Informal Assessments for Transition Planning–Second Edition is an assessment resource that school-based personnel can use to determine or confirm transition strengths, preferences, interests, and needs for appropriate transition planning in the IEP. This resource can be used as a way to extend and/or confirm information derived from the Transition Planning Inventory–Second Edition (TPI-2) or as a stand-alone material to do initial probes of strengths, preferences, interests, and needs that will engage students and parents in the process of self-assessment and planning for their IEP meetings. Informal Assessments for Transition Planning, Second Edition is a highly practical and useful resource in the IEP transition planning process for: • obtaining and confirming assessment information • establishing some basic estimates of present level of functional achievement • providing a set of motivating and engaging activities for classroom or home • documenting students’ strengths, preferences, interests, and needs This second edition reflects revisions in the Comprehensive Inventory of Transition Needs (Level 2) to complement new and revised items on the Transition Planning Inventory–Second Edition (TPI-2) and an expansion and reorganization of the Selected Informal Assessments (Level 3), ensuring at least one informal assessment related to all items of the TPI-2. Most important features include: • 10-15 sub-competencies for each of the 57 items of the TPI-2, provide 57 mini-assessments of key knowledge and skill competencies for following up on initial TPI-2 item assessments. • Over 800 sub-competencies listed across 11 transition planning domains that guide further assessment and targeted competencies for instruction • Each of the 52 selected informal assessments includes teacher instructions for administering, adapting, and/or interpreting each instrument and an estimated reading level. • Informal assessments may be photocopied and used with students or parents. • All instruments are provided as reproducible PDFs via online access COMPLETE KIT INCLUDES: 167-page book with access code for online material. About the Authors: Amy S. Gaumer Erickson, PhD, an assistant research professor at the University of Kansas Center for Research on Learning, conducts professional develop-ment and evaluation in secondary transition and multitiered academic and be-havior systems of support. She has also taught special education to a vast array of students in Grades 7 through 12 at urban and suburban schools, a charter school, and an alternative high school in self-contained, resource, and co-taught classrooms. Dr. Gaumer Erickson works collaboratively with special education teachers, general education teachers, related service providers, ad-ministrators, families, and community agency providers to support all students in identifying their postsecondary goals based on valid assessment data and implementing plans that lead to smooth transitions from high school to the next phase of life. Having tested many of the assessments from this book with her own children, she has found great value, from both the educator and parent perspectives, in helping youth realize their own visions for the future. Gary M. Clark, EdD, is a professor emeritus in special education at the University of Kansas. His professional interest in adolescents with disabilities goes back to his work as a teacher, school counselor, and vocational rehabilitation counselor in Texas. He has contributed to the state transition guidelines for Kansas and Utah and has been a consultant in a number of states for career development, transition programming, life skills curricula, transition assessment, and sec-ondary special education teacher education. Dr. Clark has authored numerous books, chapters, and tests in the area of transition assessment and planning. James R. Patton, EdD, is currently an independent consultant and adjunct as-sociate professor in the Department of Special Education at the University of Texas at Austin. He formerly was a special education teacher, having taught students with special needs at the elementary, secondary, and postsecondary levels of schooling. He has written books, chapters, articles, and tests in the area of special education. Dr. Patton’s current areas of professional interest are the assessment of the transition strengths and needs of students, the infusion of real-life content into existing curricula, study skills instruction, and differ-entiating instruction for students with special needs in inclusive settings. He is also working as an intellectual disability forensic specialist in regard to death penalty cases throughout the country. |