##### FOR MORE, go to www.brookespublishing.com/transition-assessment ## DEMYSTIFYING # Transition Assessment by #### Colleen A. Thoma, Ph.D. Department of Special Education and Disability Policy #### Virginia Commonwealth University Richmond and #### Ronald Tamura, Ph.D. Department of Special Education and Reading #### Southern Connecticut State University New Haven ### with invited contributors Baltimore • London • Sydney Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment # Contents Series Preface ... ix Editorial Advisory Board ... xi About the Authors ... xiii About the Contributors ... xv Preface ... xix Acknowledgments ... xxi 1ransition Assessment T ... 1 *Ronald Tamura and Colleen A. Thoma* Transition, Transition Assessment, and IDEA Formal Assessments Informal Assessments Alternative and/or Performance-Based Assessments Transition as a Backward Design Process 2cademic Assessment A ... 19 *Colleen A. Thoma, Roberta Gentry, Kimberly Boyd, and Karren Streagle* Formal Academic Assessments Informal Academic Assessments Alternative or Performance-Based Academic Assessments Applying the Principles of Universal Design for Learning to Academic Assessment Involving Parents in Academic Assessment Collaborating with Others in Academic Assessment 3etermination Assessment Self-D ... 41 *Colleen A. Thoma* Self-etermination D Formal Self-Determination Assessments v Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment vi Contents Curriculum-Based Self-Determination Assessments Performance-Based Self-Determination Assessments 4 Employment Assessment ... 55 *Elizabeth Battaglia, Cynthia Nixon, and Ronald Tamura* Identifying Strengths, Interests, Preferences, and Employment Options Assessing the Work Environment for Job Placement Identifying Assistive Technology and Other Supports that Will Allow Individuals to Perform Work 5ostsecondary Education Assessment: Practices to Document Student P Progress, Preferences, and Interests Related to Postsecondary Education and Learning ... 69 *Joseph W. Madaus, Lyman L. Dukes, III, James E. Martin, and Mary E. Morningstar* Purpose of Assessment at the Secondary versus Postsecondary Levels Formal Assessments Informal Assessments Alternate Assessments Involving Students in Postsecondary Assessment Involving Parents in Assessment Collaborating with Others in Assessment 6ealth Care Assessment H ... 83 *Edwin Achola, Ronald Tamura, and Cynthia Nixon* Collaborating with Others in Health Care Assessment Assessments Applying the Principles of Universal Design for Learning to Health Care Assessment 7ommunity Assessment C ... 101 *Christina C. Bartholomew and Colleen A. Thoma* Assessment of Student Abilities, Interests, and Support Needs Formal Assessments Informal and Alternative/Performance-Based Assessments Collecting Specific Assessment Data in the Community --- FOR MORE, go to www.brookespublishing.com/transition-assessment Contents vii 8 Making Sense of Transition Assessment Data ... 113 *Colleen A. Thoma and Ronald Tamura* Vision for the Future Requirements of Postschool Environments How to Use the Assessment Data to Set Goals Transition Services and Interagency Linkages Measuring Progress References ... 127 Appendix: List of Transition Assessments ... 135 Index ... 145 --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment # About the Authors ## Colleen A. Thoma, Ph.D., Professor of Special Education and Disability Policy, Virginia Commonwealth University, 1015 W. Main Street, Oliver Hall, Room 4048, Richmond, Virginia 23284 Dr. Thoma earned her doctoral degree from Indiana University and is currently Pro- fessor in the Department of Special Education and Disability Policy at Virginia Com- monwealth University. Her research interests include preparation of teachers to support self-determined transition planning, student-directedindividualized education program development, universal design for transition, postsecondary education transition programs for students with intellectual disability, and the impact of student self-determination on transition and academic outcomes. She currently serves as a member of the Board of Di- rectors for the Council for Exceptional Children, and is a Past President of the Division on Career Development and Transition. She is a recipient of the 2012 Mary E. Switzer Distinguished Research fellowship, conducting a qualitative research study on the educa- tion of students with intellectual disability in postsecondary settings. She has authored and coauthored multiple journal articles, book chapters, and conference proceedings re- lated to transition, instructional strategies, and self-determination, including three books: *Transition Assessment: Wise Practices for Quality Lives (coauthored with Caren L. Sax), Uni-* *versal Design for Transition: A Roadmap for Planning and Instruction (coauthored with Chris-* tina C. Bartholomew and LaRon A. Scott), and Getting the Most Out of IEPs: An Educator’s *Guide to the Student-Directed Approach, co-*edited with Dr. Paul Wehman. ## Ronald Tamura, Ph.D., Associate Professor of Special Education and Reading, Southern Connecticut State University, 501 Crescent Street, Davis 212, New Haven, Connecticut 06515 Dr. Tamura earned his doctoral degree from the University of Nevada, Las Vegas, and is currently Associate Professor at Southern Connecticut State University in the Department of Special Education and Reading where he teaches graduate courses in the areas of devel- opmental disabilities, learning disabilities, collaboration and consultation, and secondary transition. His research interests include personnel preparation, self-determination, transi- xiii --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment xiv About the Authors tion, and positive behavior supports. He was elected and served as a member of the Board of Directors for the Council for Exceptional Children. He is a former secondary-level spe- cial educator and has worked for the Connecticut State Department of Education in the Bureau of Special Education as an Education Consultant. He has contributed as coauthor on journal articles, book chapters, and conference proceedings in the areas of transition, instructional strategies, and self-determination. --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment # Preface Assessment is a critical issue in the implementation of transition planning. Without assess- ment we cannot determine what and how to teach students as they progress through sec- ondary education to their chosen adult experiences. The following chapters will describe a variety of assessment tools and resources that can be used for planning and implementing steps to achieve individual and family goals for adult life. The assessment process in tran- sition planning is a dynamic experience that can involve many different professionals and service areas, including transition specialists, coordinators, special education teachers, and especially families and the students themselves. Throughout the following chapters the reader will follow an example teacher, Mr. David, as he uses a variety of transition assessment strategies to support two different students on his caseload. We hope that through the use of this transition assessment resource as a part of The Brookes Transition *to Adulthood Series, students with disabilities will have a smooth, effective, and efficient* transition to their own individual goals in adulthood. Chapter 1 provides the reader with an overview of the transition assessment process as defined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446). The reader is introduced to Mr. David and two of the students that will be on his caseload throughout the book. We learn about the importance for transi- tion assessment and the transition process through Mr. David’s use of the assessment process with students with varying support needs. Chapter 2 provides information related to academic assessment and how it connects to transition assessment to support college and career-focused goals. Issues related to the Common Core State Standards and No Child Left Behind are presented in this chapter as Mr. David proceeds through the transition process with his students. The importance of self-determination in transition assessment is presented in Chapter 3. Links between self-determination and transition planning have been shown to improve outcomes in several areas. Professionals will learn how to conduct self-determination assessments to improve levels of self-determination and inform the transition process. Chapter 4 takes a look at the area of employment assessment. Mr. David uses both formal and informal employment interest inventories and surveys to determine the needs and preferences of his students for the world of work. Employment assessment options are from a variety of nontraditional educational sources and these resources are discussed in this chapter. xix --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment xx Preface For some students with disabilities, postsecondary education is considered as an option dur- ing transition planning. However, with creative and innovative assessment strategies more stu- dents can achieve the goal of postsecondary education. With the consideration of specific goals and supports needed, Chapter 5 describes assessments used for postsecondary education. Chapter 6 describes assessments related to health and wellness for students transitioning from pediatric, child-centered services to adult health care options. Various assessments and strat- egies are described that look at health care needs, both immediate and long term, as well as employment options that may be more likely to provide health, disability and life insurance. Community assessment is explored in Chapter 7 as Mr. David explores a difficult area in conducting transition assessments. The community agencies and resources available to an indi- vidual in his or her area must not only be assessed related to the student’s needs, but additional assessment and collaboration must be established with community resources as well. Chapter 8 will review all of the assessment areas and Mr. David’s progress in transition planning with his students as they move through the transition process toward adulthood. This chapter also includes a look at the “big picture” of transition planning, such as looking at future visions and planning processes for the students and their family. In closing, this book will serve as a valuable resource for transition assessment and planning for students’ futures. It will be useful for a wide range of stakeholders in the transition process including transition specialists, coordinators, secondary high school special educators, families, and students with disabilities. # REFERENCE Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108-446, 20 U.S.C. §§ 1400 et seq. --- #### FOR MORE, go to www.brookespublishing.com/transition-assessment **2** ## Academic Assessment ### Colleen A. Thoma, Roberta Gentry, Kimberly Boyd, and Karren Streagle Students with and without disabilities are subject to a number of formal and informal assessments designed to evaluate their progress in mastering academic content and meet- ing academic standards for their age and grade level. In fact, general education reforms mandated through the No Child Left Behind Act (NCLB) of 2001 (PL 107-110) as well as the work in many states to adopt a set of Common Core State Standards (CCSS) can leave teachers and transition coordinators like Mr. David with questions about how to address transition assessment, planning, and instruction while simultaneously assuring access to the general education curriculum for all students. This was the first challenge in addressing transition assessment that confronts transition teams: finding a way to cre- atively combine the two seemingly competing goals for assessment and instruction. There are a number of connections between academic and transition assessment, and that con- nection should be strengthened as the principles set forth by the CCSS identify knowl- edge and skills necessary to help students become “college and career-ready” (Kendall, Pollack, Schwols, & Snyder, 2007). More than 40 states across the country have adopted the CCSS, a set of academic standards released in June 2010 that “outline the knowledge and skills in English language arts and math that students in grades kindergarten through 12 are expected to learn to be prepared for college and careers” (Kober & Rentner, 2012, p. 1). But even when states decide not to adopt the CCSS, they are still required to make changes to their state assess- ments in order to demonstrate that students exiting their high schools are college and career ready. One way they can do this is by asking local colleges or universities to verify that state academic standards for high schools continue to be challenging enough to ensure that high school graduates are ready for college work. The other option is for them to work with “other states to set standards that research determines prepares students for the rigorous academic challenges of college and to enter the workforce ready to succeed” (U.S. Department of Education, National Center for Education Statistics, 2011, p. 1). *College and career ready refers to preparing students with “the knowledge and skills needed* to enroll and succeed in credit-bearing, first-year courses at a postsecondary institution (such as a two-or four-year college, trade school, or technical school) without the need for remediation” (ACT, 2010, p. 1). --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 20 Thoma, Gentry, Boyd, and Streagle How can educators make sense of the standards? Unwrapping the standard refers to a process of reading a standard to identify what students need to achieve the following: .now (the concepts or content) 1 K .e able to do (the skills) 2 B .dentify the context (how educators will teach the concepts and skills; Ain 3 I- sworth, 2003, p. 5) Once the specific standard and grade-specific indicators are chosen, the next step is to pinpoint the key concepts and skills. Ainsworth (2003) recommends underlining con- cepts, circling skills, and highlighting using different colors— or, on electronic versions of the standards, changing the font (e.g., italics for concepts and boldface for skills) can also work. A graphic organizer such as the one in Figure 2.1 can be used to represent the infor- mation in a way that makes sense. The information represented in the graphic organizer can then be used to decide on the specific lessons, activities, or units of instruction that will be used to teach the concepts and skills. **Grade level and content area: ___Writing applications, grades 8–10_____________________** **Standard(s) and Indicators:** oduce letters (e.g., business letters, letters to the editor, cover letters for job applications) that follow the conven A. Pr- tional style appropriate to the text, include appropriate details, and exclude extraneous details and inconsistencies. B. Write a persuasive piece that states a clear position, includes relevant information, and offers compelling evidence in the form of facts and details. **Concepts—need to know:** *Letters* - Business letters - Letters to the editor •ver Co letters for job applications •ventional Con style •ppropriate; Details: a extraneous; inconsistencies *Persuasive pieces* - Clear position •vant Rele information - Compelling evidence: facts; details **Skills—be able to do:** •oduce Pr (letters; job applications) •ollow F (conventional style) •ppropriate Include (a details; relevant information) - Exclude (extraneous details; inconsistencies) - Write (persuasive piece) - State (clear position) •er Off (compelling evidence; facts and details) **Topics or context—activities to teach the concepts and skills:** - Write letters to an editor and/or a congressional representative on a topic of interest related to national policy and its impact on local or state level. •velop De a resume and write a letter of application for a specific job; complete online job applications. **Figure 2.1.phic organizer for “unwrapping” content standards. (** Gra *Source: Ainsworth, 2003.)* --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 21 # FORMAL ACADEMIC ASSESSMENTS Transition to school (college) or work can be difficult for students. The tasks of choosing a job and preparing for work, deciding to go to college or trade school, and deciding where to live and with whom are all areas of the decision-making process and present youth with disabilities the challenge of having to make complex decisions. In order to assist stu- dents with these decisions, information gleaned from formal, informal, and performance- based academic assessments is used to guide this process. The data gathered from these assessments assist in matching students’ abilities and preferences to appropriate academic, vocational, and functional educational programs, and the assessment data provides use- ful information about a student’s abilities and strengths. Good planning should address academic achievement and functional performance in order to facilitate the movement from school to postschool activities (Virginia Department of Education, 2010). The performance of students on CCSS testing is one example of an important for- mal assessment process designed to measure student academic achievement and prepara- tion. Academic assessments assist educators and transition specialists in determining the instructional needs of a student that will move the student toward his or her postsecond- ary goals. Data gathered from academic assessments also provides information for the present level of academic and functional performance and provides necessary guidance to write measurable postsecondary goals. Formal academic achievement tests measure aptitude, achievement, intelligence, and adaptive skills. Since Chris’s postschool plans are to attend college, updated educational and intelligence measures will be completed to assist his college counselor with planning and accommodations in the college setting. Mr. David knew that college counselors usu- ally wanted testing that was less than one year old, so he requested updated testing in those areas. This assessment, typically conducted by a school psychologist or a medical doctor (depending on the nature of a student’s disability) serves to 1) document that the student (in this case, Chris) has a disability that would qualify him for academic accommodations at his chosen university and 2) identify appropriate adaptations and accommodations that would address his specific learning needs. See Chapter 5 for more specifics about that process. Academic assessments for Chris and other students who might be interested in tran- sitioning to postsecondary education also need to include formal admission testing such as the Scholastic Aptitude Test (SAT) and/or the ACT. The SAT was designed to measure aptitude, or the potential to do well, in a college setting. In comparison, the ACT was designed to measure achievement in the academic areas of English, mathematics, read- ing, science, and writing. Efforts have been made to align the ACT test with the CCSS, and benchmarks were identified to determine whether a specific student’s scores meet the criteria for being college and career ready. Mr. David found that Chris’s scores in the areas of English, mathematics, and science met and/or exceeded those benchmarks while his reading and writing scores did not. A comparison of the benchmarks and Chris’s scores on the ACT are included in Table 2.1. In addition to the tests that are usually administered during the eligibility and col- lege admission processes, Mr. David found the following assessments to be helpful: - *Armed Services Vocational Aptitude Battery (ASVAB; United States Military Entrance* Processing Command, 2005) is a norm-referenced assessment given by the military to measure academic ability and predict occupational success. Eight test areas (general science, arithmetic reasoning, word knowledge, paragraph comprehension, mathemat- ics knowledge, electronics information, auto and shop information, and mechanical Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- Table 2.1. Benchmarks and scores | Academic area | ACT college readiness benchmarks* | Student scores | | --- | --- | --- | | English | 18 | 18 | | Mathematics | 22 | 27 | | Science | 24 | 25 | | Reading | 21 | 20 | | Writing | 7 | 5 | *ACT College Readiness Benchmarks for English, Mathematics, Science, and Reading are copyrighted by ACT, Inc. (2010) and reproduced by permission. comprehension) are combined into three composites or career exploration scores. These scores help students understand their verbal, math, science, and technical skills in comparison to those of other students in the same grade. This test is available online for free at http://www.military.com/ASVAB. • Career Ability Placement Survey (CAPS; Knapp & Knapp, 1976) is an individualized, norm-eferenced measure of abilities related to various vocational fields. It measures r eight vocationally relevant abilities (mechanical reasoning, spatial relations, verbal reasoning, numerical ability, language usage, word knowledge, perceptual speed and accuracy, and manual speed and dexterity) within the context of the entry requirements for a variety of jobs and careers. • Reading-ree Vocational Interest Inventory F (RFVII-; Becker, 2000) is a norm-2 referenced measure of vocational interests presented in a reading-free format designed for use with individuals from ages 12 through 62 and may be administered in a group situation. Examinees view a series of picture triads of individuals involved in a variety of workrelated activities and select the picture of the activity that most interests them. This assessment would be especially beneficial for Michelle, since there is no reading involved. Formal Academic Assessments for Students with Significant Intellectual Disabilities Alternate assessments based on alternate academic achievement standards (AA- Postsecondary Considerations Alternate assessments based on alternate academic achievement standards (AA-AAS) are designed to measure the academic achievement of students with significant intellectual disabilities as a mechanism for including these students in school accountability systems. These alternative standards are based on general education academic content standards in reading, math, and science. However, the academic content standards for students with significant intellectual disabilities have been reduced in complexity (U.S. Department of --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 23 In some states, students who take AA-AAS are not eligib le to earn a regular high school diploma (U.S. Department of Education, 2005). Check with your school testing coordinator or director of special education to determine whether their participation would affect their graduation and diploma status. In addition, as more states adopt the CCSS and their inclusion of multiple assessment procedures, it will be important to keep up-in regard to the impact on graduation requirements for students with more significant support to-date needs. Check the web site for the common core standards ([http://www.corestandards.org](http://www.corestandards.org)), and refer to the department of education in your state to keep up-to-date on the latest developments. Education, 2005). These alternate academic content standards are intended to address the content areas of reading, math, and science, but they do not necessitate the depth or breadth of knowledge required of students in the general curriculum. While AA-AAS differ from state to state, they all fit into one of three main categories: rating scales, performance assessments, and portfolio assessments (Elliott & Roach, 2007). AA-AAS include checklists, observations in structured and unstructured settings, performance assessments, samples of student work, and portfolios (Roeber, 2002). While students with significant intellectual disabilities are required to take AA-AAS, there is little evidence to suggest a relationship between how students score on these assessments and their postsecondary outcomes (Kleinert, Garrett, Towles, Nowak-Drabik, Waddell, & Kearns, 2002). Researchers have also found that students’ IEP goals do not often align with the academic content assessed on AA-AAS (Karvonen & Huynh, 2007). Therefore, it is important for special education teachers working with students with signif- icant intellectual disabilities to make connections between the academic content assessed on AA-AS, what is included in a student’s transition IEP, and the functional skills neces A- sary for success after high school. # INFORMAL ACADEMIC ASSESSMENTS In addition to using formal assessments, informal assessments provide useful and mean- ingful information about a student’s academic achievement. Formal tests cannot measure important elements of transition planning such as identifying whether an individual can read social cues in various work, recreation, or social settings, and they do not address whether an individual can modify behavior to meet the demands of multiple environ- ments (Black & Ornellas, 2001). For this level of understanding, informal assessments are needed. Informal assessments are nonstandardized measures that can be modified and adjusted in order to gain useful information about a student. Informal assessments include reports of observations made by teachers, parents, employers, and other school personnel as well as grade- or school-wide assessments, interest inventories, file reviews, ## Did You Know? Reading comprehension is an academic skill often assessed on AA-AAS. Reading comprehension skills relevant to a student’s transition IEP may include reading and understanding a restaurant menu or job application. These functional life skills can be important to a student with a significant intellectual disability when he or she leaves high school. This type of linkage between a student’s transition IEP and the academic content assessed on AA- AAS can make AA-AAS scores more meaningful to the transition process. --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 24 Thoma, Gentry, Boyd, and Streagle ## Did You Know? In a survey of state education agencies, 50% of those responding indicated that they require specific assessments to be used as part of a student’s age-appropriate transition assessment. Those assessments include the following: the Enderle Severson Transition Rating Scale, social skills rating forms, the Life Centered Education (LCE) Transition Curriculum competency-based assessments, self-determination assessments, the SAT, the Next Step Curriculum student portfolio, learning style assessments, and job analyses. situational assessments, rating scales, and curriculum based-measurement. Teachers can use informal assessments to gather information across a variety of instructional settings that helps them determine a student’s basic academic skills, how the student learns best, and the student’s personal preferences and work habits (Sitlington, 2008). Informal assessments are especially helpful when developing transition plans, since they generally provide information that is easier to link to specific transition and aca- demic goals. They also can provide information that is more likely to address the needs of students with more significant support needs, like Michelle, since they often provide opportunities for students to represent their knowledge and skills in multiple ways. Since Chris didn’t meet the benchmarks for the reading and writing components of the ACT test, it was important for Mr. David to consider what other assessments might provide information to guide Chris’s transition planning process. He considered a range of formal assessment options but targeted a learning style assessment for its ability to provide insight into how Chris learns best— information that would enable future academic instruction to build upon his strengths. A learning style assessment would provide information Chris could later use to advocate for accommodations and modifications he might need while in college. Mr. David found an online learning style assessment that both Chris and Michelle could access at [http://www.learning-styles-online.com/inventory](http://www.learning-styles-online.com/inventory). They each then used the link to learn more about their preferred learning style and about strategies that could help them develop individualized learning goals and identify possible adaptations that would work for them. Figure 2.2 is the screen-shot from Chris’s learning style inventory. Some examples of other informal assessments include the following: - *C.I.T.E. Learning Style Inventory can be found at [http://www.harding.edu/arc/PDF/*](http://www.harding.edu/arc/PDF/*) CITE.pdf. Another inventory called the Visual, Aural, Read/Write, Kinesthetic (VARK) inventory can be found at [http://www.vark-learn.com/english/page.asp?p](http://www.vark-learn.com/english/page.asp?p) =questionnaire - *The Brigance Transition Skills Inventory (TSI; Brigance, 2010) is a criterion-referenced* instrument designed to evaluate skills in areas generally taught within life-skills pro- grams, including those involved in speaking and listening, money and finance, func- tional writing, food, words on signs and warning labels, clothing, health, telephone, travel and transportation, and reading. It was designed for students in eighth grade through adulthood. This instrument scores these areas as mastered or not mastered. - *Choosing Outcomes and Accommodations for Children (COACH) is a guide to educational* planning for students with disabilities (Giangreco, Cloninger, & Iverson, 2011), and provides a variety of informal assessment strategies that can help teachers plan instruc- tional supports and delivery methods that meet their academic needs. Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 25 **For User: Chris** This page displays the results of your learning styles inventory. You can also select options below to compare your styles with anybody who has shared their results with you. **Your results** The scores are out of 20 for each style. A score of 20 indicates the style is used often. **Style Scores** Visual 13 Social 16 Physical 11 Aural 14 Verbal 12 Solitary 12 Logical 10 Visual Logical Social 141114 1515151515 44444 5555516 12121222 1313131333314 1010110000 111111111112 8888888888 9999910 6666 7777778 44444 55555 6 22222 333333 4 111 2 Solitary Physical Verbal Aural **Figure 2.2.** Learning Styles Inventory—Results Page. (From Advanogy.com. [2012]. Results from learning styles inventory. Retrieved from [http://learning-styles-online.com](http://learning-styles-online.com); reprinted by permission.) - *Ansell-asey Life Skills Assessment C* (ACLSA; Casey, 1994– 2005) is an individually admin- istered self-reporting assessment of life skill mastery across nine domains (daily living, self-care, work and study skills, social relationships, housing and money management, communication, home life, work life, and career planning). This assessment is avail- able free online and can be completed by the student, parents, or teachers. A free report is provided as well as lesson plans. This assessment is available at [http://www](http://www) .caseylifeskills.org/pages/assess/assess_index.htm. Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 26 Thoma, Gentry, Boyd, and Streagle - *Study skills inventory (Hoover & Patton, 2007) provides information that helps teach-* ers rate students on study skills such as listening, test taking, note taking and outlin- ing, time management, and organization. Teachers rate students on a scale from “not proficient” to “highly proficient.” The book also helps teachers develop instructional strategies that address a range of study skills. When deciding what information to gather, Mr. David understands that the right questions need to be asked so as to be certain that the information collected addresses identified domains or skill areas necessary for student-focused planning. Mr. David will use both formal and informal assessments to determine his student’s needs and to con- struct meaningful and appropriate plans for the student. Then this data can be used to answer questions such as the following: What are the student’s strengths related to the student’s postsecondary vision? How are the student’s functional and academic skills? Are the student’s school programs and classes aligned with their postsecondary vision? What knowledge and skills does the student currently demonstrate in each of these areas? What knowledge and skills does the student need to acquire in the next few years? The academic achievement data provided through formal and informal assessments is the starting point for the present level of performance, which provides the IEP team with a clear understanding of where the student is performing relative to where he or she wants to go. In determining which assessments (or combination of assessments) to use, Mr. David referred to the position statement on transition assessment of the Division on Career Development and Transition (Sitlington, Neubert, & Leconte, 1997), which identi- fied eight guiding statements: . ssessment methods must be customized to specific types of information needed for 1 A upcoming decisions. . ethods must be appropriate to the learning and response characteristics of the 2 M individual. . ssessment must incorporate assistive technology or accommodations when necessary. 3 A . ssessments must occur in natural environments. 4 A . ssessment measures must produce outcomes that influence the development, plan 5 A- ning, and implementation of the transition process. . ethods must include multiple, ongoing activities that sample behavior and skills. 6 M . ethods must be verified by multiple methods and persons. 7 M . ssessment results must be stored in user-8 A friendly formats. # ALTERNATIVE OR PERFORMANCE-BASED ACADEMIC ASSESSMENTS Many of the formal academic assessments discussed earlier in the chapter are formatted as multiple-hoice tests, in which a question or statement is followed by four or five answer c choices. Alternative academic assessments are intended to provide opportunities for stu- dents to demonstrate what they know in ways that serve as an “alternative” to paper-and- pencil tests. They are also sometimes referred to as performance assessments. These spe- cialized assessments can be as individual as the students who benefit from them. Herein lies the strength of these assessments. Mr. David realized he could work with his students to develop academic assessments that would allow them to demonstrate what they knew --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 27 in the way that best suited their strengths. He was only limited by his imagination and the imagination of his students. His students enjoyed helping create these assessments and felt empowered that they were able to demonstrate their knowledge in a way that was meaningful and successful to them. However, freedom and creativity tie into the challenges of alternative assessments as well. Alternative assessments take a lot of time to develop, and they can be time consuming to score. Alternative assessments are most successful when the teacher is well acquainted with a student’s strengths and challenges in communication and how he or she understands concepts. It also helps to know a student’s other areas of strength, such as art, music, computers, and so on. Allowing a student to demonstrate what he or she knows through art, music, computers, or other means can be a powerful way for the student to demon- strate his or her academic knowledge. It is also important to collaborate with the student who is taking an alternative assessment to ensure that he or she understands the skills and concepts to be demonstrated and the expectations of the teacher. As already mentioned, alternative assessments can be as individual as the students who take them. Students may use performing, visual, or graphic arts to demonstrate their knowl- edge. They may create posters, models, or slide presentations. Alternative assessments may also be as simple as a conversation with a teacher about the content to be assessed. For exam- ple, in English class, Michelle developed a slide presentation to illustrate her understanding of the themes of Shakespeare’s play, Romeo and Juliet, and she dressed in costume to represent one of the characters from the play while she shared her presentation with the class. She was able to program her communication device to “speak” parts of the slide presentation for emphasis. Chris was allowed to apply his love of music to illustrate his understanding of the themes of Romeo and Juliet. He wrote a song and performed it for the class. Although alternate assessment can be time consuming, students feel a great sense of accomplishment when they are able to show their knowledge in a way that is unique and successful for them. Wiggins and McTighe (2011, pp. 10– 11) provided guidance for assessment that clearly demonstrates the strength of alternative, performance-based assessments, recommending that in the best learning design, assessments are the following: - *Clear. There is no mystery as to the performance goals or standards.* - *Diagnostic. They check for prior knowledge, skill level, and misconceptions.* - *Authentic. Students demonstrate their understanding through real-*world applications. - *Purposeful. Assessment methods are matched to achievement targets.* - *Ongoing. Assessments occur over time with descriptive feedback.* - *Useful as learning opportunities. Students are expected to engage in trial and* error, reflection, and revision. - *Student-irected. d* Students have the opportunity to self-assess. # APPLYING THE PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO ACADEMIC ASSESSMENT Within a typical classroom, a teacher uses many strategies from the principles of universal design for learning (UDL). The UDL approach is based on research designed to understand how the brain learns and how some people learn differently (Bowe, 2000). This research --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 28 Thoma, Gentry, Boyd, and Streagle **TIP** Consider developing a portfolio assessment to help students collect academic work samples, both formal and informal, to showcase their strengths. Students including both those with mild disabilities and those with more significant disabilities can use portfolios to demonstrate their academic abilities. For those students who will graduate from high school, it is helpful to include a sequence of required high school courses. Each semester, the student is able to have a visual picture of his or her progress toward graduation. Students with more significant disabilities can also keep a portfolio of their academic work and a plan of required benchmarks that will lead to independent living and employment. The most powerful part of a portfolio is teaching the student to reflect on his or her academic work— a skill needed for postsecondary education and training. For more information, go to Portfolios for Student Growth, Gallaudet University, National Center for Deaf Education’s web site: [http://www.gallaudet.edu/clerc_center/](http://www.gallaudet.edu/clerc_center/) information_and_resources/info_to_go/transition_to_adulthood/portfolios_for_student_growth.html. demonstrates the success of using a mixture of technologies to enable students with diverse learning needs to succeed academically (Orkwis & McLane, 1998). Instruction and assess- ments designed using a UDL approach have three primary characteristics (CAST, 2007): •ultiple means of representation, which give students various ways to acquire infor M- mation and knowledge (materials and instructional delivery) •ultiple means of expression, which provide students with alternatives to demonstrate M what they know (assessment) •ultiple means of engagement, which focus on students’ interests to offer appropriate M challenges and increased motivation and engagement When thinking about the various activities that Mr. David could recommend teachers implement in their classrooms, he thought of group work, independent work, student projects, hands-n activities, test reviews, homework reviews, and many more. All of these activities can o be considered academic assessments, can be presented with the use of UDL, and can be used as data to help support the transition process. When UDL is used for academic assessment, it “reduces or removes barriers (to help provide) an accurate measurement of learner knowledge, skills, and engagement” (CAST, 2011). Mr. David used the three main principals of UDL to guide teachers in transforming their classrooms into fully functional UDL environments. # Principle I: Provide Multiple Means of Representation Teachers could provide various formats of academic assessments and allow students to choose which one best met their needs. Mr. David was also sure to remind teachers to pro- vide assessments in the student’s primary language, and he found that electronic versions of assessments could be translated into different languages more easily than translating a test into each language separately. Mr. David had learned that helping students in access- ing prior knowledge would help in the comprehension, generalization, and long-term retention of the new information, and he therefore made it a habit to encourage teachers to use this strategy whenever possible. When Mr. David helped a teacher adapt a test or quiz, the result often looked differ- ent from the original. He used different colored paper, different fonts, and different font sizes, provided both a pen-and-paper version and an audio recorded version, incorporated graphs/pictures/diagrams to support the question being asked (or the multiple-choice answer being provided), and made use of tactile opportunities whenever applicable. Mr. --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 29 David found this to be a better way to assess students on what they learned. It provided an opportunity for students to illustrate what they learned in the way that they felt most comfortable with. He also believed it helped alleviate student test anxiety and, in turn, raised their test scores. Homework assignments looked very different when Mr. David adapted these assign- ments for teachers. Mr. David encouraged teachers to allow students to e-mail their answers, discuss or work with a partner, record answers, write answers in the traditional format, and use any other methods that they felt comfortable with. Again, he found that providing multiple ways for students to respond to assessments led to an increase in par- ticipation, an increase in scores, and a general increase in the happiness of the classroom environment. In addition, this translated into more accurate information to use for devel- oping transition goals. # Principle II: Provide Multiple Means of Action and Expression Mr. David recommended to teachers that when they assigned group work and presenta- tions, they should allow students to choose how they present the information. Students could be given time to discuss how they would like to present— first with their group mem- bers and then with the teacher. The teacher could provide guidance regarding which meth- ods of presentation made more sense given the information that they were presenting. Mr. David was also a big advocate for the use of technology within the classroom. He understood that we are living in a technology savvy world and that most students needed or preferred to use some piece of technology to help complete their work. In addition, improving one’s skills in the use of technology was a skill that translated to greater inde- pendence in a number of goals for adult postschool outcomes. He encouraged teachers to use a range of technology including computers, iPads, switches, computer overlays for touch screen access, different types of software, calculators, spellcheckers, approved social networking, discussion boards, and so on. When teaching or presenting information to his students, Mr. David encouraged teachers to use visuals and hands-on manipulative materials daily. He encouraged them to make sure the tools they used were available for student use when they were completing assignments or doing any kind of assessment that would reflect what they had learned. # Principle III: Provide Multiple Means of Engagement Mr. David encouraged teachers to create activities and assessments that varied in regards to how challenging they were and then allow students to choose among a variety of levels. This allowed teachers to assess all of the students on their own comfort levels while still assessing them all on the same topics/ideas that were taught. When providing feedback in the form of observations or number/letter grades, Mr. David recommended that teachers provide more immediate and descriptive feedback to students, rather than focus on assigning a final grade, so that students could improve their performance. He encouraged teachers to focus on formative assessment rather than summative (or final) assessment by providing students the following information regard- ing their performance: - An exemplar or standard for comparison - A description of how the student’s performance compares to the exemplar - Sufficient information that the student can use to improve performance (Wiggins & McTighe, 2006) Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 © 2013 | All rights reserved --- Using grading rubrics along with providing an example (or exemplar) of the desired performance is one way that Mr. David recommended that teachers follow these criteria for effective feedback. Table 2.2 is an example of a grading rubric for evaluating student performance for a presentation. This rubric, along with a videotaped presentation that students could access on their laptop, provided a mechanism for providing feedback as well as an exemplar. Universal Design for Transition As you can see, Mr. David has put a lot of thought, time, and effort into helping teachers use a UDL approach in their classrooms. He also learned how to expand a UDL approach to transition assessment, planning, and instruction. This has been called universal design for transition (UDT) (Thoma, Bartholomew, & Scott, 2009). UDT “expands the concepts of barrier-ree methods and design to include their application to the design, delivery, and f assessment of educational services related to the transition from school to post-school for students with disabilities” (Thoma et al., 2009, p. 9). The UDT framework includes the characteristics of UDL described above but adds additional characteristics that reflect best practices for transition planning and services, including the following: •ultiple transition/life domains M •ultiple transition/life domains M • Student self-determination •ultiple means of assessment M •ultiple resources/perspectives (Thoma et al., 2009) M Using a UDT framework requires that educators change their instructional planning to address two questions that high school students often voice in class: “Why do I need to learn this?” and “When will I ever need to use this information?” Research supports Table 2.2 Sample presentation rubric | | 1 | 2 | | --- | --- | --- | | Subject Knowledge | Lacks a grasp of the information: unable to answer questions about the subject | Is uncomfortable with information and can answer only rudimentary questions | | Elocution | Mumbles, mispronounces terms, speaking volume too low to be heard in back of classroom | Voice is low; incorrectly pronounces terms; audience has difficulty hearing presentation | | Organization | Audience cannot understand presentation because there is no sequence of information | Jumps around in topic; audience has difficulty following presentation | | Eye Contact | Reads all of report with no eye contact | Occasionally uses eye contact but still reads most of report | | Mechanics | Presentation has five or more spelling errors and/or grammatical errors | Presentation has three or four misspellings and/or grammatical errors | | | 3 | 4 | | --- | --- | --- | | | Is at ease with expected answers to all questions but fails to elaborate | Demonstrates full knowledge (more than required) by answering all class questions with explanations and elaborations | | | Voice is clear; pronounces most words correctly; most audience members can hear | Uses a clear voice and correct, precise pronunciation of terms so that audience can hear presentation | | | Presents information in logical sequence that audience can follow | Presents information in logical, interesting sequence that audience can follow | | | Maintains eye contact most of the time but often returns to notes | Maintains eye contact with audience, seldom returns to notes | | | Presentation has no more than two misspellings and/or grammatical errors | Presentation has no misspellings or grammatical errors | --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment Academic Assessment 31 the use of this approach as a way to increase student academic achievement, engagement in learning, and understanding of the connection between the lesson and the students’ transition goals (Scott, Saddler, Thoma, Bartholomew, Alder, & Tamura, 2011). Armed with this information, Mr. David can work with teachers to identify the functional appli- cations of the material they were trying to teach and, in particular, help students make the connection to their goals for adult life. # INVOLVING PARENTS IN ACADEMIC ASSESSMENT When families are involved as partners in their children’s education and transition plans, outcomes are seen in regards to the students, the families, the schools, and the communi- ties in which they live (Kochhar-Bryant & Bassett, 2002). One of the many ways parents and students can be involved in the education and transition process is through assessment. When discussing how to use standards-based assessments as a team, there are some specific strategies that parents and students can use to become more active in their respective roles. One of the first things Mr. David asks his parents/families to focus on is how they can help analyze and use the results to create future academic and transition goals (Kochhar- Bryant & Bassett, 2002). He guides them in how to focus specifically on mastery of content and how to recognize whether an assessment assesses content that is needed for the student to accomplish his or her goals. Mr. David also helps the parents to understand how well their child performed in regards to the standard that was being assessed. He then asks the parent to discuss how the assessment aligns with their child’s specific goals and needs and if they have any additional information that could be provided to support the results of the assessment. The additional information may be verbal, a recollection of previous assessments that Mr. David may be unaware of, or an observation that the parents saw within their home. Before Mr. David can gain information from the parents/family, he believes he must make them comfortable and involved as members of the IEP team. They cannot be out- siders who simply attend the meeting, and their opinions and input cannot fall on deaf ears. Mr. David encourages his parents/families to speak about the accommodations that are appropriate for their students to use on assessments. He also offers to help the parents/ families work with their children’s teachers to get a closer look at the types of assessments that they are preparing their children for. This then allows the parents/families to work on practicing for the assessment outside of the school environment. Parents can be helpful in summarizing their child’s functional ability outside of the classroom, particularly as it relates to study skills, time management, planning skills, and problem-olving skills. A list of specific skills and information parents can provide that s can inform the transition planning process include the following: - Career interests ## •est preparation/study skills T - Budgeting/money management skills ## •ecreation and leisure interests R - Friendships and relationships with others ## •ransportation use and preferences T ## •ommunity activities and/or volunteer opportunities C ## •ime management skills T ## •echnology use at home T --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 32 Thoma, Gentry, Boyd, and Streagle The Parent Survey of Student’s Academic-related Skills form (see Figure 2.3) provides a parent survey form that Mr. David developed for teachers to send home and have par- ents complete. He could then use this information in combination with student academic assessment information to help with identifying transition IEP goals that would support student goals for their future. Involving the parents/families in assessments and knowledge about how the infor- mation gained from them can help their child can provide a much more complete picture of student abilities, preferences, and interests. Mr. David found that it is an important step in gathering all of the information needed on a student in order to help make that student’s transition plan and personal transition goals work for that student. Outcomes for students with disabilities are most successful when IEP planning involves the family and considers the family’s cultural values and beliefs (Artiles, Trent, & Palmer, 2004; Kim & Morningstar, 2005). Williams (2008) suggested the following steps to work with families of students with cultural and linguistic diversity: . dentify the cultural values that are embedded in your interpretation of the student’s 1 I difficulty or in the recommendation of service. For example, why do you expect Johnny to live independently from his family? . ind out if the family recognizes and values those same beliefs and values or how 2 F they may differ. . cknowledge and respect all cultures, and explain the basis for your professional belief. 3 A . hrough discussion and collaboration, determine the most effective way to adapt your 4 T professional interpretations and recommendations to the value system of the family. # COLLABORATING WITH OTHERS IN ACADEMIC ASSESSMENT Transition coordinators need to collaborate with general education teachers responsible for teaching academic content as well as with students and parents to be sure they are considering all relevant information to develop a comprehensive transition plan. General educators not only know the standards well; they also can provide information about how a student performs in academic settings— information that would be helpful for planning a transition to postsecondary education settings and adult life. Figure 2.4 is an example of a study skills inventory that provides the kind of information that Mr. David found to be helpful for transition planning, focusing on student performance in class as well as test-aking strategies (Spinelli, 2012, pp. 421– t 24). Mr. David asked Chris’s teachers to complete this survey regarding his performance in academic classes. # Summarizing Academic Information Mr. David knew that the best way to assure that this range of academic information was used to guide transition planning was to summarize the information collected by the various assessment partners: general education teachers, special educators, psychologists, parents, and the students themselves. In his research, he learned about the requirements for completing a summary of performance, which is used at the end of a student’s high school career to help support the student in advocating for supports and services he or she may need from a variety of adult service providers. He learned that the “goal of the Summary of Performance is to enhance postschool outcomes for students with disabili- ties by providing them with relevant information about their academic achievement and --- Parent Survey of Student’s Academic-elated r Skills Parents, please complete this form based on the level of independence your son/daughter exhibits in the following skills related to academics. Please answer each question based on how much independence your son or daughter typically demonstrates in performing the various tasks, using the following key: .1 Completely independent (typically doesn’t need reminders or support to complete task) .2 Somewhat independent (might need reminders or general prompting to complete task) .3 Is able to complete task with support .4 Is able to complete some of the task with support .5 Does not attempt to complete task .6 Is not expected to complete task .7 Would not be able to complete task Figure 2.3.ent survey of student’s academic-Par related skills. | Skill | 1 | 2 | 3 | 4 | 5 | 6 | 7 | | --- | --- | --- | --- | --- | --- | --- | --- | | Area:test preparation | | | | | | | | | -Set up/choose an area conducive to study? | | | | | | | | | -Gather and organize study materials prior to beginning to study? | | | | | | | | | -Develop a study plan that addresses the type of test and the material to be covered? | | | | | | | | | -Looks up unfamiliar vocabulary to understand meanings? | | | | | | | | | -Space studying over an extended period of time rather than cram for tests? | | | | | | | | | -Use memory strategies to help with learning/remember key material? | | | | | | | | | -Can identify accommodations needed for tests in specific content areas? | | | | | | | | | Area:Career Awareness | | | | | | | | | -Can identify one or more jobs that he/she would like to do? | | | | | | | | | -Can identify preferences and interests for work environments (that is, outdoor/indoor jobs, working alone vs. as part of a team, etc.) | | | | | | | | | -Can identify preferences based on prior work or other experiences | | | | | | | | (continued) Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., and Ronald Tamura, Ph.D. Copyright © 2013 by Paul H. Brookes Publishing Co., Inc. All rights reserved. --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment # Parent Survey of Student’s Academic-related Skills (continued) -Has had a job in the past YES, or NO and please provide more information about the job and how long your son or daughter held that job -Can access transportation to get to and from work -Can read a bus schedule -Can get up on time (or otherwise plan day) to get to work on time *Area: money management/budgeting* -Has received a paycheck or allowance in the past -Uses money to make purchases -Plans for purchases by saving -Compares costs for an item that he/she wants to purchase -Is aware of the cost of various living expenses *Area: affective/interpersonal skills* -Is able to compromise with others -Is able to cooperate with others -Is curious about the world -Is dependable -Is enthusiastic to learn new things -Is persistent with a task -Is tolerant of change -Is able to work with others to complete a task -Is able to use the computer to complete tasks -Is able to use the internet to research a specific topic -Is able to complete reports using a computer -Uses a schedule or calendar to remember deadlines -Uses technology to communicate with others (e-mail, text messages, social media, etc.) -Has a friend or friends and makes plans to spend time with them Comments: Please use this section to provide any explanation to any of the above items: Thank you for your assistance with this. The information will help us develop a comprehensive transi- tion plan for your son or daughter. Please return this completed form to your son/daughter’s teacher by the following date: ________________. *Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., and Ronald Tamura, Ph.D.* Copyright © 2013 by Paul H. Brookes Publishing Co. Inc. All rights reserved. --- Study Skills Inventory Student Name: Grade: Completed by: Date: Completed by: Date: Directions: Rate each item using the scale provided. Base the rating on the individual’s present level of performance. | | Rating | | | | | --- | --- | --- | --- | --- | | Study Skill | Not Proficient(NP) | Partially Proficient(PP) | Proficient(P) | Highly Proficient(HP) | | Reading Rate | | | | | | Skims | 0 | 1 | 2 | 3 | | Scans | 0 | 1 | 2 | 3 | | Reads at rapid rate | 0 | 1 | 2 | 3 | | Reads at normal rate | 0 | 1 | 2 | 3 | | Reads at study or careful rate | 0 | 1 | 2 | 3 | | Understands the importance of reading | 0 | 1 | 2 | 3 | | Listening | | | | | | Attends to listening activities | 0 | 1 | 2 | 3 | | Applies meaning to verbal messages | 0 | 1 | 2 | 3 | | Filters out auditory distractions | 0 | 1 | 2 | 3 | | Comprehends verbal messages | 0 | 1 | 2 | 3 | | Understands importance of listening skills | 0 | 1 | 2 | 3 | | Graphic Aids | | | | | | Attends to relevant elements in visual material | 0 | 1 | 2 | 3 | | Uses visuals appropriately in presentations | 0 | 1 | 2 | 3 | | Develops own graphic material | 0 | 1 | 2 | 3 | | Is not confused or distracted by visual material in presentations | 0 | 1 | 2 | 3 | | Understands the importance of visual material | 0 | 1 | 2 | 3 | | Library Usage | | | | | | Uses cataloging system (card or computerized) effectively | 0 | 1 | 2 | 3 | | Can locate library materials | 0 | 1 | 2 | 3 | | Understands organizational layout of library | 0 | 1 | 2 | 3 | | Understands and uses services of media specialist | 0 | 1 | 2 | 3 | | Understands overall functions and purposes of a library | 0 | 1 | 2 | 3 | Figure 2.4. Study Skills Inventory. Study Skills Inventory. Note. From Teaching Study Skills to Students with Learning Problems: A Teacher’s Guide for Meeting (continued) Diverse Needs, 2nd Ed. (pp. 50–54), by J. J. Hoover & J. R. Patton, 2007, Austin, TX: PRO-ED. Copyright 2007 by PRO-ED, Inc. Adapted with permission. In Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., and Ronald Tamura, Ph.D. (2013, Paul H. Brookes Publishing Co., Inc.) Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. --- Study Skills Inventory (continued) | Study Skill | NP | PP | P | HP | | --- | --- | --- | --- | --- | | Understands importance of library usage skills | 0 | 1 | 2 | 3 | | Reference Materials | | | | | | Can identify components of different reference materials | 0 | 1 | 2 | 3 | | Uses guide words appropriately | 0 | 1 | 2 | 3 | | Consults reference materials when necessary | 0 | 1 | 2 | 3 | | Uses materials appropriately to complete assignments | 0 | 1 | 2 | 3 | | Can identify different types of reference materials and sources | 0 | 1 | 2 | 3 | | Understands importance of reference materials | 0 | 1 | 2 | 3 | | Test Taking | | | | | | Studies for tests in an organized way | 0 | 1 | 2 | 3 | | Spends appropriate amount of time studying different topics covered on a test | 0 | 1 | 2 | 3 | | Avoids cramming for tests | 0 | 1 | 2 | 3 | | Organizes narrative responses appropriately | 0 | 1 | 2 | 3 | | Reads and understands directions before answering questions | 0 | 1 | 2 | 3 | | Proofreads responses and checks for errors | 0 | 1 | 2 | 3 | | Identifies and uses the clue words in questions | 0 | 1 | 2 | 3 | | Properly records answers | 0 | 1 | 2 | 3 | | Save difficult items until last | 0 | 1 | 2 | 3 | | Eliminates obvious wrong answers | 0 | 1 | 2 | 3 | | Systematically reviews completed test to determine test-taking or test-studying errors | 0 | 1 | 2 | 3 | | Corrects previous test-taking errors | 0 | 1 | 2 | 3 | | Understands importance of test-taking skills | 0 | 1 | 2 | 3 | | Note Taking and Outlining | | | | | | Uses headings (and subheadings) appropriately | 0 | 1 | 2 | 3 | | Takes brief and clear notes | 0 | 1 | 2 | 3 | | Records essential information | 0 | 1 | 2 | 3 | | Applies skill during writing activities | 0 | 1 | 2 | 3 | | Uses skill during lectures | 0 | 1 | 2 | 3 | | Develops organized outlines | 0 | 1 | 2 | 3 | | Follows consistent note-taking format | 0 | 1 | 2 | 3 | | Understands the importance of note-taking | 0 | 1 | 2 | 3 | | Understands the importance of outlining | 0 | 1 | 2 | 3 | | Report Writing | | | | | | Organizes thoughts in writing | 0 | 1 | 2 | 3 | | Completes written reports from outline | 0 | 1 | 2 | 3 | | Includes only necessary information | 0 | 1 | 2 | 3 | | Uses proper sentence structure | 0 | 1 | 2 | 3 | | Uses proper punctuation | 0 | 1 | 2 | 3 | | Uses proper grammar and spelling | 0 | 1 | 2 | 3 | --- Study Skills Inventory (continued) | Study Skill | NP | PP | P | HP | | --- | --- | --- | --- | --- | | Proofreads written assignments | 0 | 1 | 2 | 3 | | Provides clear introductory statement | 0 | 1 | 2 | 3 | | Includes clear concluding statements | 0 | 1 | 2 | 3 | | Understands importance of writing reports | 0 | 1 | 2 | 3 | | Oral Presentations | | | | | | Freely participates in oral presentations | 0 | 1 | 2 | 3 | | Organizes presentations well | 0 | 1 | 2 | 3 | | Uses gestures appropriately | 0 | 1 | 2 | 3 | | Speaks clearly | 0 | 1 | 2 | 3 | | Uses proper language when reporting orally | 0 | 1 | 2 | 3 | | Understands importance of reporting orally | 0 | 1 | 2 | 3 | | Time Management | | | | | | Completes tasks on time | 0 | 1 | 2 | 3 | | Plans and organizes daily activities and responsibilities effectively | 0 | 1 | 2 | 3 | | Plans and organizes weekly and monthly schedules | 0 | 1 | 2 | 3 | | Reorganizes priorities when necessary | 0 | 1 | 2 | 3 | | Meets scheduled deadlines | 0 | 1 | 2 | 3 | | Accurately perceives the amount of time required to complete tasks | 0 | 1 | 2 | 3 | | Adjusts time allotment to complete tasks | 0 | 1 | 2 | 3 | | Accepts responsibility for managing own time | 0 | 1 | 2 | 3 | | Understands importance of effective time management | 0 | 1 | 2 | 3 | | Self-Management | | | | | | Monitors own behaviors | 0 | 1 | 2 | 3 | | Changes own behavior as necessary | 0 | 1 | 2 | 3 | | Thinks before acting | 0 | 1 | 2 | 3 | | Is responsible for own behavior | 0 | 1 | 2 | 3 | | Identifies behaviors that interfere with own learning | 0 | 1 | 2 | 3 | | Understands importance of self-management | 0 | 1 | 2 | 3 | | Organization | | | | | | Uses locker efficiently | 0 | 1 | 2 | 3 | | Transports books and other materials to and, from school effectively | 0 | 1 | 2 | 3 | | Has books, supplies, equipment, and other materials needed for class | 0 | 1 | 2 | 3 | | Manages multiple tasks or assignments | 0 | 1 | 2 | 3 | | Uses two or more study skills simultaneously when needed | 0 | 1 | 2 | 3 | | Meets individual organizational expectations concerning own learning | 0 | 1 | 2 | 3 | | Understands importance of organization | 0 | 1 | 2 | 3 | --- Study Skills Inventory (continued) Directions: Summarize in the following chart the number of not proficient (NP), partially proficient (PP), proficient (P), and highly proficient (HP) subskills for each study skill. The number next to the study skill represents the total number of subskills listed for each area. | Study Skill | NP | PP | P | HP | | --- | --- | --- | --- | --- | | Reading rate(6) | | | | | | Listening(5) | | | | | | Graphic aids(5) | | | | | | Library usage(6) | | | | | | Reference materials(6) | | | | | | Test taking(13) | | | | | | Note taking and outlining(9) | | | | | | Report writing(10) | | | | | | Oral presentations(6) | | | | | | Time management(9) | | | | | | Self-management(6) | | | | | | Organization(6) | | | | | Summary comments about student study skills: Rubric for Evaluating Impact of Study Skills Usage | Study Skill | 1 Minimal Usage of Skill/No Impact on Learning | 2 Some Usage/Irregular Impact on Learning | 3 Consistent Usage/Regular Impact on Most Learning | 4 Daily Usage/Noticeable Impact on Most Daily Learning | | --- | --- | --- | --- | --- | | Reading rate | 1 | 2 | 3 | 4 | | Listening | 1 | 2 | 3 | 4 | | Graphic aids | 1 | 2 | 3 | 4 | | Library usage | 1 | 2 | 3 | 4 | | Reference materials | 1 | 2 | 3 | 4 | | Test taking | 1 | 2 | 3 | 4 | | Note taking and outlining | 1 | 2 | 3 | 4 | | Report writing | 1 | 2 | 3 | 4 | | Oral presentations | 1 | 2 | 3 | 4 | | Time management | 1 | 2 | 3 | 4 | | Self-management | 1 | 2 | 3 | 4 | | Organization | 1 | 2 | 3 | 4 | Study Skills Inventory. Note. From Teaching Study Skills to Students with Learning Problems: A Teacher’s Guide for Meeting Diverse Needs, 2nd Ed. (pp. 50–54), by J. J. Hoover & J. R. Patton, 2007, Austin, TX: PRO-ED. Copyright 2007 by PRO-ED, Inc. Adapted with permission. In Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., and Ronald Tamura, Ph.D. (2013, Paul H. Brookes Publishing Co., Inc.) Excerpted from Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., & Ronald Tamura, Ph.D. --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment # Academic Summary Form Student name Date of birth Address Phone (home) Phone (cell) Parent/guardian Anticipated graduation date Diploma type Disability category Date of last eligibility Grade GPA Class rank Credits 9 / 10 / 11 / 12 / SAT scores Date Verbal Non-verbal Writing Composite ACT scores Date English Math Science Reading Writing Woodcock-Johnson Date of test Grade Age Test Grade equivalent Age equivalent Age standard scores Broad reading Broad math Broad written lang. Broad gen. know Employment/career goals Post secondary education goals Independent living goals Leisure and recreation goals Results of personal interest inventory Academic strengths Academic challenges Accommodations for success in class Accommodations for success on tests Results from learning style survey **Figure 2.5.** Academic summary form. From Davidsen, D.B., & Streagle, K.D. (2011). Developing the transition curriculum. In Wehman, P. (Ed.), Essentials of transition planning (p. 46). Baltimore, MD: Paul H. Brookes Publishing Co.; adapted by permission. In Demystifying Transition Assessment by Colleen A. Thoma, Ph.D., and Ronald Tamura, Ph.D. (2013 by Paul H. Brookes Publishing Co., Inc.) --- ## FOR MORE, go to www.brookespublishing.com/transition-assessment 40 Thoma, Gentry, Boyd, and Streagle functional performance” (Kochhar-Bryant, 2007, p. 77). The Summary of Performance (SOP) is often completed during a student’s final year of high school, so while it assists with the transition to postschool options for students, it does not provide assistance with transition assessment. Rather, it is a summary of the assessment information collected along the way. Mr. David found a link to a model on the web site of the Council for Exceptional Children at [http://www.cec.sped.org/pp/pdfs/SOP.pdf](http://www.cec.sped.org/pp/pdfs/SOP.pdf). However, Mr. David wanted a way to summarize academic information collected each year that would allow him to share it with the transition IEP team as they identified transition goals for the coming year. The Academic Summary Form (see Figure 2.5) is an academic summary form that worked for him, successfully allowing him to summarize information about individual students. # CONCLUSION Transition assessment does not typically include a focus on academic assessment, but these types of assessments are completed for students with and without disabilities on an ongoing basis. Their results do help inform transition planning, and this chapter provided guidance for educators to make the most of this data and identify ways to solidify the link between academic and transition assessment through the use of a universal design for learning and transition approach.