Assess for Success: A Practitioner's Handbook on Transition Assessment
“Makes a distinct contribution to the field, addressing a critical area of responsibility for schools under IDEA 2004.”
“Will become a valuable resource to many stakeholders.”
Help students with disabilities transition successfully into adult life!
Assisting students with disabilities in planning for their future as adults offers both challenges and unique opportunities for educators. An authoritative guidebook for Individualized Education Program (IEP) and Individualized Transition Planning teams, Assess for Success, Second Edition, helps students, special educators, and families define appropriate goals—including postsecondary education and employment choices—for the transition to adult life.
New resources in the revised edition emphasize practical transition assessment techniques with sample forms for community assessment, job analysis, and vocational training ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Overview of Transition Assessment
- Chapter 2: Career Development as a Context for Transition Assessment
- Chapter 3: The Role of Self-Determination in the Transition Assessment Process
- Chapter 4: Using Outcomes of Assessment for IEP Planning
- Chapter 5: Roles of Key Players
- Chapter 6: Methods of Gathering Information
- Chapter 7: Matching Students to Environments: Making Transition Assessment a Success
Copyright © 2007 by Corwin Press, Inc.
All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities who have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
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Library of Congress Cataloging-in-Publication Data
Assess for success: A practicioner's handbook on transition assessment/Patricia L. Sitlington, Debra A. Neubert, Wynne H. Begun, Rick Lombard, and Pamela Leconte—2nd ed.
Previously published: Reston, Va.: Council for Exceptional Children, .
Includes bibliographical references and index.
ISBN-13: 978-1-4129-5280-4 (cloth: alk. paper)
ISBN-13: 978-1-4129-5281-1 (pbk.: alk. paper)
1. Youth with disabilities—Services for—United States. 2. Students with disabilities—Services for—United States. 3. People with disabilities—Vocational guidance—United States. 4. School-to-work transition—United States. 5. Social integration—United States. 6. Needs assessment—United States. I. Sitlington, Patricia L. II. Neubert, Debra A. III. Begun, Wynne H. IV. Title.
This book is printed on acid-free paper.
07 08 09 10 11 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Kathleen McLane
Editorial Assistant: Mary Dang
Production Editor: Beth A. Bernstein
Copy Editor: Halim Dunsky
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Tracy Marcynzsyn
Indexer: John Hulse
Cover Designer: Monique Hahn
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) directly addresses transition assessment. It also mandates that each student be provided with a Summary of Performance (SOP) before he or she exits the school system. Both of these additions hold tremendous potential for integrating the results of transition assessment into the transition planning process for the student—via the Individualized Education Program (IEP).
Preparing for transition into all aspects of adult life is like taking a long trip. To proceed effectively it helps to have an itinerary, a timetable, and a map. As with any trip, it is important to make frequent progress checks to be sure you are still on the right road and are moving along at the speed you anticipated. Also, frequent progress checks allow for orderly course corrections, side trips, and changes in destination. Transition assessment is an individualized, ongoing process that helps students with disabilities and their families define appropriate personal destinations or goals and check progress along the way.
The vision for life beyond school should begin to be conceived in the elementary and middle school years. IDEA 2004 mandates that by age 16 the IEP must reflect a clear timetable and itinerary for accomplishing specific goals. (We believe that this process should start much earlier—and no later than age 14.) Assessment is crucial in establishing this timetable and in keeping the IEP team on track. However, deciding what to assess and how assessment data will be collected and used can be a challenge.
This is the second edition of this handbook, and we have made a number of changes in this edition. This handbook is designed to be used by everyone on the IEP team, including the student, family members, general and special educators, and adult providers, as they assist a student of any disability and functioning level in defining his or her vision of the future and in reaching this vision. The assessment process described in this handbook builds upon a variety of information emphasizing the use of transition assessment techniques and community-based settings in gathering the information needed for transition planning.
[Page viii]The first chapter provides an overview of the transition assessment process, including its purpose and the laws requiring that transition assessment be carried out. Chapter 2 approaches transition assessment within the context of career development and provides a checklist and set of assessment questions to help teachers pinpoint where along the awareness, exploration, preparation, and assimilation career path a student is functioning.
Chapter 3 presents the role of the student in the transition assessment process and the development of self-determination skills to assist the student in this role. The focus of Chapter 4 is on integrating the results of transition assessment into the IEP. Sample case studies and transition goals are provided. Chapter 5 discusses the role of the individual, family members, special education and general education teachers, support staff, and adult service providers in the assessment process.
Chapter 6 then presents an overview of methods that practitioners can use to collect information about the student's needs, strengths, preferences, and interests throughout the transition planning process. This chapter also presents methods of gathering information about the demands of current and potential future living, working, and educational environments. The final chapter presents a format for making the best match between the demands of these environments and the needs, strengths, preferences, and interests of the student. This chapter also presents questions that need to be asked during the transition process and procedures for developing an assessment plan.
Transition assessment is not a magical process. It is simply assisting students in identifying where they would like to live, work, and learn when they become adults and in determining the supports, accommodations, and preparation they will need in order to reach their goals. We hope that this handbook will help you as you assist students in this process.
Our appreciation goes to the individuals with disabilities with whom we have worked and to their family members and the professionals who work with them to make the transition to adult life as smooth as possible. They have shown us how critical the assessment process is in this transition. We also acknowledge the major contributions of those graduate students at the University of Northern Iowa who assisted with editing and coordinating the many components of this handbook. These individuals include Sonya Elzey, Crystal Stokes, and Heather Trilk. Our thanks also go to our colleagues who supported us during the writing of this handbook.
Thanks, too, to the following reviewers of this edition for their suggestions and comments: Gary Clark, Bob Loyd, and Jeanne Repetto. Finally, we extend our appreciation to Kathleen McLane, Mary Dang, Beth Bernstein, and Halim Dunsky for their editorial assistance in getting this handbook into its final form.[Page x]
About the Authors
Appendix A: Summary for Postsecondary Living, Learning, and Working[Page 125][Page 126][Page 127]
Appendix B: Selected Commercially Available Tests/Assessment Procedures[Page 129]
Appendix C: Community Assessment Form[Page 137]
[Page 138]Dates of Assessment _____
Compiled by _____
The headings in Community Assessment are aligned with postsecondary outcomes specified in the definition of transition services from IDEA 2004. In addition, transportation is included to encourage optimal independence for students with disabilities.Student Identification Information1. Community Resources
(List organizations, services/activities, Web site/telephone)
2. Services for Individuals with Disabilities
- Recreational resources
- Parks and recreation services
- YMCA, gym facilities
- Community theatres/arts facilities
- Museums, local attractions
- Movie theatres
- Religious resources (List organizations and services and Web site or telephone)[Page 139]
- Consumer resources (List organizations/businesses and services and Web site or telephone)
- Medical services
- Health services
- Social services
- Grocery stores, banks
(State and/or local name, services, Web site/telephone, address)
3. Employment Resources
- Vocational rehabilitation
- Developmental disabilities
- Mental health services
- Social Security benefits office
- Local adult service providers (not-for-profit agencies)
(List organization/business, type of services, contact information, Web site/telephone)
[Page 140]4. Postsecondary Education, Vocational Education, Adult and Continuing Education
- Sources for job openings
- One-stop career center
- Local newspapers
- Web sites for community or state listings
- Employment offices
- Vocational rehabilitation
- Secondary work-study teachers
- Examples of businesses within a 5-mile radius of the student's home
- Community adult service providers:
- Which of the adult service providers (identified in 2E) fund individual job coaching?
- Which of the adult service providers (identified in 2E) fund supported employment?
- Which of the adult service providers (identified in 2E) fund day habilitation programs?
Type Programs/activities Web site or telephone 4a. Programs or services for students ages 18 to 21 funded by local school systems 4b. Community college 4c. Colleges or universities 4d. Continuing education (local school system) 4e. Continuing education (community college) 4f. Public career/technical schools 4g. Private career/technical schools 4h. Apprenticeship programs 4i. Other5. Independent Living
(List name of organization that provides residential services in the locale and Web site/telephone)
6. Transportation Information
- Social services
- Department of housing
- Developmental disabilities
- State Medicaid waivers
- Which of the adult service providers (identified in 2E) provide residential options or services to support individuals with disabilities to live independently?
What type of transportation is availabel to reach employment and community resources? Start your search on the Internet. Using Google, type city, county, or state and special transportation (also try paratransit or specialized transportation for people with disabilities).
Useful Web sites:
- Public transportation (attach appropriate information)
(If public transportation is availabel, please attach appropriate schedule.)
- Taxi service
Company Telephone Accommodations or special services voucher programs
[Page 142]How does the student access special services and or fares?__________________________________
Copyright © 2007 by M. S. Moon and D. A. Neubert. All rights reserved. Reprinted from Assess for Success: A Practitioner's Handbook on Transition Assessment, 2nd ed., by Patricia L. Sitlington, Debra A. Neubert, Wynne H. Begun, Richard C. Lombard, and Pamela J. Leconte. Thousand Oaks, CA: Corwin Press, http://www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
- Other transportation services (e.g., carpools)
Appendix D: Job Analysis Form[Page 143]
Appendix E: Vocational Training Analysis Form[Page 151][Page 152]Part 1: Career and Technology Programs Overview
Before you complete the vocational training analysis, visit the guidance department or identify a person in the school who can assist you in obtaining the following information:
[Page 153]Part II: Analysis of Vocational-Technical Education Program
- Describe the career and technology programs at this school (vocational-technical education, career/technology, tech-prep, school-to-careers). Attach a brochure or other program material if availabel. Have the programs' (names and/or content) changed substantially in the past 2 to 3 years?
- Describe the type of school these programs are offered in: technology center, vocational high school, 2 years at high school and then 2 years at community college.
- In what grade(s) do students typically enroll in these programs?
- How do students in this school system find out about these programs?
- Do students receive any type of support services while enrolled in these programs if they require assistance?
- Other comments/points of interest:
DATE _____General InformationProgram Description
List the major objectives of your program (you can attach a copy of the course syllabus or objectives if availabel from the instructor).
Do students learn a “code” in your program (e.g., an electrician's or plumber's code) or must they pass a state examination at the end of their training (e.g., cosmetology state board)?
Describe the safety rules and tests that must be followed and passed for entrance into your program.[Page 154]Prerequisite Skills
Describe the types of prerequisite skills that the instructor would like students to have as they enter the vocational program.Educational SkillsBehavioral Skills (Check Those That Are Critical.)[Page 155]Physical Skills (Check Those That Are Critical.)Instructional Methods
Describe the teaching methods you use, including materials (audiovisuals, workshops, hands-on activities) and structure (small groups, lecture, discussion).
What kinds of assignments do students have to complete in this program (e.g., worksheets, papers, computations, demonstration/laboratory projects)?
Describe the ways students are tested:[Page 156]Support Services
What support services are availabel to students with special needs (students from lower socioeconomic backgrounds or students with disabilities)? Describe any such services, including the availability of vocational support service teams, resource teachers, etc.
Are there any additional support services (or cooperative efforts) that you think are needed for students with special needs to be successful in your program?
_____ Yes (Please describe.) _____
What type of jobs do students tend to get after exiting this program? Are there specific postsecondary programs some students transition to?
Is there a person at this school designated to help career and technology students find employment? (If yes, describe.)
[Page 157]In your opinion, is this career and technology instructor willing to work with students with disabilities? Explain. What would you change (in the curriculum, competencies, collaboration strategies) to facilitate students with disabilities in entering and completing this program?Copyright © 2007 by F.G. Smith. All rights reserved. Reprinted from Assess for Success: A Practitioner's Handbook on Transition Assessment, 2nd ed., by Patricia L. Sitlington, Debra A. Neubert, Wynne H. Begun, Richard C. Lombard, and Pamela J. Leconte. Thousand Oaks, CA: Corwin Press, http://www.corwinpress.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.[Page 158]
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