Transition Success Assessment

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Transition Success Assessment

• Jim Martin and Chen-Ya Juan
• University of Oklahoma
• Zarrow Center
• Web http//education.ou.edu/zarrow/
• Email jemartin_at_ou.edu

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The Purpose of Special Education
What is the purpose of Special Education?
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The Purpose of SPED
. . . a free appropriate public education that
emphasizes special education and related services
designed to meet students unique needs and to
prepare them for further education, employment,
and independent living.
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The Reason Why - 1
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The Reason Why -2
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IDEA 2004 Post-Secondary Goals

• IEPs must include appropriate measurable
  postsecondary goals
• based upon age-appropriate transition assessment
  
• related to training, education, employment, and
  when appropriate, independent living

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Elementary Model
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A Secondary Transition Education Framework
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CECs Division on Career Development and
Transition

• Transition assessment is the ongoing process of
  collecting data on individuals needs,
  preferences, and interests as they relate to the
  demands of current and future working,
  educational, and living environments. Assessment
  data serves as the common thread in the
  transition process and forms the basis for
  defining IEP goals and services

Sitlington, P. L., Neubert, D. A. Leconte, P.
J. (1997). Transition assessment The position of
DCDT. Career Development for Exceptional
Individuals, 20, 69-79.
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Student Transition Questions

• What are my interests, aptitudes, and
  capabilities in school, work, and community
  living?
• Where do I want to live, work, or go to school
  after leaving high school?
• What courses do I want to take in high school to
  graduate and prepare for my future?
• What do I need to learn to do what I want?
• What do I do after I leave school?
• What are my strengths?
• What do I need to improve to be successful?

Greene, G., Kochhar-Bryant, C. A. (2003).
Pathways to successful transition for youth with
disabilities. New Jersey Merrill Prentice Hall.
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Four-Part Transition Assessment Model
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Transition Assessment Components

• Self-Determination Assessment
• Adaptive Behavior Assessment
• Vocational Interest and Skills Assessment
• Postschool Predictor Assessment

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Missing Link In Transition Assessment

• The field needs a transition assessment tool
  based on actual postschool success predictors
• The field needs a tool to assess students
  current behavior and attitudes linked to
  identified transition success predictors
• No tool like this exists (that we could find)

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Transition Success Assessment Concept
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Postschool Success Predictors

• Reviewed the literature to identify student
  behaviors and traits that predicted postschool
  success.
• 37 quantitative and qualitative studies
• Several different search engines
• Journal reference lists
• Hand searched major journals
• Asked colleagues around the country

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14 Concept Clusters
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TSA Details

• 50 items
• Professional, Family, and Student TSA Versions
• TSA Graphic Profile
• TSA Goal Identification Matrix
• Takes 5 to 10 minutes to answer the items

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Wording of TSA Items

• Fine tuned wording internally at ZC
• Conducted six social validity groups
• 4 expert panels (27 participants)
• 1 parent panel (8 participants)
• 1 student panel (8 participants)
• First round produced changes to 36 of 50
  Professional TSA items
• Subsequent panels made fewer and fewer changes

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Issues Expressed by Social Validity Groups

• Family group focused on wording associated with
  friends, asking for support, coping skills, and
  independent living.
• Students did not like the word used. Students
  would explain the importance of terms such as
  Independent Living.
• Most clueless about their IEP meeting process,
  transition terms, and disability.
• Professional group more sensitive regarding words
  such as limitation and disability awareness.
• Very positive feedback from all the groups
• Easy to understand and use
• Makes sense
• Beneficial to planning students future
• Now I understand what to teach
• Found the TSA practical

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Remaining Tasks

• Complete internal reliability study with at least
  100 professionals, 100 students, and 50 parents
• Test-retest reliability (four weeks apart)
• Factor analysis of items to determine final
  clusters
• Complete user manual
• Disseminate final TSA

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IES Grant Submitted

• Submitted grant to IES to conduct large scale
  studies
• Structural equation modeling to build construct
  validation
• Test parallel versions (student, professional,
  and family)
• Similar factor structure across tools
• Reliability studies across country
• Undertake predictor studies

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Transition Success Assessment Draft 42