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

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

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ISBN: 9780205327270 | 0205327273
Cover: Paperback
Copyright: 2/17/2006

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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.

To the Reader

Section One: The Foundation of Transition Assessment

(52)

Transition Planning and Transition Assessment: What Is It? Why Do We Do It?

(10)

Historical Overview

(1)

IDEA and Transition Planning

(2)

Transition Assessment

(2)

Relationship of the Transition Plan to Other IEP Goals and Objectives

(5)

Career Development and Transition Assessment

(8)

Career Maturity

(1)

Career Development and Disability

(1)

Career Development and Transition Assessment

(1)

``Readiness'' to Make Career Decisions

(5)

Assessment of Future Planning Needs

(18)

The Relationship of Career Planning, Future Planning, and Transition Assessment

(3)

Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities

(1)

Future Planning Inventory System

(3)

Using Future Planning Assessment Information to Develop IEP Goals

(7)

Resources for Assessing Future Planning Needs of Students with Mild Disabilities

(2)

Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities

(3)

Assessment of Self-Determination and Self-Advocacy Skills

(15)

The Relationship between Self-Determination and Self-Advocacy

(1)

Resources for Assessing Self-Determination

(1)

Commercially Available Self-Determination Assessments

(4)

Additional Resources for Self-Determination, Self-Advocacy, and Future Planning

(5)

Section Two: Building Blocks for Effective Transition Assessment and Planning

(102)

Using Academic and Behavioral Assessment Information for Transition Planning

(13)

Learning Style Assessment

(5)

Functional Life Skills Assessments

(17)

Social Skills

(1)

Social Competence

(1)

Comprehensive Transition Assessments

(3)

Life-Centered Career Education Assessment Instruments

(3)

Transition Planning Inventory (TPI)

(1)

Life Skills Assessments

(1)

Use of the Future Planning System (FPS) to Gather Life Skills Assessment Information

(2)

Summary of Future Planning System for Tenisha

(4)

Vocational Assessment

(14)

Vocational Assessment Assumptions

(2)

Step One: Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry

(2)

Step Two: Develop Data Collection and Exchange Procedures for the Entry Phase

(3)

Step Three: Use Assessment Information to Plan the Student's Vocational Education Program

(1)

Step Four: Identify Essential Information That Must be Collected to Monitor Each Student's Progress in the Vocational/Community-Based Education Program

(1)

Step Five: Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings

(1)

Step Six: Identify Essential Information That Must Be Reviewed Prior to the Student's Transition into Future Planning or Employment Settings

(1)

Step Seven: Conduct an Exit Transition Meeting

(4)

The MAGIC Model: How to Integrate Formal and Curriculum-Based Assessment for Career Planning

(15)

Component One: Make a Prediction about Future Settings

(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

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

Summary

Table of Contents

Supplemental Materials