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To the Reader | |
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The Foundation of Transition Assessment | |
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Transition Planning and Transition Assessment: What Is It? Why Do We Do It? | |
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Historical Overview | |
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IDEA and Transition Planning | |
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Transition Assessment | |
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Relationship of the Transition Plan to Other IEP Goals and Objectives | |
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Career Development and Transition Assessment | |
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Career Maturity | |
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Career Development and Disability | |
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Career Development and Transition Assessment | |
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"Readiness" to Make Career Decisions | |
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Assessment of Future Planning Needs | |
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The Relationship of Career Planning, Future Planning, and Transition Assessment | |
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Resources for Assessing Future Planning Needs of Students with Mild to Moderate Disabilities | |
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Future Planning Inventory System | |
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Using Future Planning Assessment Information to Develop IEP Goals | |
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Resources for Assessing Future Planning Needs of Students with Mild Disabilities | |
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Resources for Assessing Future Planning Needs of Students with Moderate to Severe Disabilities | |
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Assessment of Self-Determination and Self-Advocacy Skills | |
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The Relationship between Self-Determination and Self-Advocacy | |
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Resources for Assessing Self-Determination | |
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Commercially Available Self-Determination Assessments | |
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Additional Resources for Self-Determination, Self-Advocacy, and Future Planning | |
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Building Blocks for Effective Transition Assessment and Planning | |
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Using Academic and Behavioral Assessment Information for Transition Planning | |
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Learning Style Assessment | |
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Functional Life Skills Assessments | |
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Social Skills | |
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Social Competence | |
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Comprehensive Transition Assessments | |
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Life-Centered Career Education Assessment Instruments | |
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Transition Planning Inventory (TPI) | |
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Life Skills Assessments | |
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Use of the Future Planning System (FPS) to Gather Life Skills Assessment Information | |
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Summary of Future Planning System for Tenisha | |
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Vocational Assessment | |
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Vocational Assessment Assumptions | |
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Identifying Essential Information That Must Be Collected Prior to Vocational Program Entry | |
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Develop Data Collection and Exchange Procedures for the Entry Phase | |
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Use Assessment Information to Plan the Student's Vocational Education Program | |
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Identify Essential Information That Must be Collected to Monitor Each Student's Progress in the Vocational/Community-Based Education Program | |
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Develop Data Collection and Data Exchange Procedures for Information That Is Monitored in School and Community Settings | |
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Identify Essential Information That Must Be Reviewed Prior to the Student's Transition into Future Planning or Employment Settings | |
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Conduct an Exit Transition Meeting | |
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The MAGIC Model: How to Integrate Formal and Curriculum-Based Assessment for Career Planning | |
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Make a Prediction about Future Settings | |
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Assess Entry-Level Skills of Predicted Settings | |
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Guide Student's Acquisition of Discrepant Skills | |
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Instruct for Generalization | |
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Conduct Maintenance Checks | |
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Using Transition Assessment Information to Design an Effective Transition Plan | |
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Joe Site: Longitudinal Transition Planning | |
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Summary of Transition Assessment Information from 9th Grade Evaluation | |
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Summary of Transition Assessment Information from 10th Grade Evaluation | |
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Transition Planning for the Senior Year | |
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Summary of Transition Assessment Information from 11th Grade Evaluation | |
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Summary of Joe Site's Transition Plan | |
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The Collaborative Transition Model: An Interdisciplinary Approach to District-Wide Transition Planning | |
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Internal Steering Committee | |
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Transition Core Team | |
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Community Survey | |
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Community Action Plan | |
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Individualized Transition Process | |
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Annual Evaluation | |
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Informal Transition Assessment Instruments | |
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Questions to Ask to Gauge Career Maturity of Students | |
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Future Planning Inventory | |
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Student Inventory | |
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Parent Inventory | |
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Educator Inventory | |
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Self-Determination and Self-Advocacy Skills Questionnaire | |
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Student Form | |
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Parent Form | |
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Educator Form | |
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Student and Teacher Interview: Performance Battery | |
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Scoring Summary Sheet | |
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C.I.T.E. Learning Styles Inventory | |
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Transition Exit Form: Interagency Responsibilities | |
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Student Centered Data/Student Interview Format | |
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Program Inventory Form | |
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Vocational Assessment Profile | |
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Completed Informal Assessment Information for Activities | |
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IDEA 1997-Critical Part 300 Regulations Regarding Transition Planning | |
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Completed Activity Forms-Future Planning Inventories for Susan McMillin | |
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Student Inventory | |
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Parent Inventory | |
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Educator Inventory | |
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Completed Activity Forms-Self-Determination and Self-Advocacy Test Results for Sara P. | |
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Student Questionnaire | |
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Parent Questionnaire | |
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Educator Questionnaire, Part A | |
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Educator Questionnaire, Part B | |
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Activity Forms-C.I.T.E. Learning Styles Results for Sara Jones | |
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Activity Summary-Transition Planning Inventory (TPI) Results for Juan Rodrigiez | |
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Activity Summary-Transition Exit Form: Interagency Responsibilities for Heidi Camper | |
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Activity Forms | |
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Vocational Assessment Profile Results for Spencer McGillacutty | |
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Program Inventory Results for Spencer McGillacutty | |
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Learning/Working Styles Inventory Results for Spencer McGillacutty | |
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Transition Assessment Documents | |
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Transition Assessment Tools-Sequence of Assessment Tools Used by Large District in Junior High and High School | |
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Transition Planning Checklist | |
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Individual Student Transition Portfolio | |
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Interagency Guide for Transition Planning | |
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Post High School Follow-Up Survey: Class of 2003 | |
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Reevaluation Report: Joe Site-9th grade | |
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Selected Assessment Tools for Transition Planning for Students with Mild Disabilities | |
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Index | |