Transition Assessment Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities

by Miller, Robert J.; Lombard, Richard C.; Corbey, Stephanie A.

• ISBN13: 9780205327270
• ISBN10: 0205327273
• Edition: 1st
• Format: Paperback
• Copyright: 2006-02-17
• Publisher: Pearson

Summary

A practical, "hands on" book designed to provide the reader with a comprehensive understanding of how to use assessment information to develop transition plans. Extremely practical and comprehensive, this new text demonstrates how to use transition assessment information to plan and design IEP goals and objectives. Theory, practice and application are tied together to develop the readers knowledge and skill in transition assessment. As such, the reader is provided withwhatto assess as well ashowto assess. Finally, the book is structured to allow the reader to practice and demonstrate their understanding of transition assessment. The text provides students with a model of transition assessment and several criterion referenced assessment instruments useful in student assessment. Plus, a chapter dedicated to each component of a holistic transition assessment model that helps students practice what and how to assess.

Table of Contents

To the Reader	xi
Section One: The Foundation of Transition Assessment	1	(52)
Transition Planning and Transition Assessment: What Is It? Why Do We Do It?	2	(10)
Historical Overview	2	(1)
IDEA and Transition Planning	3	(2)
Transition Assessment	5	(2)
Relationship of the Transition Plan to Other IEP Goals and Objectives	7	(5)
Career Development and Transition Assessment	12	(8)
Career Maturity	13	(1)
Career Development and Disability	14	(1)
Career Development and Transition Assessment	15	(1)
``Readiness'' to Make Career Decisions	15	(5)
Assessment of Future Planning Needs	20	(18)
The Relationship of Career Planning, Future Planning, and Transition Assessment	20	(3)
Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities	23	(1)
Future Planning Inventory System	23	(3)
Using Future Planning Assessment Information to Develop IEP Goals	26	(7)
Resources for Assessing Future Planning Needs of Students with Mild Disabilities	33	(2)
Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities	35	(3)
Assessment of Self-Determination and Self-Advocacy Skills	38	(15)
The Relationship between Self-Determination and Self-Advocacy	42	(1)
Resources for Assessing Self-Determination	43	(1)
Commercially Available Self-Determination Assessments	44	(4)
Additional Resources for Self-Determination, Self-Advocacy, and Future Planning	48	(5)
Section Two: Building Blocks for Effective Transition Assessment and Planning	53	(102)
Using Academic and Behavioral Assessment Information for Transition Planning	54	(13)
Learning Style Assessment	62	(5)
Functional Life Skills Assessments	67	(17)
Social Skills	70	(1)
Social Competence	70	(1)
Comprehensive Transition Assessments	71	(3)
Life-Centered Career Education Assessment Instruments	74	(3)
Transition Planning Inventory (TPI)	77	(1)
Life Skills Assessments	77	(1)
Use of the Future Planning System (FPS) to Gather Life Skills Assessment Information	78	(2)
Summary of Future Planning System for Tenisha	80	(4)
Vocational Assessment	84	(14)
Vocational Assessment Assumptions	84	(2)
Step One: Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry	86	(2)
Step Two: Develop Data Collection and Exchange Procedures for the Entry Phase	88	(3)
Step Three: Use Assessment Information to Plan the Student's Vocational Education Program	91	(1)
Step Four: Identify Essential Information That Must be Collected to Monitor Each Student's Progress in the Vocational/Community-Based Education Program	91	(1)
Step Five: Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings	92	(1)
Step Six: Identify Essential Information That Must Be Reviewed Prior to the Student's Transition into Future Planning or Employment Settings	93	(1)
Step Seven: Conduct an Exit Transition Meeting	94	(4)
The MAGIC Model: How to Integrate Formal and Curriculum-Based Assessment for Career Planning	98	(15)
Component One: Make a Prediction about Future Settings	98	(4)
Component Two: Assess Entry-Level Skills of Predicted Settings	102	(2)
Component Three: Guide Student's Acquisition of Discrepant Skills	104	(3)
Component Four: Instruct for Generalization	107	(1)
Component Five: Conduct Maintenance Checks	108	(5)
Using Transition Assessment Information to Design an Effective Transition Plan	113	(29)
Joe Site: Longitudinal Transition Planning	114	(1)
Summary of Transition Assessment Information from 9th Grade Evaluation	114	(7)
Summary of Transition Assessment Information from 10th Grade Evaluation	121	(8)
Transition Planning for the Senior Year	129	(1)
Summary of Transition Assessment Information from 11th Grade Evaluation	130	(9)
Summary of Joe Site's Transition Plan	139	(3)
The Collaborative Transition Model: An Interdisciplinary Approach to District-Wide Transition Planning	142	(13)
Step One: Internal Steering Committee	142	(1)
Step Two: Transition Core Team	143	(1)
Step Three: Community Survey	144	(1)
Step Four: Community Action Plan	144	(3)
Step Five: Individualized Transition Process	147	(5)
Step Six: Annual Evaluation	152	(3)
Appendix A Informal Transition Assessment Instruments	155	(52)
A-1. Questions to Ask to Gauge Career Maturity of Students	155	(2)
A-2. Future Planning Inventory	157	(16)
Form 1: Student Inventory	157	(6)
Form 2: Parent Inventory	163	(6)
Form 3: Educator Inventory	169	(4)
A-3. Self-Determination and Self-Advocacy Skills Questionnaire	173	(14)
Form 1: Student Form	173	(2)
Form 2: Parent Form	175	(4)
Form 3: Educator Form	179	(4)
Form 4: Student and Teacher Interview: Performance Battery	183	(3)
Form 5: Scoring Summary Sheet	186	(1)
A-4. C.I.T.E. Learning Styles Inventory	187	(6)
A-5. Transition Exit Form: Interagency Responsibilities	193	(4)
A-6. Student Centered Data / Student Interview Format	197	(2)
A-7. Program Inventory Form	199	(2)
A-8. Vocational Assessment Profile	201	(6)
Appendix B Completed Informal Assessment Information for Activities	207	(46)
B-1. IDEA 1997---Critical Part 300 Regulations Regarding Transition Planning	207	(2)
B-2. Completed Activity Forms---Future Planning Inventories for Susan McMillin	209	(14)
Form 1: Student Inventory	209	(6)
Form 2: Parent Inventory	215	(5)
Form 3: Educator Inventory	220	(3)
B-3. Completed Activity Forms---Self-Determination and Self-Advocacy Test Results for Sara P.	223	(8)
Form 1: Student Questionnaire	223	(2)
Form 2: Parent Questionnaire	225	(3)
Form 3A: Educator Questionnaire, Part A	228	(1)
Form 3B: Educator Questionnaire, Part B	229	(2)
B-4. Activity Forms---C.I.T.E. Learning Styles Results for Sara Jones	231	(5)
B-5. Activity Summary---Transition Planning Inventory (TPI) Results for Juan Rodrigiez	236	(2)
B-6. Activity Summary---Transition Exit Form: Interagency Responsibilities for Heidi Camper	238	(3)
B-7. Activity Forms	241	(12)
Form 1: Vocational Assessment Profile Results for Spencer McGillacutty	241	(6)
Form 2: Program Inventory Results for Spencer McGillacutty	247	(2)
Form 3: Learning/Working Styles Inventory Results for Spencer McGillacutty	249	(4)
Appendix C Transition Assessment Documents	253	(42)
C-1. Transition Assessment Tools---Sequence of Assessment Tools Used by Large District in Junior High and High School	253	(3)
C-2. Transition Planning Checklist	256	(8)
C-3. Individual Student Transition Portfolio	264	(10)
C-4. Interagency Guide for Transition Planning	274	(17)
C-5. Post High School Follow-Up Survey: Class of 2003	291	(4)
Appendix D Reevaluation Report: Joe Site---9th grade	295	(6)
Appendix E Selected Assessment Tools for Transition Planning for Students with Mild Disabilities	301	(3)
Index	304