Accommodations Surveys

Accommodations are meant to eliminate and/or reduce the effects of an individuals disability. Yet, they are often simply copied from the previous IEP and/or the same as all other student's IEPs in the district. I confess that I have been guilty of listing accommodations just in case a student might need them, but I now realize that it is best to limit accommodations to only those that significantly eliminate and/or reduce the effects of an individuals disability and that the need for accommodations should be reviewed frequently by all IEP team members. In order to have a productive dialogue, all members must have the same understanding of the various accommodations. The Nebraska Guidelines to Accommodations provides definitions of commonly used accommodations and a survey to determine accommodations. I have converted the Determining Appropriate Accommodations by Student Name from the guide verbatim. This assessment assists in specifying the disabilities of an individual. Data from the assessment can easily be shared with the IEP team through the Summary of Responses. This data can be used to determine the accommodations that should be on the student's IEP with the Accommodations Survey for Student Name.    The assessments do not limit the development of uniquely targeted accommodations but provide a shared understanding through graphs of the data from the IEP team and serve as a catalyst for efficient and effective accommodations.  To copy the spreadsheets for your own use, visit my website.

Indicator B14 Survey Correlated with Transition Curriculum

About three weeks ago I discovered an Indicator 14 Survey from Connecticut that I felt had great potential to collect data for Indicator B14.  I converted the survey without edit to share while I immediately realized that the survey could produce easy to read results and provide information on the student reported transition skills taught in high school with post high school outcomes.  The Survey of Graduates or Exiters of High Schools is an edited version that produces correlations among skills and outcomes.  To demonstrate how the assessment works I entered ten random entries.  The Summary of Responses provides a user friendly view of the results and the spreadsheet provides correlations among the responses.  This assessment can be used to find relationships between transition curriculum and post-secondary outcomes. Please note that formulas need to be copied on the coding spreadsheet and the ranges will need to be changed to reflect the proper data ranges.

Indicator B14 Survey

My journey to accumulate IEP and related forms from all states (check my progress) was interrupted by my discovery of B14 Survey developed by the state of Connecticut and made available both on survey monkey and paper.  I converted the survey to a google form, Survey of Graduates or Exiters of Connecticut High Schools, that states, area education agencies and local districts can edit.  I have experienced significantly more response with the google form versus paper.  Please check my website to copy the spreadsheet and check for updates in the data manipulation.  I plan to setup the spreadsheet to allow correlation between skills covered in high school and outcomes.

Rubrics - Qualitative and Quantitative Data using Google Doc Forms

I wanted to convert a rubric that was used to produce a score based on the selection of the descriptors. I like how rubrics provide a description of a certain behavior, however, I also like the ability to produce a numerical score. The use of the If-Then formula allows for the conversion of descriptors to a numeric value resulting in both qualitative and quantitative data. I started with the AEA 10 ServiceMatrix which is used to determine special education weightings. The form and the corresponding spreadsheet can be found on the Resource subpage on my website.  I will be searching for assessments, based on a rubric, to convert to google doc forms.  Using google docs forms, the rubric can be converted to a multiple choice assessment.  The owner of the goole doc assessment can assign points to the various descriptors.  If you have a rubric you would like to have converted please send a copy to kurtis.broeg@gmail.com

Transition Services Assessment

While scanning the internet for transition assessments I discovered the Special Education Needs Assessment which was developed in collaboration with the Virginia Department of Education and the Shenandoah Valley Regional Program. (Revised March 1995).  The original document compiles data and sets priorities for improvement based on assessment of 37 criteria by a team consisting of various stakeholders.  Conversion to Google Docs allows for assessment of the criteria on a much broader level.  Summary of Responses can be used to quickly analyze data.  In addition, information compiled in the spreadsheet can be sorted to see how the different groups of stakeholders rate and value the criteria.  The Transition Services Assessment can be used by states, area education agencies, and/or school districts to appropriately allocate resources for transition services.  Please copy and edit to meet your needs.  Feedback is always appreciated at kurtis.broeg@gmail.com.

Parent Transition Survey

The Parent Transition Survey is a great tool to discover parental expectations and start dialogue that leads to a successful transition plan. The survey collects data on current needs and post secondary expectations in the areas of Living, Learning and Working. In addition to asking about post secondary expectations, the assessment asks the parents what adult services will be necessary for the post secondary expectations. The survey concludes by assessing parental awareness of adult services. I suggest copying the spreadsheet and editing the adult services to match the actual names of adult services in your area.

Revised AIR Self Determination Skills Assessments

Recently, I went to use the AIR SelfDetermination Skills Assessments and discovered that it could be improved to make the data more user friendly. I added a second sheet labeled Results that provides a quick calculation of the categories. I also converted all scores to percentages to allow for comparison across categories. Presenting the data in percentages is a change to the way the original scores were reported. I still have not discovered how to eliminate the need to copy formulas. In the results section, copy the formulas in the preceding row to the next row. Please let me know of ways I can make the assessments more user friendly by contacting me at kurtis.broeg@gmail.com

Life Centered Career Education Assessment

The Life Centered Career Education Assessment was developed based on a paper I wrote advocating for the use of LCCE-M as standards and benchmarks for a life skills program. If you would like to read the paper please see Life Skills Assessment Sequence on the resource page of my google site. This assessment was created based on criteria from the Life Centered Career Education – Modified Curriculum (LCCE-M) developed by the University of Missouri and an Individual Responsibility Rubric developed by me. This assessment is not intended to replace the batteries available through (LCCE-M). It is intended as an informal tool to enhance dialogue amongst all IEP team members and as a tool to communicate with adult service providers. When you copy the spreadsheet, the form and chart will be attached. Formulas will need to be copied with each new student. Please share your edits with me and I will share the improvements on the google site.

The Arc's Self-Determination Scale

The purpose of converting this assessment is to increase use through efficiency. Michael L. Wehmeyer, PhD, from the University of Kansas granted permission to convert the assessment to a Google Doc Format. The Arc's Self-Determination Procedural Guideline by Wehmeyer is a must read for all who believe that self determination is as important if not more important than the traditional “core” academic disciplines such as reading. The guide not only describes how the scale should be used, it provides evidence that all people can be self-determined and stresses the importance of self determination for both productivity and happiness.

The scale was developed following a comprehensive evaluation of the self- determination of more than 400 adults with intellectual and developmental disabilities. The scale is measure of self-determination designed for use by adolescents with disabilities, particularly students with mild intellectual and learning disabilities, therefore, it was designed to empower students to become more self- determined by providing a vehicle by which they can self-report with appropriate supports and accommodations. It is extremely important that their answers not be influenced and/or judged by the administrator of the assessment.

While the assessment produces a scores in comparison to a normed sample which is attractive for reporting in Individual Education Plans and justifying and/or guiding services, Dr. Wehmeyer emphasizes that “no assumption about a “normal” or “expected” amount of self- determination” should be made based on the results of the assessment. Wehmeyer touches on a theme that I have discussed in previous blogs that often the process of the assessment is as important as the results of the assessment. In the procedural guide he writes “students could work collaboratively with the teacher to score the assessment (because of the need to make the assessment usable as a research tool, its scoring is most likely too complex for self-scoring) and discuss the outcomes, both in comparison with data from the Scale norms and looking at individual student strengths and areas of need.”

You must make a copy of the following spreadsheets (the associated forms will follow) as you will need to be able to copy the formulas to the next row after the results for each student are entered.

Arc Self-Determination Scale Data

Scoring Steps 1-2 and Interpretation Data

ARC Scoring Steps 3-5 Data

The following steps should be followed in using the assessment:

Step 1: Read The Arc's Self-Determination Procedural Guideline

Step 2: Administer the Arc Self-Determination Scale. The guide states that depending on needed accommodations and supports it can be administered to up to fifteen students at one time. However, the flexibility of the google form will allow it to be delivered more frequently under more environments.

Step 3: Open the data associated with the Arc Self-Determination Scale and complete Scoring Steps 1-2 and Interpretation. You will need to copy and paste the formulas to the next row for each new student.

Step 4: Open the data associated with Scoring Steps 1-2 and Interpretation and complete ARC Scoring Steps 3-5. You will need to copy and paste the formulas to the next row for each new student.

Step 5: Download ARC Scoring Steps 3-5 data as a spreadsheet and create graphs for Norm Sample and Positive Scores. It appears that you can create graphs in google docs but I experienced difficulty and found it easier to download and create graphs in Open Office. Update 6/20/2011 - Using Google Chrome I was able to produce graphs that are attached to ARC Scoring Steps 3-5 .  The graphs will update as you add students.

If you find any errors or have suggestions for improvement please contact me at kurtis.broeg@gmail.com

Numeric Parents of Teenagers Survival Checklist

The Numeric Parents of Teenagers Survival Checklist produces an average score out of four in the following areas: prepare cooked meals, comparison shopping, geography, math, reading, home maintenance, appliances, health, personal grooming, sexuality, communication, and employment. The Parents of Teenagers Survival Checklist assesses the student in environments outside of school and is a great way to get the parent involved in the discussion on transition. The numeric version allows for comparison of scores over time and the ability to summarize for an area such as stating that a student with an average score of 2 performs, on average, the skills in the area some of the time. When an area has a low average score, the report on the IEP can list the specific skills that need to be addressed. To make a copy of the numeric version go to my google site and follow the directions. The formulas will need to be copied as new students are added.

Forced-Choice Reinforcement Menu

While using the Forced-Choice Reinforcement Menu to determine what rewards to offer my students for desired behavior I stumbled upon data which I felt was useful in assessing motivation. I have never been a fan of using external rewards and after reading Daniel Pink's book, Drive, I became convinced the the most effective motivation is the task itself. The students who were completing a higher percentage of homework and exhibiting more mature behavior had higher scores in task oriented reinforcements compared to students that scored high in external reinforcements. The Forced-Choice Reinforcement Menu produces scores for Adult Approval, Competitive Approval, Peer approval, Independent Rewards, and Consumable Rewards. The students that scored higher in Independent Rewards than Consumable Rewards also exhibit a higher positive discrepancy in performance versus ability. I am not sure how I will use and/or present this data in IEPs but I do plan to compare each individuals score across time to see if motivation is shifting more towards task and away from external rewards. If you would like to make a copy, visit my google site. After each entry, the formulas will need to be copied to the next row.

Quality of Life Assessment

Deana Colbert, English Valley High School (North English IA) Resource & Alternative Programs, shared the Quality of Life Assessment that was shared with her in a Drake University graduate class taught by Kim Davis, Principal of Walnut Creek Alternative School. In addition to providing data for the IEP, Deana states the assessment is great vehicle to promote discussion with outside service providers on a student's future past high school. The associated spreadsheet produces scores in seven categories (Location, Education, Medical Services, Professional Supports, Leisure, Career, and Family& Social) when the formulas from the example student are copied to the next row. For instructions on how to copy the assessment go to Broeg Google Doc Transition Assessments.

AIR Self-Determination Scale

The AIR Self-Determination Scale was developed by the American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University, with funding from the U.S. Department of Education, Office of Special Education Programs (OSEP). Discussion of how to use the scales, validity, reliability, and factor analysis can be found in the guide. All four scales, calculate the level of self determination. The authors of the scale argue that the scales can be used to promote discussion and measure progress over time. Three of the scales, Educator, Student, and Parent, can be found on my google site with the associated spreadsheets. I have entered formulas to calculate all of the scores as instructed in the guide. To use the scales, you need to make a copy of the spreadsheet (data file). After each entry, the formulas will need to be copied from the example student row to the new student.

Student Directed IEPrezi

After joining a forum on student directed IEPs, I was a greatly humbled to find that I was not doing near enough to encourage the self determination of my students. I found out that other teachers were having students run their IEPs. While I knew this was “best practice”, I had settled into thinking I was being successful if I could get the student to attend the meeting. The positive peer pressure forced me to change the way I approach the planning of the IEP. Over the last few years I have included students in the assessments, but when they attended the meeting, students were reluctant spectators. Based on Daniel Pink's theory that the most effective motivation is found in the task, I decided to have a student create a Prezi to guide their IEP. Based on the six critical elements I provided the student a template and a draft of their IEP. As the student went through their IEP, they asked me questions which facilitated discussions that probably would not have occurred. I was curious to see the Prezi but I waited till the meeting as the point of the Prezi was to give more control to the student. I will definitely use the Student Directed IEPrezi for both an assessment and scaffolding for student directed IEPs. Please view Kris's Directed IEP. I believe Kris has more ownership of his future and in case you are wondering, Kris will be in choir next year. The Prezi fostered a healthy discussion among all team members and a solution was found in which Kris could take both choir and more electives.

Wisconsin Transition Health Care Checklist

I have converted an extensive health assessment, Wisconsin Transition Health Care Checklist, that includes 18 areas and 168 skills. The assessment, originally a checklist, has been converted to indicate whether the skill is developed or needs to be developed. A description and rationale for the assessment can be found in Transition Health Care Checklist: Preparing for Life as an Adult. The authors of the assessment suggest annual assessment to denote progress and plan instruction. Given its length, you may want to consider breaking the assessment into multiple parts. To make your own version, copy Wisconsin Transition Health Care Checklist for Student Name Data and edit. Note if you have a google account within a domain you may not be able to copy. The quickest solution to this issue is to create a google account outside of the domain.

Assistive Technology and Self Determination Assessments

Julie Freed, Grant Wood AEA Assistive Technology Consultant, shared Wisconsin Assistive Technology Protocol for Transition Planning and Wisconsin Assistive Technology Initiative - Student Information Guide for Self Determination and Assistive Technology Management assessments during a workshop. I came away from the workshop with an expanded knowledge of Assistive Technology. Prior to the workshop I thought of assistive technology as equipment, after the workshop my view expanded to include instruction that is needed for students to use free or readily available technology. The exponential growth of free or low cost technology shifts the focus from equipment to training for independence and increases the number of individuals that can benefit from assistive technology. The assessments also measure self determination which is a necessary skill as it is not enough for the individual to know how to use the technology. In order for the individual to use the technology as an independent adult they must learn responsibility and advocacy. If you would like to copy either of the assessments please go to Broeg Google Doc Transition Assessments and follow the instructions.

Preferences

When indicating preferences on a student's IEP I have always asked the student how they prefer to learn and often times I have felt that I prompted them to respond the way I assumed they preferred to learn. Do people actually know automatically how they prefer to learn or does it take some digging? The Learning Style #1 assessment found in the Quick Book of Transition Assessments is a valuable tool to start a discussion of learning preferences. Before taking the assessment I assumed that I preferred to learn via lecture rather than out of a book but the data said just the opposite. According to the CITE Learning Styles, for language “I learn well from seeing words in books, on the chalkboard, or in workbooks. I remember and use information if I have read it.” When dealing with mathematical problems, “I have to see numbers on the board, in a book, or on paper to work with them. I am more likely to understand math facts if I have seen them.”

The contrary results caused me to reflect on how I actually learn best rather than relying on my initial assumption. Upon further reflection, the data are correct, I learn best from data I can see rather than just hear. For other people the results from the Learning Style #1 assessment may be incorrect but the important thing is that the process encourages reflection. I have set up the spreadsheet so all that needs to be done to get the results is to copy the formulas to the next row. I plan to use the tool to promote self advocacy as well as to assess.

Transition Assessment: The Process Can Be As Important As the Results

In preparation for an IEP, one of my ninth grade students was completing the Student/Parent Questionnaire while a 10^th grade student was working independently. The student completing the questionnaire asked me to clarify the following question: Are you presently in contact with any agencies that will or maybe involved with you after graduation? The student's request started a dialogue between the three of us that included VITAL, Career Connections, Iowa Vocational Rehabilitation Services and “learning centers” at institutions of post-secondary education. Both students expressed interests in these services and I explained to them the importance of making connections during their 11^th grade year. The dialogue continued to include how these agencies could assist them in their future goals. I came away from the discussion with the feeling that the perspective of the students' changed from the short term of “getting the assignment due finished” to the long term of how that assignment fit into their future. Without the process of the student completing the assessment, any discussion of the agencies would have probably been a one sided lecture rather than a dialogue initiated by the student. To make it easier for everyone to use the assessments I have created an easy to remember shortcut to the assessment site: http://tinyurl.com/transitionassessment. I am currently working on converting the assessments found in the Quick Book of Transition Assessments.

Transfer Functional Skills

I have completed all of the assessments in the Transfer Functional Skills section of the Quick Book of Transition Assessments. These assessments can be used to measure the discrepancy between the required skills and the current skills of the student's post secondary expectations. The section contains four different types of post secondary expectations (Supported Employment, Vocational Training, Four Year College and Competitive Employment). The majority of the skills are contained in all four assessments, so if the team decides the current expectation is not realistic, the data can be applied to a more appropriate expectation. The section also contains a Vocational Evaluation and a Functional Skills Inventory. The Vocational Evaluation produces a score that could be used for goal setting as it would be easy to graph. However, the evaluation contains fifty behaviors so it would be better to focus on the deficient behaviors. To see these assessments go to the Quick Book of Transition Assessments page on the Broeg Google Doc Transition Assessments website.

Sharing: The Heart of the Online Community

The public site has grown thanks to Dean Flyr, a transition specialist with Des Moines Public Schools. Dean sent me work experience assessments, general transition assessments, Spanish versions of assessments and resources. I was able to convert the material whenever I had a few minutes to spare. The addition of this material necessitated new pages dedicated to work experience assessments and transition resources. Please take a look at all the new assessments and resources. I will return to adding assessments from Quick Book of Transition Assessments until someone else shares with the community. Thanks Dean!