In my last post I discussed the Vocational Behavior Assessment and how it can be used to produce a formative assessment for an Individual Education Plan. After using it as a summative assessment, I was able to identify three domains of concern. Focusing on these areas of concern, produced a daily formative assessment which I creatively titled: Daily Vocational Behavior Point Sheet. If you would like to see the document associated with this form, click here. Educators in Iowa will be familiar with the following goal section:
District Standard and Grade Level Benchmark(s) upon which this goal is based:
Standard: Developing and Maintaining Appropriate Work Skills and Behavior
Benchmark: The student will be able to maintain good attendance and punctuality.
Benchmark: The student will be able to meet quality and quantity work standards.
Benchmark: The student will be able to perform work directions and requirements.
Benchmark: The student will be able to respond appropriately to supervision.
Benchmark: The student will be able to work cooperatively with others.
Current Academic Achievement and Functional Performance (Results of the initial or most recent evaluation and results on district-wide assessments relevant to this goal; performance in comparison to general education peers and standards)
A review of the Vocational Behavior Assessment indicates that ***** greatest area of concern centers around *****'s ability to complete task. ***** scored the following mode score on the following categories: Ability to follow directions= 3 (Needs a great deal of instruction and is able to follow through on a task), Frustration Tolerance= 3 (Has considerable difficulty sticking to task when faced with obstacles), Motivation to do school work=4 (Frequent incomplete work and frequent task avoidance behavior). Tasks assigned to **** are modified to her instructional level. Peer norms do not exist but it can be assumed that same age peers would score significantly lower (1 is the best score on the scale).
Baseline (Describe individual's current performance in measurable terms using the same measurement as measurable annual goal and progress monitoring procedures).
Ability to follow directions= 3
Frustration Tolerance= 3
Motivation to do school work=4
Baseline total mode of 10
Measurable Annual Goal: conditions (when and how the individual will perform); behavior (what the individual will do); and criterion (acceptable level of performance). For students 14 years and older, indicate if this goal is related to post-secondary expectations of: (check all that apply to this goal) living learning working
In the next 36 weeks, **** will score a total of 6 on the Daily Vocational Behavior Point Sheet.
Progress Monitoring procedures (State how progress toward meeting this goal will be measured, how often progress will be measured, and the decision making rule that will be used in considering instructional changes.)
Google doc version of Vocational Behavior Point Sheet will be sent to ****'s teachers, service providers and parents on a daily basis. For each two week period the sum of the modes for each of the three categories will be recorded.
In my first post I promised to be brief but I wanted to show how the results of a transition assessment can be incorporated into planning and formative assessment of services.