Transition Assessment Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities,9780205327270

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

by ; ;
Edition: 1st
ISBN13: 9780205327270
ISBN10: 0205327273
Format: Paperback
Pub. Date: 2006-02-17
Publisher(s): Pearson
List Price: $79.99

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Summary

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.

Table of Contents

To the Reader xi
Section One: The Foundation of Transition Assessment
1(52)
Transition Planning and Transition Assessment: What Is It? Why Do We Do It?
2(10)
Historical Overview
2(1)
IDEA and Transition Planning
3(2)
Transition Assessment
5(2)
Relationship of the Transition Plan to Other IEP Goals and Objectives
7(5)
Career Development and Transition Assessment
12(8)
Career Maturity
13(1)
Career Development and Disability
14(1)
Career Development and Transition Assessment
15(1)
``Readiness'' to Make Career Decisions
15(5)
Assessment of Future Planning Needs
20(18)
The Relationship of Career Planning, Future Planning, and Transition Assessment
20(3)
Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities
23(1)
Future Planning Inventory System
23(3)
Using Future Planning Assessment Information to Develop IEP Goals
26(7)
Resources for Assessing Future Planning Needs of Students with Mild Disabilities
33(2)
Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities
35(3)
Assessment of Self-Determination and Self-Advocacy Skills
38(15)
The Relationship between Self-Determination and Self-Advocacy
42(1)
Resources for Assessing Self-Determination
43(1)
Commercially Available Self-Determination Assessments
44(4)
Additional Resources for Self-Determination, Self-Advocacy, and Future Planning
48(5)
Section Two: Building Blocks for Effective Transition Assessment and Planning
53(102)
Using Academic and Behavioral Assessment Information for Transition Planning
54(13)
Learning Style Assessment
62(5)
Functional Life Skills Assessments
67(17)
Social Skills
70(1)
Social Competence
70(1)
Comprehensive Transition Assessments
71(3)
Life-Centered Career Education Assessment Instruments
74(3)
Transition Planning Inventory (TPI)
77(1)
Life Skills Assessments
77(1)
Use of the Future Planning System (FPS) to Gather Life Skills Assessment Information
78(2)
Summary of Future Planning System for Tenisha
80(4)
Vocational Assessment
84(14)
Vocational Assessment Assumptions
84(2)
Step One: Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry
86(2)
Step Two: Develop Data Collection and Exchange Procedures for the Entry Phase
88(3)
Step Three: Use Assessment Information to Plan the Student's Vocational Education Program
91(1)
Step Four: Identify Essential Information That Must be Collected to Monitor Each Student's Progress in the Vocational/Community-Based Education Program
91(1)
Step Five: Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings
92(1)
Step Six: Identify Essential Information That Must Be Reviewed Prior to the Student's Transition into Future Planning or Employment Settings
93(1)
Step Seven: Conduct an Exit Transition Meeting
94(4)
The MAGIC Model: How to Integrate Formal and Curriculum-Based Assessment for Career Planning
98(15)
Component One: Make a Prediction about Future Settings
98(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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