TRANSITION ASSESSMENT: INDEPENDENT LIVING

10.4.1: All students with independent living postsecondary goal(s) on their IEPs should have the following data sources on file:

State mandated test scores from high school (alternate or standardized)
Psychological evaluation data indicating areas of strengths and weaknesses
Adaptive behavior scale
Quarterly grades, semester grades, or progress notes

These sources of data combined with a source of student interests and preferences (family interview, student interview, preference assessment data, observation of student choices in activities, formal self-report measure of interests) and a connection of this information to the postsecondary goal(s) would satisfy the inclusion of age appropriate transition assessment.

EXAMPLES (10.4.1, 10.2.2, 10.2g [10.4g-i], 10.2h [10.4j], 10.2m [10.4a] – 10.2t [10.4n], 10.5c & 10.5d)

10.2g, 3g, & 4g-i: The following is an example of age appropriate transition assessment that supports Rolanda’s postsecondary education/training, employment, and independent living goals.
Example:
Summarized on front page of IEP.
“Strengths: Rolanda is curious; stays alert and awake throughout the school day; seems to enjoy activity around her. She enjoys getting verbal and tactile attention from her peers and staff. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer”.

“Present Levels of Academic Achievement and Functional Abilities: Rolanda accesses the general education curriculum through extension activities. She benefits from sensory stimulating activities and activities to improve her independence and communication.

Rolanda uses facial gestures to communicate her pleasure and displeasure with her current state. She offers a smile to show happiness and a blank stare to indicate disinterest. Picture/symbol augmentative communication supports have not been successful. She uses simple one-button communication devices with assistance when offered during class activities.

Rolanda uses a manual wheelchair dependently. She requires a 2-person lift or mechanical device for all transfers. She tolerates positioning on a mat table and demonstrates limited fine motor skills which results in her dependency for all care and hand-over-hand assistance for all activities.”

Signed examination summary from Rolanda’s pediatrician, dated during the current year indicated that she is:
18 years old
Is fed via G-tube
Has a tracheotomy and uses a ventilator with oxygen to breathe

This example meets the I-13 standards for Item #5 for the following reasons:
- Information regarding the students strengths and needs is provided.
- Information considers current and future environments.
- Information is from multiple sources, relevant to Rolanda’s strengths, preferences, and interests.

Example reflecting best practice:
The information in the above example, as well as:
Summary evaluations from various dates during the previous 3 years by
LEA’s physical therapist
LEA’s occupational therapist
Private occupational therapist
LEA’s contracted nursing services provider
Summary of notes from Person Centered Planning meeting conducted at family’s home, recorded by Rolanda’s aunt.

This example reflects additional best practices suggested for age appropriate transition assessment because
- The information was obtained from multiple sources.
- The information reflects the input of the student/family regarding strengths, needs, preferences, and interests.

10.2h, 3h, & 4j: Nonexample:
Rolanda is a non-academic student. She has severe limitations in fine and gross motor skills.

The information provided does not meet I-13 standards for Item #5 for the following reasons:

A “non-academic” student is not an informative term, since any student can access the academic curriculum through extension activities, even if they are not performing skills independently on a grade level.
There is no information regarding the student’s strengths and skills that are currently present.

10.2m, 3m, & 4a: This example reflects age appropriate transition assessment for Lissette’s postsecondary education/training, employment, and independent living goals.
Example:
In student’s file: Results of performance on state mandated assessments taken during high school. Results of an adaptive behavior checklist completed by the teacher during Lissette’s 10th grade year and when she was 20 years old. Quarterly progress notes sent home during high school career. In the student’s IEP the present level of performance statement for each annual goal references observations or student work samples relevant to student’s independence with (a) transportation/ mobility, (b) work experience performance, and (c) functional math skills (e.g., telling time and using a schedule).

This example meets I-13 standards for Item #5 for the following reasons:

It includes data gathered over time.
The information reported is associated with current and future environments (adaptive behavior checklist and Present Levels of Performance).
The information can be inferred to reflect student strengths, interests, and preferences due to use of TPI.
The sources of data are age-appropriate assessments.

Example reflecting best practice:
In the IEP’s Present Level of Performance section: “Lissette is a rule-oriented, quiet young woman with strong skills and interests in service employment. Lissette demonstrates cognitive skills below those of her peers and learns best through observation and experience, due to limited verbal and reading skills. Lissette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills such as self-care, home management, reading for success in the community, and community math skills including time and calendar skills. Lissette has expressed an interest in and demonstrated success in the service industry, including cleaning, laundry, and food preparation. Lissette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lissette’s living outside of their home as she becomes more financially independent after leaving high school.

Sources: (1) Classroom observation notes monthly August 2005 – April 2006; (2) Community Based Instruction (community and work activities) task analysis checks August 2005 – April 2006”, (3) Transition Planning Inventory, student, home, and school forms, April 2006; (4) Making Action Plans [MAPS] (Forest & Lusthaus, 1990), completed May, 2005

This example reflects additional best practices suggested for age appropriate transition assessment because

It indicates more than one source of information, including informal assessment.
It uses information relevant to the student’s chronological age.
It is student centered.
It addresses current and future environments that will assist in identifying goals and transition services to meet those goals.
It is sensitive to cultural diversity, using MAPS to gather family and student information.

10.2n, 3n, & 4b: Nonexample:
Present Level of Educational Performance recorded on Lissette’s IEP indicate her current skills related to each of her annual goals in (1) reading, (2) math, (3) daily living, (4) career, and (5) leisure.

This information does not meet I-13 standards for Item #5 for the following reasons:

It is not clear that the information is gathered over time.
The information does not indicate that it reflects student strengths, interests, and preferences.
The information does not clearly relate to goals or environments beyond Lissette’s current setting.

10.2o, 3o, & 4c: This example reflects age appropriate transition assessment for Jeremy’s education/training, employment, and independent living goals.
Example reflecting best practice:
A file review locates evaluation reports based on the ARC Self-Determination Scale (Wehmeyer & Lawrence, 1995), the Supports Intensity Scale (AAMR, 2004), the WISC‑IV from the past two years, as well as report cards and progress notes since Jeremy’s 8th grade year (age 14), noting strengths and needs in areas of self-determination, community engagement, academic, employment, health, and social skills. The postsecondary goal and annual goals are written in first person, indicating the student’s input on stated interests, strengths, and needs. These statements reflect Jeremy and his family’s inputs recorded in notes from a team planning meeting, facilitated by Jeremy’s parents and recorded by his teacher.

This information meets I-13 standards for Item #5 and reflects best practices for the following reasons:

It includes various sources of information over time.
The information has been summarized regarding the student’s current and future environments, so that it may inform identifying goals and transition services to support attaining those goals.
The student’s input regarding interests, strengths, and needs are indicated.
There are various sources of information (informal and formal).
Some sources reflect interest in being sensitive to cultural diversity.
The sources of information are age-appropriate.

10.2p, 3p, & 4d: Non-example:
In the IEP’s Present Levels of Educational Performance box for Jeremy’s reading and math goal: “Results from the Brigance Diagnostic Skills Inventory (1995) indicate Jeremy’s needs in telling time, identifying money, tying shoes, alphabetizing, and reading direction words.”

This information does not meet I-13 standards for Item #5 for the following reason:

The assessment instrument does not reflect the student’s chronological age (this instrument is for older elementary and middle school and Jeremy is 20 years old).
The assessment provides no information in the context of the student’s potential future environments.

10.2q, 3q, & 4e: This example reflects age appropriate transition assessment for Paulo’s education/training, employment, and independent living goals.
Example:
Paulo’s present level of performance statement regarding the annual goal of learning to complete an application for the soccer league, references the task analysis used to document his performance of these skills in the past: “Paulo is unable to complete all of the steps for writing his name in the appropriate spaces on an application, given several trials, recorded on a teacher-developed task-analysis. He wants to be able to apply to participate in the soccer league at the YMCA,” is the PLEP statement for the related annual goal on the IEP.

This information meets I-13 standards for Item #5 for the following reasons:
- The information was gathered on more than occasion.
- Paulo’s interests are reflected in the statement.
- The information reflects current performance in the context of future environments.
- The information source is age-appropriate.

Example reflecting best practice:
“Paulo’s response to a recreation activity interest questionnaire, from the county’s Parks and Recreation department, indicates that he is most interested in soccer. During a meeting in the family’s home with school staff and an adult service agency about Paulo’s interests and desires after school, his mother and brother agree that he has very much enjoyed participating in soccer activities at their neighborhood YMCA and is familiar with the environment and procedures there. Paulo wants to be able to participate with other young adults in a soccer league at the YMCA, but is not yet able to accurately complete the application, according to previous trials, using a teacher-developed task analysis, based on the application.”

This example reflects additional best practices suggested for age appropriate transition assessment because
- There are multiple sources (people, documents, times) of data.
- The data reflect family input (sensitivity to cultural diversity).
- The data are useful and understandable by various parties.

10.2r, 3r, & 4f: Non-example:
“When prompted, Paulo could not write his full name on an application. He likes soccer.”

This information does not meet I-13 standards for Item #5 for the following reason:
- There is no indication that data were gathered on more than one occasion.

10.2s, 3s, 4k-m: The following is an example of age appropriate transition assessment that supports Kevin’s postsecondary education/training, employment, and independent living goals.
Example:
Summarized on front page of IEP.
“Strengths: Kevin enjoys interacting with other people, music, horticulture, computers, and clerical type activities in which he has the opportunity to complete a project. He responds well to verbal praise and is able to stay focused on a task for 20+ minutes with occasional verbal redirection. Kevin has developed the skills to operate a variety of switch activated devices (e.g. button maker, blender, etc.), use a paper shredder, and collate papers with a jig. Kevin has worked successfully on an assembly line in the school-based enterprise and has held an on-campus job in the school library checking books in and out using a scanning system and shelving books with the assistance of a teacher assistant. Kevin loves school and is always eager to learn new skills. He demonstrates a high level of motivation to please his teachers and his parents report that even when he is sick he begs to go to school.

Present Levels of Academic Achievement and Functional Abilities: Kevin is following his state’s Extended Content Standards which are aligned with the general curriculum’s Standard Course of Study. He receives daily instruction in Literacy (reading, writing, and communication), Math, and Science. Kevin also is involved in vocational and daily living skill training.

His coursework is delivered in individual and small group settings in the special education classroom except for Digital Communications (a general education Career Technical Course) which he has taken (using a modified curriculum) with the assistance of a one-on-one instructional assistant. Kevin also participates in a school-based enterprise through the Occupational Course of Study (a state endorsed curriculum for students with special needs leading to a high school diploma) and an on-campus work placement in the school library.

Signed examination summary from Kevin’s physician, dated during the current year that he is:
18 years old
Is typically fed via G-tube to avoid asphyxiation
Uses a manual wheelchair to ambulate

This example meets the I-13 standards for Item #5 for the following reasons:
- Information regarding the student’s strengths and needs is provided.
- Information considers current and future environments.
- Information is from multiple sources, relevant to Kevin’s strengths, preferences, and interests.

Example reflecting best practice:
The information in the above example, as well as:
Summary evaluations from various dates during the previous 3 years by
LEA’s physical therapist
LEA’s occupational therapist
Private occupational therapist
Summary of notes from Person Centered Planning (using the Making Action Plans [MAPS]) forms meeting conducted at family’s home, recorded by Kevin’s great aunt.

This example reflects additional best practices suggested for age appropriate transition assessment because
- The information was obtained from multiple sources.
- The information reflects the input of the student/family regarding strengths, needs, preferences, and interests.

10.2t, 3t, 4n: Nonexample:
Kevin is a student with significant cognitive disabilities. He has severe limitations in cognition, communication, fine motor and gross motor skills.

The information provided does not meet I-13 standards for Item #5 for the following reasons:

Stating the type of disability is not sufficient information to conduct comprehensive transition planning, since individuals with the same disability classification likely have varying abilities
There is no information regarding the student’s strengths and skills that are currently present.

10.5c: This example of age appropriate transition assessment is relevant to Stephanie’s postsecondary education/training, employment, and independent living goal that “the summer after leaving high school Stephanie will independently ride the bus each work day to her job with Marriot Food Services, where she will participate in classes each year, as offered by her employer, to advance industrial kitchen skills”.

The IEP’s Present Levels of Educational Performance indicates that Stephanie has missed less than 2% of her school days throughout high school and that most of the absences were due to illness. She has successfully passed all the necessary vocational/technical and adapted academic classes for earning an Occupational Diploma. Her current psychological report notes an overall IQ in the upper limits of the Borderline Intellectually Deficient Range, with commensurate academic skills in reading, writing, and math. Her Adaptive Behavior scores on the on The Supports Intensity Scale show a need for additional training in the areas of community living activities, home living activities, employment activities, and protection and advocacy activities. Her special education case manager notes that Stephanie has expressed interest working in the restaurant or food service area, which is supported by her scores on the Self-Directed Search Form E and Wide Range Interest and Opinion Test – 2. Her work site coordinator noted relative on the job strengths in personal hygiene, punctuality, getting along with co-workers, overall job performance, work ethic and responsive to supervision.

This information meets I-13 standards for Item #5 for the following reasons:

Data were obtained over time (not one snapshot).
There is an indication of inclusion [or being responsive to] of student strengths, preferences, and interests.
The information considers present and possible future environments.
There is no indication that the sources of information are not age appropriate.

10.5d: Non-example:
The IEP’s Present Levels of Educational Performance shows her skill levels to be on par with her overall IQ and Adaptive Behavior skill levels. She has target goals of improving her advocacy, community living, and overall activities of daily living (ADL).

This information does not meet I-13 standards for item #5 for the following reason:

The assessment provides no information in the context of the student’s potential future environments.
There is no formal or informal assessment of student strengths or preferences.
The assessment information is unclear as to whether it is ongoing or a one-time evaluation.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.