TransitionalAssessmentsAmanda Vickerson SED 693 March 24, 2013
What IS a transitional assessment? The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment as an "...ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP (NSTTAC.org)." In simpler terms, a transition assessment is a formal or informal tool used to guide a student through life choices.
Formal vs Informal Assessments Assessments can be formal or informal. Formal assessments are tools that professionals use to help individuals determine an educational or career path, like the Myers Briggs Type Inventory or the Self Directed Search. Informal tools can be questionnaires or resources such as PEPNet.orgs interactive search that encourages person-centered thinking with questions like, "What do I enjoy doing?" or "What are some of my goals?" Most transition assessments are geared towards middle and high school students. When giving assessments, it is necessary to select instruments and methods that are appropriate for your students. Consider the nature of their disabilities, their post-secondary school ambitions, and community opportunities (NSTTAC.org).
Myers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI) can be a helpful assessment tool for middle school aged students and beyond. The assessment works to make the theory of psychological types described by C. G. Jung understandable and useful in people’s lives. Personality type is a practical tool for investigating what works for you, then looking for and recognizing work that satisfies your preferences (MyersBriggs.org). While the MBTI is neither criterion- referenced or standardized, it is still widely used. For students, the MBTI addresses academic, social, and vocational areas. The inventory may be helpful in indicating a students learning style and can also guide discussion around possible educational and career paths. When the assessment administrator and the student come together to interpret the results of the MBTI, conversation can begin around the next steps for the student.
Self Directed Search (SDS) and Occupations Finder The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career inventories used today. Dr. Holland’s theory states that most people can be loosely categorized into six types—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—and that occupations and work environments also can be classified by these categories. People who choose careers that match their own type are most likely to be both satisfied and successful (Self- Directed-Search.com). The SDS is not criterion referenced or standardized, but is widely used in career counseling. Like the MBTI, the most important interpretation comes from the discussions following the assessment, and realizing the possibilities that are available to the student.
Occupations Finder The Occupations Finder is the complement booklet to the SDS. After taking the assessment, students receive a three letter code which corresponds to their strongest types. Students research their matching codes and explore similar codes, giving them insight about possible academic or career opportunities.
iTransition Pepnet2 (pn2) recognizes the full range of postsecondary education and training options available for individuals who are deaf or hard of hearing, including those with co-occurring disabilities, and strives to enhance the capacity of those institutions to appropriately serve this diverse student population. While this informal resource is focused on individuals who are deaf or hard of hearing, it provides interactive assessment modules based on John Hollands Interest Inventory and is appropriate for middle and high school students with college aspirations. iTransition focuses on academic and some social goals, such as how to access special services at a college or university. When a student finishes the preference inventory, s/he is led to explore careers in matching fields. This resource can be entirely student-led and is easy to navigate. There is a printer-friendly version for students who are unable to access a computer.
Student Directed Transition Planning (SDTP) The eight SDTP lessons facilitate high school to adult life planning partnerships between students, their families, and educators. Educators use eight SDTP lessons to teach their students the knowledge needed to actively participate in their transition-focused IEP meetings.
SDTP Free ily Time Fam This free. non-standardized resource 4 4 or He al um th is a blend of a self-determination H 4 3 3 4 and transition planning curriculum, 3 3 which focuses on academic and 2 2 Help in 2 2 vocational areas. gO 1 1 4 ther 4 1 1 3 3 Educators deliver a presentation on s 2 2 1 1 a topic and students then complete 1 1 Spirit 2 2 online or in class activities to 3 1 1 3 n uality 1 1 eatio 4 4 reinforce the lesson. /Reli 2 2 Recr Family input is a large part of this gion 3 2 2 3 program. Students are encouraged 4 3 3 4 to interview family members and Fr k ie or nd W s include them in the process. 4 4 Lear Students are led along a path of self- ning re Natu discovery and a test is given at the What’s Important to Me Circle end of the module to assess their Think about each of the items in the outer ring. Assign a value to each one according to how important you think it is in knowledge of transition planning. your life. A 4 is very important, 1 is not very important. If an item is not at all important to you, just leave it blank. Does the amount of time and energy you spend closely reflect the value you place on each item? What changes can you make so that your time and energy match what you think is important?
Resources Colorado Department of Education, Special Education Services Unit. (No date.) Retrieved from http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdf Myers & Briggs Foundation. (2013.) Retrieved from http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/ National Secondary Transition Technical Assistance Center (November, 2007). Age- Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J. Kortering, & Catherine H. Fowler. Retrieved from http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriate TransitionAssessmentToolkit2013.pdf PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/ Zarrow Center for Learning Enrichment. (2012.) Student-Directed Transition Planning. Retrieved from http://www.ou.edu/content/education/centers-and- partnerships/zarrow/trasition-education-materials/student-directed-transition- planning/about_sdtp.html http://hollandcodes.files.wordpress.com/2010/08/model1-480-2.png http://cargocollective.com/amywang/Myers-Briggs-Infographic