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Four-Part Transition
Assessment Model
Jim Martin
University of Oklahoma
Zarrow Center
Web: http://education.ou.edu/zarrow/
Email: [email protected]
The Purpose of Special
Education
What is the purpose
of Special Education?
2
The Purpose of SPED
. . . a free appropriate public
education that emphasizes
special education and related
services designed to meet
students’ unique needs and to
prepare them for further
education, employment, and
independent living.
3
The Reason Why - 1
4
The Reason Why -2
5
IDEA 2004 Post-Secondary Goals

IEPs must include
appropriate measurable
postsecondary goals
 based upon ageappropriate transition
assessment
 related to training,
education, employment,
and when appropriate,
independent living
Student Transition Questions







What are my interests, aptitudes, and
capabilities in school, work, and community
living?
Where do I want to live, work, or go to school
after leaving high school?
What courses do I want to take in high school
to graduate and prepare for my future?
What do I need to learn to do what I want?
What do I do after I leave school?
What are my strengths?
What do I need to improve to be successful?
Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for
youth with disabilities. New Jersey: Merrill Prentice Hall.
Four-Part
Transition
Assessment
Model
Transition
Assessment Model Components
1.
2.
3.
4.
Self-Determination
Assessment
Adaptive Behavior Assessment
Vocational Interest and Skills
Assessment
Postschool Predictor
Assessment (in development)
9
Transition Assessment
Progression Chart




Look at example in handout packet
Build by grade and by skill level
Identifies what, who, when, and how often
Can establish school or district wide
implementation of a sequential transition
assessment process
Self-Determination
Assessment
Part 1 of the 4-Part Transition
Assessment Model
11
Why SD Assessment?

Improved postsecondary outcomes




Goal setting during early adolescence
Awareness of disability
Goal attainment
Improved academic performance

Limited studies so far
12
Self-Determination Constructs
• Self-awareness
• Self-advocacy
• Self-efficacy
• Decision-making
• Use of self-management
strategies to attain plan
• Self-evaluation
• Adjustment
13
AIR Self-Determination
Assessment




Parent Version
Teacher Version
Student Version
Available at


http://education.ou.edu/zarrow
Cost: free
14
ARC Self-Determination
Assessment




Student version
Must use the manual to score
Cost: free
Available at http://education.ou.edu/zarrow
15
Field and Hoffman SD
Assessments

SD Student Scale

SD Parent Scale
SD Teacher Scale
SD Observation Checklist
User’s Guide





Cost: free
Available at http://education.ou.edu/zarrow
Adaptive Behavior
Assessment
Part 2 of the 4-Part Transition
Assessment Model
17
Our Belief


The law states that an independent living goal
be addressed “when appropriate.”
We believe that to determine if an
independent living goal needs to be written,
an adaptive behavior assessment needs to
be given. This provides evidence of needing
an independent living goal or not. How else
would a team determine if an independent
living goal is needed?
18
Adaptive Behavior
Assessments

Transition Planning Inventory (TPI)


Informal Assessments for Transition Planning


ProEd, Austin Texas (www.proedinc.com)
Enderle-Severson Transition Rating Form



ProEd, Austin Texas (www.proedinc.com)
Great tool for students with significant support
needs
www.estr.net
Casey Life Skills

www.caseylifeskills.org
19
20
21
Vocational
Interest
Assessment
Part 3 of the 4-Part Transition
Assessment Process
22
Vocational Interests for High
Achieving Students With Mild
Disabilities

Group Interest Inventories



ACT Plan
ACT Explorer
U.S. Dept of Labor O*NET




www.onetcenter.org
Interest profiler, ability profiler
Look left under Products
Select career exploration tools
23
Self-Directed Search - Form E






Students with limited reading skills
Spanish version
manual, assessment booklets,&
occupations finder
Reports interests across occupations
Available: www.parinc.com
Cost: $150
24
On-Line Free Interest Inventories

On-Line Individual Interest Inventories

My Future


I Oscar


www.careervoyages.com
Career Clusters


www.ioscar.org
Career Voyages


http://www.myfuture.com/toolbox/workinterest.html
www.careerclusters.org (download in pdf format)
Dept of Labor

www.onetcenter.org
25
Exploration of Interest Results

Occupational Outlook Handbook



www.bls.gov/oco/home.htm
www.bls.gov/k12/index.htm
Job videos (English or Spanish)

Individuals & Job clusters

http://acinet.org/acinet/videos.asp?id=
27,&nodeid=27

www.careervoyages.com

Uses the above videos in an interactive format
26
Career Awareness & Exploration

Watching

Video


http://acinet.org/acinet/videos.asp?id=27,&nodeid=27
Provides numerous videos for students to watch







English or Spanish
Job cluster and skill categories
Horse Training
Coast Guard Assistant
Construction Workers
Live in the Community
Doing


Short exploration periods
Long-term try-outs
27
Functional Vocational
Assessment
Designed for Students
Involved in Work Study
Programs
28
Vocational Interests via
Career Exploration - For
Those Who Can Read
Choosing Employment Goals
Sopris West Publishers
(www.sopriswest.com)
Requires reading and writing skills
29
Key:
Determine
Match
Between
What I Like
and What’s
at This Site
30
Each time student chooses a
characteristic one more cell on the
graph is marked
31
Choose and Take Action
Vocational Assessment Software
Use of a software
program and community
experiences to identify
entry-level job interests
32
33
34
35
36
Publisher
Choose and Take Action: Finding a Job for You
Sopris West
4093 Specialty Place
Longmont, CO 80504
800.547.6747
www.sopriswest.com
37
Transition
Success
Assessment
Part 4 of the 4-Part Transition
Assessment Model
38
Missing Link In Transition
Assessment



The field needs a transition
assessment tool based on
actual postschool success
predictors
The field needs a tool to assess
students’ current behavior and
attitudes linked to identified
transition success predictors
No tool like this exists (that we
could find)
Postschool Success
Predictors

Reviewed the literature to identify
student behaviors that predicted
postschool success.
 45 quantitative and qualitative
studies
 Several different search engines
 Journal reference lists
 Hand searched major journals
 Asked colleagues around the
country
40
14 Concept Clusters
• Desires
• Goals
• Strengths
• Limits
• Disability Awareness
• Persistence
• Use of Support Systems
• Coping Skills
• Social Skills
• Proactive Involvement
• Making Positive Choices
• Job Experience
• Transition Education
41
Transition Success Assessment

Transition Success Assessment: A Transition
Behavior Profile





46 items
Professional, Family, and Student TSA Versions
TSA Graphic Profile
TSA Goal Identification Matrix
Takes about 10 minutes to answer the items
and score
42
Wording of TSA Items


Fine tuned wording internally at
ZC
Conducted six social validity
groups
 4 expert panels (27
participants)
 1 parent panel (8 participants)
 1 student panel (8 participants)



1 more student panel to go
First round produced changes to
36 of 50 Professional TSA items
Subsequent panels made fewer
and fewer changes
43
Issues Expressed by Social
Validity Groups




Family group focused on wording associated with
friends, asking for support, coping skills, and
independent living.
Students did not like the word “used.”
Professional group more sensitive regarding words such
as limitation and disability awareness.
Very positive feedback from all the groups





Easy to understand and use
Makes sense
Beneficial to planning students’ future
“Now I understand what to teach”
Found the TSA practical
44
Transition Success
Assessment – Draft 45
45
Need Educators for Reliability
Studies

Now



Complete on three students then send to OU
Complete on same three students again four
week later and send to OU
In the Fall



With parental consent and student ascent
students complete TSA student version
Same students complete TSA four weeks later
Parent completes TSA
IES Grant Submitted

Submitted grant to IES to
conduct large scale studies





Structural equation modeling to
build construct validation
Test parallel versions (student,
professional, and family)
Similar factor structure across tools
Reliability studies across country
Undertake predictor studies
47
Collaborative Effort
48
49
For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: 405-325-8951
E-mail: [email protected]
Web: http://education.ou.edu/zarrow/
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