somwhere High School in the fall. She was re-evaluated by the school psychologist at the beginning of her 8th grade year to determine if her eligibility area was correct. There had been some concern about her lack of interest in school and her seemingly social withdrawal. Following the evaluation, it was determined that Sandy is still eligible for special education services as a student with a Specific Learning Disability in the areas of written expression and reading comprehension.

The following Summary was taken from the educational evaluation, teacher reports, grade cards, standardized testing and reports from Sandy and her parents, and various age appropriate transition assessments (Reality Store, Student Dream Sheet). Sandy has been identified with a Specific Learning Disability since she was in 4th grade. She struggles with reading comprehension, though she has good decoding skills. Sandy gets frustrated that she is able to read words, but not remember the content for long passages. Sandy also has difficulty with written language. She has used a word processor since she was in 6th grade, along with spelling and grammar checks, which has helped her significantly. Sandy has average ability in math. She did not pass the 8th grade portion of the Language Arts on the ISTEP, but did pass the Math section. Sandy currently achieves at the 6th grade level for both comprehension and written language.

Sandy's teachers report that she is typically very quiet and sometimes appreas withdrawn. She has a small group of firends that she eats lunch with and spends free time with. Sandy's parents divorced last year; teachers feel this has impacted her social behavior. Though quiet, Sandy is very respectful to adults and will answer when called upon. She prefers not to read aloud in class. Sandy has participated in choir this year and would like to continue this when she goes to high school.

Sandy has no siblings and lives with her mother. She sees her father every other weekend and for a month in the summers. Sandy's mother is a nurse and works 12 hour shifts. In her free time, Sandy likes to watch movies. She is learning to cook at home so she can help out her mom. Sandy indcates that she would like to be either a nurse, like her mom, or adental hygienist like her aunt. Sandy is pusuing a Core 40 diploma.

 

Age 14

Summary of Findings from Age Appropriate Transition Assessment:

 

On 3-22-07 Sandy participated in the Reality Store simulation with the rest of her 8th grade class.  Sandy's teacher reports that she did very well on all of the pre-work, including budgeting, writing checks, and doing simple research for a career.  Sandy chose dental hygiene as her career choice and thinks she can support herself with that career. 

 

On 4-11-07 Sandy also completed a Student Dream Sheet.  She indicated that she hopes to go to college, have a full time job and someday get married and have a family.  Sandy would like to live in her current city or somewhere close to her parents.  Sandy also indicated that she likes a small group of good friends, instead of a lot of people around her.

 

During the upcoming year, the case conference committee will explore written language supports and ensure that Sandy and her mom understand diploma options.

 

What do I already know about this student?

  • Quiet and respectful
  • Has difficulty with reading comprehension and written language
  • Wants to go to college and go into the medical field
  • Wants to live independently

 

What information do I need to know about this student?

  • What supports might be available for written language that are most appropriate for the high school setting
  • Make sure that parent/student meet with guidance to discuss diploma options and Core 40 requirements.

 

 

 

What methods will provide this information

  • Attend 9th grade orientation
  • Meet with guidance counselor to discuss schedule
  • Teacher of record will explore AT options to support written language

 

 

 

How will the assessment data be collected and used

 

  • Guidance meeting and scheduling records
  • Results from Freshman Careers Class
  • Reports from TOR regarding AT

 

 

 

Age 15

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy participated in a Freshman Careers Class during the 2007-08 school year.  Within class, she completed the Learn More Indiana Careers Interest Inventory (1- 14-08), a Learning Styles Inventory (2-5-08), and various class projects.  (Copies of inventories are available in her class file).  Sandy continues to show interest in the medical field and helping people.  Her teacher reports that Sandy opened up more during class and appeared to keep up with her reading and her written work.

 

Sandy continued to use a word processor in the resource room this school year.  Her TOR borrowed a laptop during second semester that Sandy could take to classes to do her written work.  Sandy said she was embarrassed of this, and continued to come to the Resource Room for her supports.

 

Sandy passed both sections of ISTEP this school year and maintained a B-average.

 

For the upcoming year, the case conference committee needs to explore classroom technology as well as get a better understanding of Sandy's self-advocacy skills.

What do I already know about this student?

Quiet, but opening up some

Continues to want to be a dental hygienist

Needs word processing for lengthy written work

Has acclimated well to high school.

 

 

What information do I need to know about this student?

  • Can we get her to use a piece of technology within her classrooms?
  • Can Sandy advocate for herself and her needs
  • Are there other supports that she needs to continue on her Core 40 path?

 

 

 

What methods will provide this information

  • Sandy and her TOR will complete an AT checklist to see if there are other pieces of equipment that might be helpful in the classroom, and not as 'obvious'.
  • Sandy will complete the PERC Self Advocacy Checklist with her guidance counselor.

 

How will the assessment data be collected and used

 

  • Sandy and her TOR will report progress with her AT possibilities and choices
  • Responses to PERC Self Advocacy Checklist will be shared at her next case conference.

  

 

 

Age 16

Summary of Findings from Age Appropriate Transition Assessment:

 

On 2-25-09 Sandy completed the Self Advocacy Checklist with her guidance counselor.  She indicated that she is concerned about passing all of her classes and taking the SATs for college.  She is concerned that she won't be able to get into college with her learning disability.  Sandy also indicated that she knows how to do things for herself, but is not always comfortable talking to teachers about what she needs in the way of accommodations.  She prefers to be treated 'like everyone else' even though she knows some supports would help her.

 

Sandy and her TOR have utilized an IPAD during the second semester of this school year.  Some of Sandy's classes have gone to 1:1 computers, so Sandy feels like she doesn't stick out carrying around an IPAD.  The IPAD has been loaded with spell check and grammar check, word prediction, and Dragon Speak.  Sandy really likes using speech to text.  She does this mostly in the resource room.  She takes notes on her IPAD in her hardest classes.  She has also been able to take the IPAD home with her, which has helped her with her homework.

 

For the upcoming year, Sandy's team will need to support her PSAT prep class.  They will also support Sandy in setting up a job shadowing experience and exploring post-secondary schools.

 

What do I already know about this student?

  • Concerned about passing classes and getting into college
  • Has had success with the IPAD for word processing and speech to text
  • Still wants to become a dental hygienist

  

What information do I need to know about this student?

  • Will Sandy be able to get an acceptable score on her SATs?
  • What school(s) is Sandy interested in attending?
  • Does Sandy have a good picture of what a dental hygienist does?
  • Will Sandy need financial aid to attend school?
  • Will Sandy have any barriers with transportation?

 

What methods will provide this information

  • Sandy will take the summer PSAT prep class to give an indication of how she does.
  • Sandy will work with her guidance counselor to set up a job shadowing experience with a local dentist office.
  • Sandy plans to take drivers training this summer and hopefully get her license.
  • Sandy and her mom are beginning to explore colleges with dental hygiene programs and will be supported with information from guidance.

    

How will the assessment data be collected and used

 

The following will be presented at Sandy's next case conference:

  • Results of PSAT prep class
  • Sandy's opinion after her job shadowing experience
  • College choices, so visits can be scheduled
  • Results of her driver's training course

 

Age 17

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy completed a summer PSAT prep course at the high school in July of 2009.  With the adaptation of extended time, she was able to finish the practice test with an acceptable score.  Her teacher reported that Sandy was very focused and really worked hard in the course. 

 

Sandy also took drivers training this summer, and now has her driving permit.  J

 

In November of 2009, Sandy spent 2 hours per week for 3 weeks at the local dentist office.  She was able to observe the hygienists and talk with them about their schooling and their jobs.  Sandy expresses that she is now even more sure that she wants to be a dental hygienist.  Sandy would also like to see if she could get a part time job working in a dentist's office.

 

Sandy and her mom have gathered literature regarding 2 post-secondary schools in the area that have Dental Hygiene programs.  Sandy indicates that she would like to go to IPFW because she could still live and home and drive back and forth to school. 

 

During the upcoming school year, Sandy's team will support her preparation for the SAT and work with her on self-advocacy skills.

 

What do I already know about this student?

  • Wants to be a dental hygienist
  • Will be able to transport herself
  • Is interested in attending IPFW and living at home
  • Has become very focused about meeting her career goals
  • Would like to get a part time job in a dentist office

 

What information do I need to know about this student?

  • Does she have a resume and interviewing skills as she looks for a job?
  • How will she do taking the SAT test?  Does she need prep for it?
  • Can Sandy advocate more for herself as she has gotten older, to ask for the supports she needs?

  

What methods will provide this information

  • Self Determination Observation Checklist (SDOC) – completed by parent and teacher
  • Self Determination Checklist – Student Self-Assessment (completed by Sandy)
  • Resume, cover letter, and interviewing conducted in English 12 clas

 

How will the assessment data be collected and used

 

  • Results from Checklists will be discussed
  • Completed Resume, Cover Letter, and Mock Interviewing from English class
  • Whether or not Sandy was able to find employmen

 

 

 

Age 18

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy will graduate in May, 2011 with a Core 40 Diploma

 

Sandy has applied and been accepted at IPFW.  She will start in a general program and later make application for the Dental Hygiene program. 

 

In March, 2011 Sandy completed the Self Determination Checklist and her TOR and mom completed the Self Determination Observation Checklist.  Sandy sees herself as much more independent and able to speak for herself.  Sandy's mom has also seen growth in this area and stated that Sandy did a great deal of the talking at her meeting with the advisor at IPFW.  Sandy's TOR stated that Sandy has begun to be more open about her disability and her needs, and understands that in college, she will need to seek out supports.

 

In October of 2010 Sandy got a part time job working in a local dentist's office.  She works 10 hours per week and mostly files, answers phones, and does general cleanup.  Sandy said that her job is going great and she is learning a lot.

 

In February of 2011 Sandy completed and updated her resume and cover letter in her English class. 

 

What do I already know about this student?

  • Graduating with Core 40 Diploma in May
  • Is working part time
  • Has been accepted at IPFW
  • Has her driver's license and is able to transport herself (sharing a car with her mom right now)
  • Is able to advocate for herself when needed

What information do I need to know about this student?

 

  •  Does Sandy have everything she needs to graduate?

 

What methods will provide this information?

  • When Sandy exits she will be provided with a Summary of Performance that outlines her learning needs and goals.  Sandy can give this to her advisor at IPFW as well as the Director of the Student Support Program there

 

How will the assessment data be collected and used?

 

  • Sandy will have her Summary of Performance and other school records to use as she sees fit.

 

 

 What Do You Think?

 

 

 

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