# data[].attributes.attachment_link.description
The MECA System® A career exploration, career assessment and vocational assessment system related to training, education and employment. Pricing The MECA System® A career exploration, career assessment and vocational assessment system related to training, education and employment. Pricing The MECA System is an

# data[].attributes.attachment_link.title
ESTR Publications - Susan Severson, Jon Enderle

# data[].attributes.attachment_link.description
Transition assessment is important to adequately addressing the needs, preferences, and interests of learners with disabilities who prepare to exit the educational system become successful adults in community environments. estr publications provides you transition assessment instruments for mild disablities moderate severe include parent forms gathering information about nonschool environments.

# data[].attributes.attachment_link.readable_text
Description

Ages: 14 to 21 years
Testing Time: 15 to 30 minutes
Administration: Individual

The (TPI-3) provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals With Disabilities Education Act of 2004. It also accounts for individual student preferences, interests, strengths, and needs. Key information is gathered from students, parents, guardians, and school personnel through the use of core and specialized rating scales and open-ended questions. The TPI-3 can serve as the main vehicle for identifying transition needs or can complement existing procedures that are being used in a school district. In many cases, it can serve as a framework for acquiring more detailed assessment information. The most important outcomes are identifying transition preferences, interests, strengths, and needs, regardless of methodology; developing necessary plans; and acting on resultant goals. The TPI-3 has five key components, each of which is described below.

Administration and Resource Guide
This guide includes an overview of the instrument, detailed administrative procedures, guidelines for completing interests and preferences forms, guidelines for completing each of the core rating forms, suggestions for interpreting and using the results of the TPI-3, an elaborate case study showing how to move from assessment to planning and action, guidelines for using a new form designed for students with significant support needs, and suggestions for completing a functionally useful summary of performance. The guide also includes a detailed description of how the instrument was developed, and information about technical features.

Forms
The TPI-3 contains nine forms:

Student Preferences and Interests Forms (Basic and Advanced): The Basic form is used at the beginning of the transition planning process, while the Advanced form is used closer to the time when the student is leaving school.

Home Preferences and Interests Form: The Home Preferences and Interests Form permits parents/guardians to communicate their preferences for their son/daughter.

Student, Home, and School Core Rating Forms: The Student Core Rating Form and Home Core Rating Form are written at a lower readability level than the School Core Rating Form and present all 57 competencies for independent assessments from the student, home, and school regarding perceived competencies.

Profile and Further Assessment Recommendations Form: This form provides a way to display the results obtained from the individual rating forms and plan any further assessments that might be needed.

Modified Form for Students With Autism or Other Significant Support Needs: New to this edition, this form is for students unable to understand and respond to written or oral presentations of the competency items and levels of support needed. Parents/guardians and a school representative complete this form together or independently.

Summary of Performance Exit Form: New to this edition, this form provides the school an organized format for summarizing each graduating or exiting student's current needs, preferences, and interests related to postschool life.

Informal Assessments for Transition Planning-Second Edition
This resource contains more than 818 sub-competencies for the 57 TPI-3 items. The resource also contains 52 informal instruments (with directions on how to use the instruments) that are related to the 57 TPI-3 items. The purpose of the book is to continue providing a way to confirm transition preferences, interests, strengths, and needs to enhance transition planning.

Transition Instruction Guide
This guide provides engaging activities and resources to help students reach their transition goals. Lessons include interactive activities using the community, family, and Internet resources to involve students in real-world situations. The guide aligns instruction directly with the 57 transition skills identified with the TPI-3.

Online Resources
The TPI-3 now includes online access to additional resources that are useful for transition planning. The resources are: optional scripts for administering the TPI-3; additional case studies; a reference guide for linking TPI-3 items to services in the community; selected translations of the Home Core Rating Form, item descriptions for the Home Core Rating Form, and item descriptions for the Home Interests and Preferences Form.
COMPLETE TPI-3 KIT INCLUDES: Administration and Resource Guide, Transition Instruction Guide, 25 Profile and Further Assessment Recommendations Forms, 25 School Core Rating Forms, 25 Home Core Rating Forms, 25 Student Core Rating Forms, 25 Preferences and Interests Forms-Basic, 25 Preferences and Interests Forms-Advanced, 25 Summary of Performance Exit Documents, 25 Modified Forms for Students With Autism or Other Significant Support Needs, and online access to reproducible PDFs, all in a sturdy storage box. (©2021)

# data[].attributes.attachment_link.title
TPI3 Transition Planning InventoryThird Edition Complete Kit

# data[].attributes.attachment_link.description
Ages: 14 to 21 years Testing Time: 15 to 30 minutes Administration: Individual The (TPI-3) provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals With Disabilities Education Act of 2004. It also accounts for individual student preferences, interests, strengths, and needs.

# data[].attributes.headline
Transition Assessment and Goal Generator

# data[].attributes.subject
Transition Assessment and Goal Generator

# data[].attributes.attachment_link.readable_text
Career Cruising for K-12 is a web-based self-exploration and planning program that includes interactive learning games, skill and career assessments, 4-year planning tools, post-secondary school and job market information, exploration activities, an employment guide, and more. The My Plan digital portfolio allows students to document each stage of their career exploration process, think critically about their options, and build an individualized future readiness plan.

In this article

Who is Career Cruising for?

Elementary school students learning about themselves and the different roles people have in the world of work (see the Spark! section).

Middle school students starting to discover career options and the relationship between school work and the working world.

High school students in the 9th and 10th grades investigating occupations and planning for the future.

High school students in the 11th and 12th grades making decisions about post-secondary education, skills training, and employment.

College and university students learning about careers related to their field of study.

Adults beginning a work search or considering a career change.

Career Cruising for K-12 starts with an elementary program called Spark!, which integrates beginner-level career education into the classroom. Once students enter 6th grade, the program consists of six main sections, each with a set of tools:

Assessments
Careers
Education
Financial Aid (U.S. version)
Employment
My Plan

Each of these sections can be accessed from Career Cruising's main page after logging in, or by clicking the appropriate link in the menu bar that appears along the top of every page in the program. Combined, these sections help satisfy five key career guidance needs: self-assessment, career exploration, post-secondary education planning, work search, and portfolio development.

Logging In

To log into Career Cruising for K-12, students go to careercruising.com and type in their assigned username and password. If they've forgotten their username or password, they can click Forgot Password? or contact a counselor or site administrator. Educators can log in and demo the program by following these steps.

To log into the administrative side of the program (CAMS), go to careercruising.com/school.

Technical and Browser Requirements

Career Cruising for K-12 is an entirely web-based program that supports Internet Explorer, Firefox, Chrome, Safari, and default Android browsers. To ensure you're able to make use of all aspects of the Career Cruising website, check your browser version and settings. Learn More >

Viewing Sound and Video Clips

As long as you're using one of the supported browsers, no additional plugins are needed. A text transcription of the multimedia clips is also provided.

Links to Other Websites

Various sections of Career Cruising for K-12 contain links to useful external websites that users may want to visit for additional information. When students click on a web link, a new browser window will automatically open up, allowing them to do further research without leaving the Career Cruising website. Please note Career Cruising is not responsible for the content of external links.

Accessibility

Career Cruising for K-12 is fully compliant with Section 508 of the Americans with Disabilities Act and is an accessible website compatible with screen readers. Images on our occupation profiles on the website have been tagged with descriptive text and all career interviews have text alternatives (interview transcripts). The forms and data fields in the program also have descriptive tags to make it easier to enter information, and keyboard accessibility means individuals can tab through the links.

Some individuals with disabilities may require accommodations to access the program, including assistance with reading or additional explanations of instructions and activities. For more information on using Career Cruising for K-12 with transition and special needs students, including correlation resources, please see our guide and information about alternative completion settings.

# data[].attributes.attachment_link.description
Career Cruising for K-12 is a web-based self-exploration and planning program that includes interactive learning games, skill and career assessments, 4-year planning tools, post-secondary school and job market information, exploration activities, an employment guide, and more. The My Plan digital portfolio allows students to document each stage of their career exploration process, think critically about their options, and build an individualized future readiness plan.

# data[].attributes.headline
TTAP: TEACHH Transition Assessment Profile

# data[].attributes.subject
TTAP: TEACHH Transition Assessment Profile

# data[].attributes.attachment_link.readable_text
Description

Ages: Adolescent - adult
Testing Time: 1-½ hours for direct observation or 3-½ hours for 3 scales
Administration: Individual

TEACCH Transition Assessment Profile- Second Edition (TTAP) is an improved revision of the Adolescent and Adult Psychoeducational Profile (AAPEP). This comprehensive test was developed for adolescent and older children with autism spectrum disorders, particularly those with transitional needs. The TTAP is structured to satisfy those provisions in the Individuals with Disabilities Education Act (IDEA) of 1997, which require adolescents to be evaluated and provided with a transition plan by age 14.

Educators, parents, counselors, and care providers can use this powerful tool to assist individuals with autism spectrum disorders to prepare for a successful, semi-independent adult life (i.e., personal development, recreational living, adult integration into employment and residential arrangements, etc.). The TTAP will also help providers identify the individual's principle transition goals, strengths and weaknesses. Second, a "Cumulative Record of Skills" (CRS), along with two data collection forms, provides an efficient method of ongoing assessment in community-based instruction. The TTAP can be used to facilitate educational and transitional planning. Emphasis is on evaluating the six major functional skill areas

1. Vocational Skills

2. Vocational Behavior

3. Independent Functioning

4. Leisure Skills

5. Functional Communication

6. Interpersonal Behavior, within three different contexts:

Direct Observation Scale- a direct assessment of skills that can be administered by a teacher, psychologist, job coach, or other trained professional in a quiet testing environment

Home Scale- assesses and evaluates performance in the residential setting via interviews with the primary care provider

School/Work Scale- assesses the academic/vocational setting via interviews with the individual's teacher or work supervisor

This indispensable source also features:

1. Assessment for transition

2. Focus on the six major functional areas

3. Assessment in three different environmental contexts

4. A unique scoring system

5. Environmental Accommodation

6. Identification of preferences for individuals with limited communication Skills

To see more of this product's contents:
COMPLETE TTAP KIT INCLUDES: Examiner's Manual and 10 Profile/Scoring Forms. (©2007)
NOTE: There is an assembled materials kit available for purchase through TEACCH: OE Enterprises: TTAP Materials Kit

# data[].attributes.attachment_link.title
TTAP TEACCH Transition Assessment ProfileSecond Edition

# data[].attributes.attachment_link.description
Ages: Adolescent - adult Testing Time: 1-½ hours for direct observation or 3-½ hours for 3 scales Administration: Individual TEACCH Transition Assessment Profile- Second Edition (TTAP) is an improved revision of the Adolescent and Adult Psychoeducational Profile (AAPEP). This comprehensive test was developed for adolescent and older children with autism spectrum disorders, particularly those with transitional needs.

# data[].attributes.headline
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

# data[].attributes.subject
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

# data[].attributes.attachment_link.readable_text
Young adults who are deaf-blind experience significant difficulties achieving their desired post-school goals (Petroff, 2001; NCDB, 2009; NFADB, 2008; Wagner et al., 2005). Many factors contribute to poor outcomes, but a primary influence is likely a lack of knowledge among families and service providers about relevant evidence-based practices for students with disabilities (Morningstar & Mazzotti, 2014).

In response to this concern, the Northeast Regional Community of Practice, Creativity, and Support (COPCS), a group of expert personnel from state deaf-blind projects (2007), developed a transition evaluation guide for assessing the status of an individual's transition services. In 2016, the National Center on Deaf-Blindness (NCDB) Transition Work Group revised the guide to reflect current practices, requirements, and trends in education, transition planning, and vocational rehabilitation. Informed by Kohler's Taxonomy for Transition Programming (Kohler, 1996; Kohler & Coyle, 2009; Kohler, Gothberg, Fowler, & Coyle, 2016), the guide has been converted to a format that can be easily used by families and professionals, and renamed the READY Tool (Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth).

# data[].attributes.attachment_link.title
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth

# data[].attributes.attachment_link.description
Young adults who are deaf-blind experience significant difficulties achieving their desired post-school goals (Petroff, 2001; NCDB, 2009; NFADB, 2008; Wagner et al., 2005). Many factors contribute to poor outcomes, but a primary influence is likely a lack of knowledge among families and service providers about relevant evidence-based practices for students with disabilities (Morningstar & Mazzotti, 2014).

# data[].attributes.attachment_link.description
Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

# data[].attributes.headline
Expanded Core Curriculum for Students with Visual Impairments

# data[].attributes.subject
Expanded Core Curriculum for Students with Visual Impairments