Thoma transition assessment.pdf

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

Contents

1. Transition Assessment
   • Transition, Transition Assessment, and IDEA
   • Formal Assessments
   • Informal Assessments
   • Alternative and/or Performance-Based Assessments
   • Transition as a Backward Design Process

Transition, Transition Assessment, and IDEA

IDEA 2004 (PL 108-446) defines transition services as a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, focused on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities.

Transition assessment assists students with disabilities and their families in identifying and planning for postsecondary goals and adult roles. It is an ongoing process that begins in middle school and continues until students graduate or exit the school system.

What do I want after high school?

• Self-determination
• Postsecondary education
• Work
• Community living
• Recreation/leisure
• Transportation
• Healthcare
• Relationships with others

Figure 1.1. Transition planning domains.

Meet Mr. David and Two Students

Mr. David is a transition specialist who has recently completed a graduate program in transition. He is responsible for a diverse group of students in a small school district, including:

• Michelle: A 16-year-old with autism requiring creative and collaborative transition assessment.
• Chris: A 16-year-old with ADHD, who is often overlooked in transition planning despite being on track to graduate on time.

Transition Assessment Strategies

1. Self-Determination Models: Helps students identify their preferences and interests across various domains.
2. Formal Assessments: Standardized tests that measure academic and adaptive behavior.
3. Informal Assessments: Teacher-made assessments and observations that identify areas of strengths and needs.
4. Alternative/Performance-Based Assessments: Demonstrations of mastery through portfolios and projects.

Conclusion

The transition assessment process begins with understanding the legal requirements under IDEA 2004 and an overview of the kinds of assessment procedures necessary for successful transition planning. Using case studies of Michelle and Chris throughout the book, various assessment strategies (formal, informal, and performance-based) will be examined within different transition domains.