Transition Assessments Guide Students' Life Choices

TransitionalTransitional
AssessmentsAssessments
Amanda VickersonAmanda Vickerson
SED 693SED 693
April 24, 2013April 24, 2013

What IS a transitional assessment?What IS a transitional assessment?
 The Division on Career Development and Transition (DCDT) ofThe Division on Career Development and Transition (DCDT) of
the Council for Exceptional Children defines transitionthe Council for Exceptional Children defines transition
assessment as an "...ongoing process of collecting data on theassessment as an "...ongoing process of collecting data on the
individualindividual’’s needs, preferences, and interests as they relate tos needs, preferences, and interests as they relate to
the demands of current and future working, educational,the demands of current and future working, educational,
living, and personal and social environments. Assessmentliving, and personal and social environments. Assessment
data serve as the common thread in the transition processdata serve as the common thread in the transition process
and form the basis for defining goals and services to beand form the basis for defining goals and services to be
included in the IEP (NSTTAC.org)."included in the IEP (NSTTAC.org)."
 In simpler terms, a transition assessment is a formal orIn simpler terms, a transition assessment is a formal or
informal tool used to guide a student through life choices.informal tool used to guide a student through life choices.

Formal vs Informal AssessmentsFormal vs Informal Assessments
 Assessments can be formal or informal. Formal assessmentsAssessments can be formal or informal. Formal assessments
are tools that professionals use to help individuals determineare tools that professionals use to help individuals determine
an educational or career path, like the Myers Briggs Typean educational or career path, like the Myers Briggs Type
Inventory or the Self Directed Search. Informal tools can beInventory or the Self Directed Search. Informal tools can be
questionnaires or resources such as PEPNet.org's interactivequestionnaires or resources such as PEPNet.org's interactive
search that encourages person-centered thinking withsearch that encourages person-centered thinking with
questions like, "What do I enjoy doing?" or "What are somequestions like, "What do I enjoy doing?" or "What are some
of my goals?"of my goals?"
 Most transition assessments are geared towards middle andMost transition assessments are geared towards middle and
high school students. When giving assessments, it ishigh school students. When giving assessments, it is
necessary to select instruments and methods that arenecessary to select instruments and methods that are
appropriate for your students. Consider the nature of theirappropriate for your students. Consider the nature of their
disabilities, their post-secondary school ambitions, anddisabilities, their post-secondary school ambitions, and
community opportunities (NSTTAC.org).community opportunities (NSTTAC.org).

Myers-Briggs Type IndicatorMyers-Briggs Type Indicator
 The Myers-Briggs Type Indicator (MBTI)The Myers-Briggs Type Indicator (MBTI)
can be a helpful assessment tool forcan be a helpful assessment tool for
middle school aged students and beyond.middle school aged students and beyond.
The assessment works to make the theoryThe assessment works to make the theory
of psychological types described by C. G.of psychological types described by C. G.
Jung understandable and useful inJung understandable and useful in
peoplepeople’’s lives. Personality type is as lives. Personality type is a
practical tool for investigating what workspractical tool for investigating what works
for you, then looking for and recognizingfor you, then looking for and recognizing
work that satisfies your preferenceswork that satisfies your preferences
(MyersBriggs.org).(MyersBriggs.org).
 While the MBTI is neither criterion-While the MBTI is neither criterion-
referenced or standardized, it is stillreferenced or standardized, it is still
widely used.widely used.
 For students, the MBTI addressesFor students, the MBTI addresses
academic, social, and vocational areas.academic, social, and vocational areas.
The inventory may be helpful in indicatingThe inventory may be helpful in indicating
a student's learning style and can alsoa student's learning style and can also
guide discussion around possibleguide discussion around possible
educational and career paths.educational and career paths.
 When the assessment administrator andWhen the assessment administrator and
the student come together to interpretthe student come together to interpret
the results of the MBTI, conversation canthe results of the MBTI, conversation can
begin around the next steps for thebegin around the next steps for the
student.student.

MBTIMBTI
 How does it relate to transition?How does it relate to transition?
• The MBTI is best suited to older students (probably 8The MBTI is best suited to older students (probably 8thth
grade andgrade and
above) who want to gain more self-knowledge about their learningabove) who want to gain more self-knowledge about their learning
style or personality typestyle or personality type
• Older students can build peer relationships by comparing typesOlder students can build peer relationships by comparing types
 StrengthsStrengths
• Many students find this assessment enjoyable and like to compareMany students find this assessment enjoyable and like to compare
types with peerstypes with peers
• Simple questionsSimple questions
• Can help identify learning styleCan help identify learning style
• Creates opportunities for conversation around career pathsCreates opportunities for conversation around career paths
 WeaknessesWeaknesses
• Requires a fee for the licensed test, which comes on carbon paper forRequires a fee for the licensed test, which comes on carbon paper for
easy scoring (free variations are available online, but don’t contain alleasy scoring (free variations are available online, but don’t contain all
the same information and resources)the same information and resources)

Self Directed Search (SDS) andSelf Directed Search (SDS) and
Occupations FinderOccupations Finder
 The SDS was developed by Dr. John Holland, whoseThe SDS was developed by Dr. John Holland, whose
theory of vocation is the basis for most careertheory of vocation is the basis for most career
inventories used today.inventories used today.
 Dr. HollandDr. Holland’’s theory states that most people can bes theory states that most people can be
loosely categorized into six types—Realistic,loosely categorized into six types—Realistic,
Investigative, Artistic, Social, Enterprising, andInvestigative, Artistic, Social, Enterprising, and
Conventional—and that occupations and workConventional—and that occupations and work
environments also can be classified by these categories.environments also can be classified by these categories.
 People who choose careers that match their own typePeople who choose careers that match their own type
are most likely to be both satisfied and successful (Self-are most likely to be both satisfied and successful (Self-
Directed-Search.com).Directed-Search.com).
 The SDS is not criterion referenced or standardized, butThe SDS is not criterion referenced or standardized, but
is widely used in career counseling. Like the MBTI, theis widely used in career counseling. Like the MBTI, the
most important interpretation comes from themost important interpretation comes from the
discussions following the assessment, and realizing thediscussions following the assessment, and realizing the
possibilities that are available to the student.possibilities that are available to the student.

Occupations FinderOccupations Finder
 The Occupations Finder is the complement booklet to the SDS.The Occupations Finder is the complement booklet to the SDS.
After taking the assessment, students receive a three letter codeAfter taking the assessment, students receive a three letter code
which corresponds to their strongest types. Students research theirwhich corresponds to their strongest types. Students research their
matching codes and explore similar codes, giving them insightmatching codes and explore similar codes, giving them insight
about possible academic or career opportunities.about possible academic or career opportunities.

SDS & Occupations FinderSDS & Occupations Finder
• The SDS & Occupations Finder are best suited to high school studentsThe SDS & Occupations Finder are best suited to high school students
who have already started thinking about the transition out of schoolwho have already started thinking about the transition out of school
• Could be used with 8Could be used with 8thth
grade students to get a general idea of careersgrade students to get a general idea of careers
• Student-led exerciseStudent-led exercise
• Helps students see what type of work personality they have and theHelps students see what type of work personality they have and the
work environments where they might find great successwork environments where they might find great success
• Shows many possible combinations for careers: SEA, EAS, and ASE areShows many possible combinations for careers: SEA, EAS, and ASE are
not the same code, but have many overlapping optionsnot the same code, but have many overlapping options
• It is impossible to consider EVERY job availableIt is impossible to consider EVERY job available
• Some students may become frustrated with the limited optionsSome students may become frustrated with the limited options
• Estimates how much education a student will need after high-school,Estimates how much education a student will need after high-school,
which can be discouragingwhich can be discouraging

iTransitioniTransition
 Pepnet2 (pn2) recognizes the full range of postsecondary education andPepnet2 (pn2) recognizes the full range of postsecondary education and
training options available for individuals who are deaf or hard of hearing,training options available for individuals who are deaf or hard of hearing,
including those with co-occurring disabilities, and strives to enhance theincluding those with co-occurring disabilities, and strives to enhance the
capacity of those institutions to appropriately serve this diverse studentcapacity of those institutions to appropriately serve this diverse student
population.population.
 While this informal resource is focused on individuals who are deaf orWhile this informal resource is focused on individuals who are deaf or
hard of hearing, it provides interactive assessment modules based on Johnhard of hearing, it provides interactive assessment modules based on John
Holland's Interest Inventory and is appropriate for middle and high schoolHolland's Interest Inventory and is appropriate for middle and high school
students with college aspirations.students with college aspirations.
 iTransition focuses on academic and some social goals, such as how toiTransition focuses on academic and some social goals, such as how to
access special services at a college or university.access special services at a college or university.
 When a student finishes the preference inventory, s/he is led to exploreWhen a student finishes the preference inventory, s/he is led to explore
careers in matching fields.careers in matching fields.
 This resource can be entirely student-led and is easy to navigate. There isThis resource can be entirely student-led and is easy to navigate. There is
a printer-friendly version for students who are unable to access aa printer-friendly version for students who are unable to access a
computer.computer.

Screen Shots from iTransition
PEPNet.org

iTransitioniTransition
• This resource is excellent for students curious about collegeThis resource is excellent for students curious about college
• Could be used from 8Could be used from 8thth
grade through the first year of college, or forgrade through the first year of college, or for
returning studentsreturning students
• Focused on students who are deaf or hard of hearingFocused on students who are deaf or hard of hearing
• Fun video game feelFun video game feel
• Uses the Holland personality types to help determine academic orUses the Holland personality types to help determine academic or
career pathscareer paths
• Has assessments about learning stylesHas assessments about learning styles
• Includes resources about how to access special services at a collegeIncludes resources about how to access special services at a college
• Focused on students who are deaf or hard of hearingFocused on students who are deaf or hard of hearing
• Geared towards 4 year colleges/universities (can be limiting)Geared towards 4 year colleges/universities (can be limiting)

Student Directed TransitionStudent Directed Transition
Planning (SDTP)Planning (SDTP)
 The eight SDTP lessons facilitate high school to adult life planningThe eight SDTP lessons facilitate high school to adult life planning
partnerships between students, their families, and educators.partnerships between students, their families, and educators.
Educators use eight SDTP lessons to teach their students theEducators use eight SDTP lessons to teach their students the
knowledge needed to actively participate in their transition-focusedknowledge needed to actively participate in their transition-focused
IEP meetings.IEP meetings.

SDTPSDTP
 This free. non-standardized resourceThis free. non-standardized resource
is a blend of a self-determinationis a blend of a self-determination
and transition planning curriculum,and transition planning curriculum,
which focuses on academic andwhich focuses on academic and
vocational areas.vocational areas.
 Educators deliver a presentation onEducators deliver a presentation on
a topic and students then completea topic and students then complete
online or in class activities toonline or in class activities to
reinforce the lesson.reinforce the lesson.
 Family input is a large part of thisFamily input is a large part of this
program. Students are encouragedprogram. Students are encouraged
to interview family members andto interview family members and
include them in the process.include them in the process.
 Students are led along a path of self-Students are led along a path of self-
discovery and a test is given at thediscovery and a test is given at the
end of the module to assess theirend of the module to assess their
knowledge of transition planning.knowledge of transition planning.
What’s Important to Me Circle
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
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?

SDTPSDTP
• The SDTP is great for older students who are looking at post-The SDTP is great for older students who are looking at post-
secondary planssecondary plans
• Very family focused, creates lines of communicationVery family focused, creates lines of communication
• Pieces of the SDTP can be used as assessmentsPieces of the SDTP can be used as assessments
• Builds self-knowledge, self-determination and self-awarenessBuilds self-knowledge, self-determination and self-awareness
• Includes the student’s family in planning for the futureIncludes the student’s family in planning for the future
• As a whole, the SDTP is a curriculum rather than an assessmentAs a whole, the SDTP is a curriculum rather than an assessment
• Too large to implement in a core course; would have to beToo large to implement in a core course; would have to be
taught in a separate venue (After school? Career skills course?)taught in a separate venue (After school? Career skills course?)
• Confusing websiteConfusing website

Informal AssessmentsInformal Assessments
 Informal assessments can be interviews,Informal assessments can be interviews,
questionnaires, surveys, or direct observationquestionnaires, surveys, or direct observation
 Can be filled out by the student or by a transition teamCan be filled out by the student or by a transition team
membermember
 Short (5 minutes for a questionnaire), or long (3 20-Short (5 minutes for a questionnaire), or long (3 20-
minute observation periods), depending on theminute observation periods), depending on the
information being gatheredinformation being gathered
 Often, informal assessments are student-centered andOften, informal assessments are student-centered and
deal more with the student’s interests, rather thandeal more with the student’s interests, rather than
needs, which can be very empowering for the studentneeds, which can be very empowering for the student
and aid in self-determination skillsand aid in self-determination skills

Example of an informal
assessment completed by a
transition team member 
http://www.tensigma.org/transition/material/survey.html
 Example of an informal
assessment completed by the
student
transitionassessment.northcentralrrc.org

 How do they relate to transition?How do they relate to transition?
• In formal assessments are excellent for transitioning because theyIn formal assessments are excellent for transitioning because they
delve into what the student wants and needs from her/his educationdelve into what the student wants and needs from her/his education
• Adaptable to all ages and ability levelsAdaptable to all ages and ability levels
• Student centeredStudent centered
• Gives the student a voice and sense of ownership during the transitionGives the student a voice and sense of ownership during the transition
processprocess
• Quick and easy to useQuick and easy to use
• Can be given by any member of the assessment teamCan be given by any member of the assessment team
• Should be used with formal assessments to get a broader picture ofShould be used with formal assessments to get a broader picture of
the student’s progressthe student’s progress
• Can present too narrow a representation of the student’s desiresCan present too narrow a representation of the student’s desires
• Often are given the day before or day of an IEP meeting, so they areOften are given the day before or day of an IEP meeting, so they are
not as “deep” as other assessmentsnot as “deep” as other assessments

ResourcesResources
 Colorado Department of Education, Special Education Services Unit. (No date.)Colorado Department of Education, Special Education Services Unit. (No date.)
Retrieved fromRetrieved from
http://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdfhttp://www.cde.state.co.us/cdesped/download/pdf/TK_TransAssessment.pdf
 Iowa Department of Education. (2012.) Student Post-Secondary TransitionIowa Department of Education. (2012.) Student Post-Secondary Transition
Interview. Retrieved from transitionassessment.northcentralrrc.orgInterview. Retrieved from transitionassessment.northcentralrrc.org
 Myers & Briggs Foundation. (2013.) Retrieved fromMyers & Briggs Foundation. (2013.) Retrieved from
http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/http://www.myersbriggs.org/type-use-for-everyday-life/personality-and-careers/
 National Secondary Transition Technical Assistance Center (November, 2007). Age-National Secondary Transition Technical Assistance Center (November, 2007). Age-
Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J.Appropriate Transition Assessment Guide, Charlotte, NC, Allison R. Walker, Larry J.
Kortering, & Catherine H. Fowler. Retrieved fromKortering, & Catherine H. Fowler. Retrieved from
http://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriatehttp://nsttac.org/sites/default/files/assets/toolkits/ageAppTrans/AgeAppropriate
TransitionAssessmentToolkit2013.pdfTransitionAssessmentToolkit2013.pdf
 PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/PEPNet 2. (2012.) iTransition. Retrieved from http://itransition.pepnet.org/
 TenSigma. (2009.) Transition Needs Survey. Retrieved fromTenSigma. (2009.) Transition Needs Survey. Retrieved from
http://www.tensigma.org/transition/material/survey.htmlhttp://www.tensigma.org/transition/material/survey.html
 Zarrow Center for Learning Enrichment. (2012.) Student-Directed TransitionZarrow Center for Learning Enrichment. (2012.) Student-Directed Transition
Planning. Retrieved from http://www.ou.edu/content/education/centers-and-Planning. Retrieved from http://www.ou.edu/content/education/centers-and-
partnerships/zarrow/trasition-education-materials/student-directed-transition-partnerships/zarrow/trasition-education-materials/student-directed-transition-
planning/about_sdtp.htmlplanning/about_sdtp.html
 http://hollandcodes.files.wordpress.com/2010/08/model1-480-2.pnghttp://hollandcodes.files.wordpress.com/2010/08/model1-480-2.png
 http://cargocollective.com/amywang/Myers-Briggs-Infographichttp://cargocollective.com/amywang/Myers-Briggs-Infographic

Transition Assessments Guide Students' Life Choices

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