Domain 2:
Assessment
2.1 Explain transition assessment results to students and families
2.2 Apply transition assessment results to students' transition plans
2.3 Use a variety of formal and informal assessment methods during transition planning
2.4 Use assessments to identify students' strengths, interests, and preferences
2.5 Conduct assessments for critical transition outcomes (i.e., postsecondary education, employment, independent living)
2.6 Modify or adapt assessments when current measures are not applicable for a student
2.7 Match interests, preferences, and strengths of students with jobs or careers
2.8,Evaluate usefulness of current transition assessments
2.9 Coordinate or conduct assistive technology assessments for transition when needed for a student
2.10 Develop accommodations and modifications for state and district testing
2.11Support students in taking state and district assessments
It is vital to use student-driven planning and family input to drive the transition process when preparing goals and services. Students who start transition planning early due to state requirements are more likely to be employed than those who live in late-transition states (Cimara, 2014). Therefore, using assessment data and student and family input earlier can lead to better vocational outcomes. (2.4)
In my classroom, we begin the transition discussion page at the 9th-grade IEP. Extra time is taken to explain the high school process, certificate of completion, and how formal and state testing are conducted. Since high school is such a significant change for students and their families, it is essential to work together and make sure students and parents know their rights and how to self-advocate. Each family is different and may need further explanation as high school progresses. I use early informal student-led pictorial assessments to lead IEP goals attached to transition planning.(2.1, 2.2, 2.3)
Personal
Preference Indicator_ Spanish
Student Input
Transition Goals
9th grade Assessment Planning Guide
UNIQUE Assessment
Culturally diverse learners (CDL) may need increased family input to acknowledge cultural differences in drafting goals and developing services. Assessment needs may vary based on differences between student needs and school and home plans. Assessment options utilized through technology can help prepare CLD students for increased vocational opportunities and increase engagement (Williams-Diehm, 2018).(2.4)
Access to technology in the home, language barriers, and family expectations for youth may differ from plans school sites may traditionally offer as planning opportunities. In addition to using technology as a means to assess, providing assessment results in the student's home language and asking for student and family input such as a personal preference indicator is also vital for a successful transition. The majority of my caseload comes from Spanish-speaking homes. I rely on the district translators and school liaisons to help bridge the language barrier for my parents. Having a professional at the school site available to families is a vast resource and can also help them understand the assessment and IEP process. (2.4, 2.5, 2.7, 2.8)
The transition process can seem overwhelming for students and families with more significant disabilities. The reliability of school ending and the transfer of student rights may come as a surprise to families. "It is widely known that meaningful assessment should serve as a cornerstone for the design and delivery of transition services (Neubert, 2012, Wehman, 2011) (Carter, 2014)". Creative solutions with assessment, technology, and family input for those who know the student best are valuable tools for working with individuals with more support needs. We must always seek to involve those who know the student best when adapting and providing access to assessments for students with complex support needs. (2.3, 2.5)
Reference:
Benitez, D.T. & Morningstar, M.E. (2005). Secondary Teachers Transition Survey. University of Kansas, Lawrence, KS.
Cimera, R. E., Burgess, S., & Bedesem, P. L. (2014). Does providing transition services by age 14 produce better vocational outcomes for students with intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 39(1), 47–54. https://doi.org/10.1177/1540796914534633
Collier, M. L., Griffin, M. M., & Wei, Y. (2014). Facilitating student involvement in transition assessment. Career Development and Transition for Exceptional Individuals, 39(3), 175–184. https://doi.org/10.1177/2165143414556746
Doepking, Emily (2021, February) Running Project Part: 1. 858.University of Kansas, Lawrence, KS.
Doepking, Emily (2021). The Individual Education Plan (IEP) Sample Student Simi Valley Unified School District
Moss, Jan. 1997,2006. “Personal Preference Indicators” Center for Learning and Leadership/UCEDD, College of Medicine, University of Oklahoma Health and Science Center, Publication No. CA298.jm. Revised 2002, 2006vnw.
UNIQUE Learning System. (2013) Transition Passport. Vocational, Job Interest Surveys, Job Interest Survey #12. https://www.n2y.com/unique-learning-system/
UNIQUE Learning System. (2013) Transition Passport. Vocational Evaluation Tools, Work Environment Preferences. https://www.n2y.com/unique-learning-system/
Williams-Diehm, K. L., Miller, C. R., Sinclair, T. E., & Wronowski, M. L. (2018). Technology-based employability curriculum and culturally diverse learners with disabilities. Journal of Special Education Technology, 33(3), 159–170. https://doi.org/10.1177/0162643417749933