ESTR Scale (Enderle-Stevenson Transition Rating Scale) 1991, revised 1996, 2003,

The Enderle-Stevenson Transition Rating Scale provides scores in five different areas (Employment, Recreation and Leisure, Home Living, Community Participation, and Post-secondary Education. It mentions that it is to be completed by the teacher with input from the parent (and student). It also has a worksheet for students to document their preferences and interest. It does offer a simple way of recording answers, only marking a "yes" or "no" for each item. Scoring seems to be just as easy as well. Most items also have examples for assistance in deciding if a student has that skill.

I do think that this assessment lacks in assessing social skills/networking knowledge. Youth need to know how to build their connections, whether for recreation, employment, etc. There were no questions on either assessment (the teacher completed form or student preferences) to indicate a student's level of performance and knowledge in this.

The recreation & leisure section also seems a little skimpy with only 4 questions.

I also believe that a student's self-confidence and self-awareness should be addressed in a different or separate area (it is included in the post-secondary education in this assessment).

This assessment would be most useful with learners with mild disabilities, as opposed to the short description provided above.

This assessment provides a direction for what areas the students needs to concentrate on for the transition and goals of the IEP. Narrows down the areas for the student, parent and IEP team. This is from the students point of view-their thoughts of what areas they need to work on and this is a change of them to choice what areas they what to work on and there is a column for parents thoughts.

I like this rating scale. It gives needs and strengths. It involves parent input. It helps the student become more involved in the IEP team, recommending goals for themselves. The description above says it can be used with students who have moderate disabilities, but the literature with the scale says it should be used with students who have a mild disability. It seems most appropriate for students with mild disability.

It is not an assessment to use in isolation. I think combining it with several of the pro-ed informal scales, will really assist the students in getting to know themselves better, as well as prompt them into thinking more about the future.