Integrated Services
Guidelines for Transition Assessment
May 2013
Fort Collins, CO · www.psdschools.org
Transition Assessment Guidelines
This guide was developed by members of the Poudre School District Transition Team:
Joe Allen – Fossil Ridge High School
Jean Greuel – School to Work Alliance Program
Cathy Hettleman- Fort Collins High School
Gayna Jobe – Cooper Home
Maria Landstrom – Community Connections
Steve Mishkind – Poudre High School
Cassidy Montoya – Centennial High School
Kim Nigro – Rocky Mountain High School
Ann Scott – Speech Language Pathologist
Romie Tobin – Integrated Services Coordinator
Spring 2012
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Transition Assessment Guidelines
Educate…Every Child, Every Day
Poudre School District exists to support and inspire every child to think, to
learn, to care, and to graduate prepared to be successful in a changing
world.
Guidelines for Transition Assessment
The concept of transition planning is really quite simple – Transition Planning is intended to facilitate the
movement of a student (with an identified disability), from school to adult living. Transition planning
addresses the steps a student needs to take to;

gain skills and knowledge which facilitate entrance into post-secondary education and/or training,
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gain skills and knowledge to secure employment, and
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gain skills and knowledge to live independently in the community. (includes recreation).
In addition, transition planning also considers the linkages to adult agencies that may support the student
once he/she leaves the school district special education services. (i.e. Connections to the Local
Developmental Disabilities Agency, Mental Health agency, and social security). For a concise document
about some of the primary agencies, see the CDE FAST FACTS sheet on adult agencies
http://www.cde.state.co.us/cdesped/download/pdf/FF-AdultCommunityAgencies.pdf
The following questions guide transition planning and must be answered prior to graduation for each student:
1. Where is the student going vocationally (competitive employment, or supported employment, or
volunteer work)?
2. Will the student need post-secondary education or training?
3. Where will the student live and what support will be needed?
4. How will the student’s transportation needs be met?
5. How will the student maintain his or her social life?
6. What type of leisure activities will the student participate in?
7. How will the student meet his or her need for medical care? (including health insurance)?
8. What community agencies can help and how will they be accessed?
(McAlonan, 1989)
Transition Assessment is defined as …“the ongoing process of collecting data on the individual’s needs
preferences, and interests as they relate to the demands of current and future working, educational, living, and
personal and social environments…” (Sitlington, Neubert, & Leconte, Career Development for Exceptional
Individuals, 1997, p. 70-71). The information gathered from transition assessment serves as the common thread
in the transition process and forms the basis for defining goals and services to be included in the Individualized
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Transition Assessment Guidelines
Education Program”(Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p.
70-71).
The overall purposes of transition assessment are to:
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Identify students' interests and preferences
Determine post-school goals and options
Develop relevant learning experiences (instruction) and transition service needs
Identify supports (linkages) needed to accomplish goals
Evaluate instruction and supports.
During the 2010-2011 school year, the Poudre School District Transition Team reviewed options that were
already available to teachers in the district to assess the Transition needs of students with disabilities. In
addition, the team made recommendations to the Director of Integrated Services for the purchase of additional
assessment materials using ARRA (stimulus) funds.
This guide is intended to assist staffing team members in selecting transition assessments that are most
appropriate for students for whom they are responsible. The Guide provides a menu of available assessments
for a wide range of student abilities as well as grade levels. Most Transition assessment information is intended
to inform instruction as well as plan for other transition services, therefore, the transition assessment protocols,
(i.e. TPI) DO NOT go to RECORDS. However, the assessments should remain in the case managers file
and/or the student’s portfolio. Transition assessment information must be documented in the IEP. The
documentation should include;
 the name of the assessment,
 Date the assessment was given,
 Name of person analyzing the information
 Summary of the findings that inform the Post-school goals in the student’s IEP.
Some Transition assessment information can be found in many of the standardized assessments used to
determine eligibility for Special Education services. For example Intelligence tests, (Weschsler Intelligence
Scale), scales of adaptive behavior (i.e. Vineland Adaptive Behavioral Scales), and achievement tests (i.e.
Wechsler Individual Achievement Test).
Section 1: This section is a menu of options for transition assessment at various levels (Mild- Moderate and
Extensive, 18-21)
Section 2: This section offers a brief description of each assessment tool identified in the menu selections. The
items are presented alphabetically.
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Transition Assessment Guidelines
Section 3: This section gives a listing of additional Transition assessment options developed by the Transition
Coalition http://transitioncoalition.org/transition/index.php and includes many Free On-line resources for
Transition assessment.
Section 4: This section gives some options for professional development regarding Transition assessment, as
well as other options for Professional development in Transition of youth with disabilities.
Please feel free to offer your suggestions for ways to improve this guide by contacting Romie Tobin, Integrated
Services Coordinator, rtobin@psdschools.org.
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Transition Assessment Guidelines
Section 1: Menu of Transition Assessment Options
For Annual Assessment Requirements
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Transition Assessment Guidelines
Mild - Moderate:
PSD has chosen the Transition Planning Inventory as the formal assessment option for most students eligible for
special education. A well rounded plan begins with the larger picture which TPI can provide. This assessment
should be done prior to the first IEP for Transition.(the IEP that is effect when the student turns 15 is the first
IEP for Transition – so the IEP may need to be done when the student is in 8th grade, depending on the student’s
birthdate) ) During successive years the case manager could add information to provide more detail in specific
areas (ie. Informal assessments related to further education, career and independent living.)
Naviance:
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
Interest inventory and
Holland Code Assessments
Transition Planning Inventory PRO-Ed
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TPI – student, family, teacher survey’s
Informal Assessments for Transition Planning
Informal Assessments for Independent Living and Community Participation
Informal Assessments for Employment and Career Planning
Informal Assessments for Postsecondary Education and Training
BRIGANCE® Transition Skills Inventory (TSI)
Life Centered Career Education (LCCE)
The Ansell-Casey Life Skills Assessment (ACLSA)
Rubrics for Transition II: for Lower-Functioning Students
Additional assessment options
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Student led IEP (template for the PowerPoint is available on the PSD Document Library)
Person Centered Plan (PATH)
MAPS, CSAP , and state and District Alternate assessments and many formal assessments used for
eligibility provide information that may inform post-secondary goals or other areas of the IEP (annual
goals and objectives). Gap analysis can be identified and provide information for annual goals.
Any work or volunteer experiences that students participate in should provide useful assessment
information. These experiences can tell a young adult if their career plans are on target or if they need to
be adjusted.
Evaluations of the student work through Pace or ACE may be used as informal assessment for transition
as well as any information gathered about career .
The CDE Transition Toolkit. Charting a course for the future. The toolkit provides some informal
assessments for students and parents. This is a free resources available on the CDe website under
Transition Resources. http://www.cde.state.co.us/cdesped/Transition_TK.asp
See Transition Assessment Review form for other assessment options which researchers at The
Transition Coalition at the University of Kansas have complied as part of the Transition Assessment
Module that is FREE and online at: http://transitioncoalition.org/transition/module_home.php
SDS – Student Directed Search (Holland Codes)
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Transition Assessment Guidelines
Intensive Learning Services (ILS):
This group of students must have an Independent Living Post School Goal. PSD has chosen the Transition
Planning Inventory as the formal assessment option for most students eligible for special education. A well
rounded plan begins with the larger picture which TPI can provide. This assessment should be done prior to the
first IEP for Transition.(the IEP that is effect when the student turns 15 is the first IEP for Transition – so the
IEP may need to be done when the student is in 8th grade, depending on the student’s birthdate) ) During
successive years the case manager could add information to provide more detail in specific areas (ie. Informal
assessments related to further education, career and independent living.)
Naviance:


Interest inventory and
Holland Code Assessments
Transition Planning Inventory PRO-Ed and




Informal Assessments for Transition Planning (Student, Home, Teacher surveys)
Informal Assessments for Independent Living and Community Participation
Informal Assessments for Employment and Career Planning
Informal Assessments for Postsecondary Education and Training
The Cayuga-Onondaga Assessment for Children (COACH) is an assessment and planning tool
designed to assist in the development of relevant educational programs delivered in integrated settings.
COACH:
Life Centered Career Education (LCCE)
The Ansell-Casey Life Skills Assessment (ACLSA)
Rubrics for Transition II: for Lower-Functioning Students AND
Rubrics for Transition IV: for Students with Severe Disabilities 43 skills for students who will live dependent adult lives.
Other Assessments:
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MAPS, CSAP , and state and District Alternate assessments and many formal assessments used
for eligibility provide information that may inform post-secondary goals or other areas of the IEP
(annual goals and objectives)
Person Centered Plan (PATH) This option is facilitated by a trained person and a recorder
develops a graphic representation of the dialogue.
Any work experiences that students participate in should provide useful assessment
information. These experiences can tell a young adult if their career plans are on target or if they
need to be adjusted.
Evaluations of the student work/internship through Supported Employment ACE may be used
as informal assessment for transition.
See Transition Assessment Review form for other assessment options which researchers at The
Transition Coalition at the University of Kansas have complied as part of the Transition
Assessment Module that is FREE and online at:
http://transitioncoalition.org/transition/module_home.php
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Transition Assessment Guidelines
Post-High School Programs
Students leaving the high school and continuing their education in a Poudre School District Transition program
should have a portfolio of assessment information as well as other transition information (Resume, practice
cover letters, evaluations from internships, etc…). The transition assessment process will continue while the
student attends either Cooper Home, Community Connections, Project SEARH and/or ACE Support
Employment. A variety of assessment tools will be utilized in these transition programs. Additional assessment
information will be collected in the work site. Some of the possible options for Transition assessment options
used in the post-high school settings are listed below.
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Access Skill Assessment
Brigance Transition Skills Assessment
Informal assessment for transition – Employment, Independent Living and Community Participation,
Post-secondary Education and Training
Informal Assessments in transition planning
LCCE
Rubrics for Transition Manuals
Transition Planning Inventory
Additional Program Resources:
 TIPS – Transition planning guide – General transition skills. Jobs and job training, recreation and
leisure, home living, community participation, post-secondary training and learning. This is a
questionnaire for parents and students to determine the student competencies in all five transition areas.
We use this to help develop transition goals and objectives.
 ARC’s Self-Determination Scale: A self-report for students with cognitive disabilities to help determine
their strengths and limitations in the area of self-determination.
 Becoming More Independent: A 200 question self-assessment with questions in all areas of transition
and daily living, from money management to clothing selection and home care.
 AIR Self-Determination Scale: A form used to assess the students perceived level of self-determination.
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Transition Assessment Guidelines
Section 2: Transition Assessment Options
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Transition Assessment Guidelines
Transitions Assessments:
 Access Skill Assessment
 The Ansell-Casey Life Skills Assessment (ACLSA)
 BRIGANCE® Transition Skills Inventory (TSI)
 Charting a Course for the Future – A Transition Toolkit
 COACH Assessment and Planning Tool
 Informal Assessments for Transition: Employment and Career Planning
 Informal Assessments for Transition: Independent Living and Community Participation
 Informal Assessments for Transition: Postsecondary Education and Training
 Informal Assessments in Transition Planning
 Life Centered Career Education (LCCE)
 Naviance
 Rubrics for Transition Manuals
 Rubrics for Transition 1: For Higher-Functioning Students
 Rubrics for Transition II: For Lower-Functioning Students
 Rubrics for Transition III: For Autism Spectrum Students
 Rubrics for Transition IV: For Students with Severe Disabilities
 SDS Career Exploration
 Transition Planning Inventory
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Transition Assessment Guidelines
Access Skill Assessment
The Access Skill Assessment is a paper and pencil assessment that seeks information about the student in a
variety of domain areas;
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Communication and Basic Language
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Decision making and problem solving
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Self-Advocacy/Self-Determination
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Physical
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Inter/Intrapersonal
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Organization
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Technology
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Career Development
The Access Skills are assessed by the Student, the Teacher, the Parent and complied into a student skill
profile which is further enhanced with a notes section to document specific student strengths and needs
in each of the domain areas.
This assessment is available on the PSD document Library and the PSD Transition website.
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Transition Assessment Guidelines
The Ansell-Casey Life Skills Assessment (ACLSA)
The Ansell-Casey Life Skills Assessment, also referred to as Casey Life Skills, is a suite of comprehensive
online assessments, learning plans, and learning resources that can be utilized for free to help engage young
people in foster care whereby they can gain the life skills they need to exit care. The tools are strengths-based
and were built and refined with user input and research. The assessments consist of statements about life skills
domains deemed critical by youth and caregivers for successful adult living.
There are also additional assessment supplements designed to help young people who have specific needs and
challenges. The specific topics are: pregnancy and parenting infants and young children, homeless, youth
values, education, gay, lesbian, bisexual, transgender, and questioning youth (GLBTQ), and American Indian.
Customized individual or group learning plans can be created through use of the Life Skills Learning Guide and
the supplemental guides. Youth, with guidance from caregivers, can identify areas in nine life skill domains that
they would like to improve using activities and exercises chosen from a comprehensive selection of free or low
cost curricula, guides, and websites.
A secure, encrypted database holds hundreds of thousands of score reports completed since 2005. Users can
receive automated aggregate data reports and track the progress of youth over time. Benchmark data is also
accessible to allow users to compare youths’ scores to the average scores of other youth belonging to similar
demographics. The paired t-test statistical function allows users to compare data from two points in time.
We always recommend that caregivers build their understanding of the tools by completing sample assessments,
building sample learning plans, and reviewing the resources available. Ideally, they will get end user, certified
user, or certified trainer training from our fully endorsed authorized training providers. These senior certified
trainers can deliver in-depth training on the Casey Life Skills tools, products, and processes.
The ACLSA was designed to be as free as possible from gender, ethnic, and cultural biases. It is appropriate for
all youths regardless of living circumstances, whether with one parent, in foster care, in group homes, etc.
Ansell-Casey does not collect personal identification information and the results are confidential.
Suggested age ranges for ACLSA use:
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ACLSA-I (ages 8-9 with 39 questions)
ACLSA-II (ages 10-12 with 60 questions)
ACLSA-III (ages 13-15 with 87 questions)
ACLSA-IV (ages 16 and up with 121 questions)
ACLSA Short (ages 11-18 with 20 questions)
Life Skill Areas:
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Career Planning
Communication
Daily Living
Home Life
Housing and Money Management
Self Care
Social Relationships
Work Life
Work and Study Skills
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Transition Assessment Guidelines
BRIGANCE® Transition Skills Inventory (TSI)
Accurately identify students’ transition service needs and instructional objectives and monitor their
progress over time. The New 2010 Transition Skills Inventory is
designed to meet all your transition planning needs. The TSI Kit makes it easy for educators to assess
the strengths and needs of middle- and high school students preparing to transition to postsecondary
activities.
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Identify present level of performance in key
transition skill areas
Develop goals and objectives for IEPs that
meet IDEA requirements for transition
planning
Monitor and report progress
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Transition Assessment Guidelines
Charting a Course for the Future - A Transition Toolkit
Numerous follow-up and follow-along studies of youth with disabilities in areas such as employment, living
arrangements, post-secondary education and training, and community participation have shown that these
individuals do not succeed as well as young adults when compared to the general population. In order to
improve these outcomes for youth with disabilities, transition services requirements were included in the
Individuals with Disabilities Education Act (IDEA P.L. 101-476). The basic purpose of including transition
components in the legislation is to better prepare students with disabilities to gain access to the supports and
services necessary to reach their desired outcomes and become as independent as possible. The transition
planning process should promote successful movement from school to post-secondary education and training,
employment, independent living, and community participation based on students' preferences, interests and
abilities.
The concept of transition is simple. First help students and their families think about their life after high school
and identify desired outcomes and then to design their school and community experiences to ensure that the
student gains the skills and connection necessary to achieve those outcomes. The transition services
requirements of IDEA provide opportunities to:
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Help students and families think about the future and consider what they want to do after high school.
Plan how to make the high school experience most relevant to the student's desired outcomes, and
Help students and families make connection to supports and services that they make need after high
school.
Although the concept of transition is simple, the process of planning and providing transition services based on
individual student needs may be challenging in our complicated systems of education with limited resources.
This toolkit provides information and tools necessary in creating a comprehensive and individualized transition
process.
The tool kit is free and available online at: http://www.cde.state.co.us/cdesped/Transition_TK.asp
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Transition Assessment Guidelines
COACH Assessment and Planning Tool
The Cayuga-Onondaga Assessment for Children (COACH) is an assessment and planning tool designed to
assist in the development of relevant educational programs delivered in integrated settings. The tool provides
methods to determine a student's top learning priorities from a family-focused perspective, translate priorities
into goals, determine the breadth of curriculum beyond the top priorities, identify management needs related to
instruction, develop short-term objectives, and develop a plan for meeting learning and management needs
within general education schedules and routines. The tool is predicated upon family members and professionals
working together as a team. The tool includes functional curricular content designed to extend or supplement
general education curriculum. The model conceptualizes functional activities and skills as belonging to one of
three general categories: cross-environmental activities, environment-specific activities, and sensory learning
skills. This manual for the sixth version of COACH describes assumptions upon which the tool is based,
provides background information and general directions for administering the assessment, offers samples of
completed forms, and provides a blank form. The manual discusses steps for developing objectives, creating
integrated lesson plans, and scheduling to provide mainstream opportunities for students
Choosing Outcomes and Accommodations for Children (COACH): A Guide to Educational
Planning for Students with Disabilities, 3rd Ed.
Cloninger, C.J., Giangreco, M.F., Iverson, V.S. (1998)
Baltimore, MD: Paul H. Brookes Publishing Co.
http://www.brookespublishing.com/store/books/giangreco-...
Description
COACH is an educational planning guide for students aged 3-21 that gives a step-by-step process for professionals and
families to help collaborate on individualized educational plans. COACH promotes plans with opportunities for students
with developmental disabilities.
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Transition Assessment Guidelines
Informal Assessments for Transition: Employment and Career Planning
(12438) ISBN: 9781416402404 PRO-ED
Quickly determine your students’ and clients’ transition needs in the specific areas of employment and career
planning with these informal assessments. Designed as a companion resource to informal assessments for
Transition Planning, this new text, informal assessments for Transition: Employment and career Planning,
offers more than 60 easy-to-use assessments which provide focused data in four areas of assessment critical to
transition planning and decision-making for employment and careers:
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Interests and Preferences
Abilities and Skills
Career Exploration
Job Search and Securing
Highly practical and reproducible, the resources include instruments that are simple to more complex, brief to
comprehensive, and geared for use with students, parents, teachers, and employers.
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Transition Assessment Guidelines
Informal Assessments for Transition: Independent Living and Community
Participation (12478) ISBN: 9781416403364
The skills needed for successful transition are multifaceted. School- and community-based personnel can use
the instruments in Informal Assessments for Transition: Independent Living and Community Participation to
obtain data in these critical planning areas:
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Communication
Interpersonal Skills
Self-Advocacy and Self-Determination
Daily Living Skills
Health
Community Participation
Leisure
Transportation
Assess your students' abilities to manage Independent Living and monitor progress for planning after
instruction. These reproducible Assessments range from simple to complex with many options for students with
reading disabilities.
These 60+ practical, reproducible, and easy-to-use Assessments are targeted to specific areas for use with
students, parents, and teachers.
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Transition Assessment Guidelines
Informal Assessments for Transition: Postsecondary Education and Training
(12479) ISBN: 9781416403371 PRO-ED
Use these valuable informal assessments to help determine your students’ and clients’ preferences for
postsecondary training, the fit with particular types of institutions, and the need for accommodations and
modifications. Obtain critical planning data in these areas:
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The Big Picture: Getting My Future in Focus
Self-Determination: Understanding and Evaluating Myself
Planning for postsecondary Education and Training: Preparing for My Future
Academic Skills and Support Needs: Getting the Supports I Need
Nonacademic Support Needs: Examining the Other Parts of My Life
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Transition Assessment Guidelines
Informal Assessments in Transition Planning
Informal Assessments in Transition Planning is a resource that school-based personnel can use to determine
Transition needs and to develop appropriate Transition plans. This resource contains three major sections. The
first section describes the framework on which this resource is based and how it can be used for Transition
planning. The second section is a comprehensive listing of competencies that have been identified as important
to adult functioning. The third section contains a number of Informal instruments gathered from a variety of
sources that assist with the generation of Transition-related information. This resource can be used as a standalone material or as a way to provide further assessment alternatives extending information derived from the
Transition Planning Inventory (TPI) on which this resource is based.
The second section, “Comprehensive Informal Inventory of Knowledge and Skills for Transition,” is based on
the 46 competency statements of the TPI and contains over 600 additional competency statements. The
inventory can be used in one of three ways:
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As a follow-up assessment for selected planning areas on the TPI where further assessment is
recommended.
As an initial screening in one or more selected Transition planning areas that permits Transition
planning teams to obtain information to target areas for IEP goals and objectives/benchmarks
development.
As an initial comprehensive assessment of a student in all competency areas for Transition planning
purposes.
Section three, “Selected Informal Assessment Instruments Related to Major Transition Planning Areas,”
contains reproducible examples of Informal assessment instruments that can be used for further assessment in
any one of nine Transition planning areas:
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Employment
Health
Further Education/Training
Self-Determination
Daily Living
Communication
Interpersonal Relationships
Leisure Activities
Community Participation
The selected instruments vary in format (survey, interview, checklist, questionnaire) and in respondent (student,
family member, school professional). Transition planning teams may photocopy and use any instrument
included in the collection.
Informal Assessments in Transition Planning is a highly practical resource in the IEP Transition planning
process for obtaining and confirming assessment information, for establishing present levels of performance,
and for documenting the needs, preferences, and interests of students.
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Transition Assessment Guidelines
Life Centered Career Education (LCCE)
Major Features
Life Centered Career Education (LCCE) teaches you to prepare students to function independently and
productively as family members, citizens, and workers, and to enjoy fulfilling personal lives. LCCE is a
motivating and effective classroom, home, and community-based curriculum.
The LCCE curriculum is an educational system designed to provide students who have mild mental disabilities,
learning disabilities, or who are "at risk" with the important skills needed to function successfully as productive
workers in the home and community.
The curriculum focuses on both the paid and unpaid work that one does as a responsible community and family
member, a citizen and volunteer, an employee, and a productive leisure and vocational participant.
Assess
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To establish present levels of student competency
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To determine IEP (Individual Education Program) goals and objectives
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To guide program planning and instructional content
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To measure student progress towards a set of standards
Instruct
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With a systematic, comprehensive approach
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In the least restrictive environment
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Using proven best practices
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Using community resources
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Involving the family
Comply
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With the Individuals with Disabilities Education Act (IDEA 2004)
The Main Components: Daily Living Skills, Personal-Social Skills, and Occupational Guidance and
Preparation
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DAILY LIVING SKILLS -- Teaches your students to manage personal finances (including using
credit cards, check cards, etc.), household management, personal needs, family responsibilities, food
preparation, citizenship responsibility, and leisure activities

PERSONAL SOCIAL SKILLS -- Helps students develop self-awareness, self-confidence, socially
responsible behavior, good interpersonal skills, independence, decision-making, and communication
skills

OCCUPATIONAL GUIDANCE AND PREPARATION -- Opens the door to occupational
possibilities and choices in the 21st century, including appropriate work habits, seeking and
maintaining employment, physical/manual skills, and specific job competencies
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Transition Assessment Guidelines
LCCE also includes IEP goals and objectives and three types of assessment devices: rating scales, standardized
knowledge batteries, and performance batteries.
Three major elements distinguish the LCCE Curriculum: competencies, stages of career development,
and instructional settings.

Competencies
The LCCE approach addresses the question, "What skills must the individual have to become a more effective
person?" Based on several years of continued research, 22 major skills or competencies (20 for the modified
version) have been identified as critical for successful adult functioning.
Each competency falls under one of three broad curriculum areas: Daily Living Skills, Personal-Social Skills, or
Occupational Guidance and Preparation.
The competencies are further divided into subcompetencies that make up instructional units that are further
broken down into teaching objectives and lessons designed to meet those objectives.

Stages of Career Development
Instruction of the LCCE competencies is organized into a readiness sequence that begins with career and/or
self-awareness and continues through career exploration and career preparation.

Instructional Settings
Although much of the LCCE instruction will occur in school, a considerable amount of home and communitybased experience is included. The concept of "infusion" is encouraged -- that is, teaching the competencies in
academic classes and inclusive settings whenever possible.
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Transition Assessment Guidelines
Naviance
Naviance is a college and career readiness platform that helps connect academic achievement to postsecondary goals. Naviance is available to all PSD High School Students
Its comprehensive college and career planning solutions optimize student success, enhance school counselor
productivity, and track results for school and district administrators.
Family Connection
Through self discovery and collaboration with parents, teachers and school counselors, Naviance helps students
be better prepared for attending college and/or joining the workforce. The Naviance Family Connection portal
provides students and families with a variety of tools designed to connect learning to life™.
Personalized Learning Plans
The path to college and career readiness begins with self discovery. Naviance lets students learn about their
strengths and areas of interest, and matches those skills with college and career options that are the right fit for
each student. Working directly with their school counselors, students can set personalized learning goals and
manage all the tasks needed for post-secondary success.
Career & Course Planning
Once students have an understanding of who they are, Naviance empowers them to learn about what they want
to be and how to get there. Naviance offers a series of career assessments that help students discover multiple
career options, and plan their career paths based on general areas of interest, and the level of education and
training required to achieve their individual goals and objectives.
NAVIANCE COURSE PLANNER
Naviance Course Planner helps students plan which courses they need to take to meet their college and
career goals. Plus, it gives schools additional tools to help students identify areas where they can increase
academic rigor, and find the right courses to help bridge the gap between college eligibility and college
readiness.
Contact your students’ counselor to seek information on the assessments included in naviance
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Transition Assessment Guidelines
Rubrics for Transition Manuals
Targeting Transition provides hard-copy transition rubric manuals for four different types of student: higher-functioning (independent)
students, lower-functioning (somewhat dependent) students, students on the autism spectrum, and students who are severely disabled
(dependent).
Rubrics for Transition I: for Higher-Functioning Students¡ª65 skills for students who will live
independent lives as adults. (Product #412)
Rubrics for Transition II: for Lower-Functioning Students¡ª61 skills for students who will live somewhat
dependent lives as adults. (Product #432)
Rubrics for Transition III: for Autism Spectrum Students¡ª63 skills for students on the autism spectrum.
(Product #442)
Rubrics for Transition IV: for Students with Severe Disabilities¡ª43 skills for students who will live
dependent adult lives. (Product #462)
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Transition Assessment Guidelines
Rubrics for Transition I: for Higher-Functioning Students
The Rubrics for Transition I: for Higher-Functioning Students manual is designed for students who intend to
live and work independently as adults.
The manual contains rubrics that define 65 research-based transition skills for higher-functioning students in the
areas of Workplace Skills and Attitudes, Responsibility, Interacting with Others, Computer and Internet Skills,
Basic Academic Skills, Habits of Wellness, and Planning for Success.
Each rubric in the manual defines a transition skill in detail. The rubrics provide clear and consistent criteria for
...





communicating expectations
writing goals and objectives
defining what is taught and evaluated
collecting meaningful data
reporting results
The manual also comes with a transition needs assessment survey, which contains a listing of all 65 transition
skills for higher-functioning students on a single page. The skills are formatted in a manner that assists IEP
teams in discussing a student’s transition strengths and needs and identifying a reasonable number of important
transition priorities to be met.
Finally, the manual contains a multiple-year progress report form. This two-page report contains a listing all 65
transition skills for higher-functioning students, along with columns for tracking transition information such as:




in which grade(s) did the team focus on specific transition skills
for which postsecondary goal(s) did the skill improvement apply
how was skill improvement managed (IEP goal, transition service, or through a course)
what was the progress of skills which were managed as IEP goals
The progress report can be used as the basis of a multi-year transition portfolio. The team can use the portfolio
to track the student’s progress over multiple years. The student can use the portfolio to store important
transition material and information.
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Transition Assessment Guidelines
Rubrics for Transition II: for Lower-Functioning Students
The Rubrics for Transition II: for Lower-Functioning Students manual is designed for students who will live
and work in a somewhat dependent manner as adults.
The manual contains rubrics that define 61 research-based transition skills for lower-functioning students in the
areas of Workplace Skills and Attitudes, Responsibility, Interacting with Others, Computer and Internet Skills,
Basic Academic Skills, Habits of Wellness, and Planning for Success.
Each rubric in the manual defines a transition skill in detail. The rubrics provide clear and consistent criteria for
...





communicating expectations
writing goals and objectives
defining what is taught and evaluated
collecting meaningful data
reporting results
The manual also comes with a transition needs assessment survey, which contains a listing of all 61 transition
skills for students with moderate disabilities on a single page. The skills are formatted in a manner that assists
IEP teams in discussing a student’s transition strengths and needs and identifying a reasonable number of
important transition priorities to be met.
Finally, the manual contains a multiple-year progress report form. This two-page report contains a listing all 61
transition skills for students of moderate disabilities, along with columns for tracking transition information
such as:




in which grade(s) did the team focus on specific transition skills
for which postsecondary goal(s) did the skill improvement apply
how was skill improvement managed (IEP goal, transition service, or through a course)
what was the progress of skills which were managed as IEP goals
The progress report can be used as the basis of a multi-year transition portfolio. The team can use the portfolio
to track the student’s progress over multiple years. The student can use the portfolio to store important
transition material and information.
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Transition Assessment Guidelines
Rubrics for Transition III: for Autism Spectrum Students
The Rubrics for Transition III: for Autism Spectrum Students manual is designed for students whose behavior is
on the Autism Spectrum.
The manual contains rubrics that define 63 research-based transition skills for students on the Autism Spectrum
in the areas of verbal and nonverbal communication, social interaction, restrictive and repetitive patterns of
behavior, and miscellaneous skills.
Each rubric in the manual defines a transition skill in detail. The rubrics provide clear and consistent criteria
for…





communicating expectations
writing goals and objectives
defining what is taught and evaluated
collecting meaningful data
reporting results
The manual also comes with a transition needs assessment survey, which contains a one-page listing of all 63
transition skills for students on the Autism Spectrum. The skills are formatted in a manner that assists IEP
teams in discussing a student’s transition strengths and needs and identifying a reasonable number of important
transition priorities to be met.
Finally, the manual contains a multiple-year progress report form. This two-page report contains a listing all 63
transition skills for autism spectrum students, along with columns for tracking transition information such as:




in which grade(s) did the team focus on specific transition skills
for which postsecondary goal(s) did the skill improvement apply
how was skill improvement managed (IEP goal, transition service, or through a course)
what was the progress of skills which were managed as IEP goals
The progress report can be used as the basis of a multi-year transition portfolio. The team can use the portfolio
to track the student’s progress over multiple years. The student can use the portfolio to store important
transition material and information.
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Transition Assessment Guidelines
Rubrics for Transition IV: for Students With Severe Disabilities
Designed for special education students with severe and/or multiple disabilities.
The manual and optional CD-ROM contain rubrics that define 43 research-based transition skills for students
with severe and/or multiple disabilities in the areas of







Workplace Skills and Attitudes
Responsibility
Interacting with Others
Technology Skills
Basic Academic Skills
Habits of Wellness
Planning for Success
Each rubric in the manual defines a transition skill in detail. The rubrics provide clear and consistent criteria for





communicating expectations
writing goals and objectives
defining what is taught and evaluated
collecting meaningful data
reporting results
The manual also comes with a transition needs assessment survey, which contains a listing of all 43 transition
skills for students with severe disabilities on a single page. The skills are formatted in a manner that assists IEP
teams in discussing a student’s transition strengths and needs and identifying a reasonable number of important
transition priorities to be met.
Finally, the manual contains a multiple-year progress report form. This two-page report contains a listing all 43
transition skills for students of severe disabilities, along with columns for tracking transition information such
as:




in which grade(s) did the team focus on specific transition skills
for which postsecondary goal(s) did the skill improvement apply
how was skill improvement managed (IEP goal, transition service, or through a course)
what was the progress of skills which were managed as IEP goals
The progress report can be used as the basis of a multi-year transition portfolio. The team can use the portfolio
to track the student’s progress over multiple years. The student can use the portfolio to store important
transition material and information.
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Transition Assessment Guidelines
SDS Career Explorer
The SDS can help you make the best career decisions wherever you are in your life. It has been used by more
than 30 million people worldwide and has been translated into more than 25 different languages. SDS results
have been supported by more than 500 research studies.
•
The test takes just 20-30 minutes to complete and costs only $4.95.
•
Developed in accordance with National Career Development Association (NCDA) guidelines.
•
All results are completely confidential; personalized reports may be viewed on-screen or printed out.
•
Online credit card processing is swift and secure.
•
The report provides a list of the occupations and fields of study that most closely match your interests.
The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career inventories
used today. Dr. Holland’s theory states that most people can be loosely categorized into six types—Realistic,
Investigative, Artistic, Social, Enterprising, and Conventional—and that occupations and work environments
also can be classified by these categories. People who choose careers that match their own type are most likely
to be both satisfied and successful.
Occupations and work environments can also be classified by the same categories. People who choose careers
that match their own types are most likely to be both satisfied and successful. Your SDS report can help you to
understand more about yourself and how your individual skills and interests are related to your career choice.
Taking the Self-Directed Search will determine your 3-letter Holland code to help you find the careers that best
match your interests and abilities. A list of occupations (and college majors) with codes identical and/or similar
to your own will be displayed on your screen.
You can then explore the careers you are most likely to find satisfying based upon your interests and skills.
Your SDS report (developed by Dr. Robert C. Reardon) will also give you recommendations about how to
proceed through your career development and decision-making process. No one assessment can tell you what
career to pursue. Only you can make that decision. You should consider your SDS results in combination with
other sources of career information, including detailed descriptions of occupations, additional assessments, or
career counselors.
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Transition Assessment Guidelines
The Transition Planning Inventory (TPI)
The Transition Planning Inventory (TPI) is an instrument for identifying and planning for the comprehensive
transitional needs of students. It is designed to provide school personnel a systematic way to address critical
transition planning areas that are mandated by the Individuals with Disabilities Education Act (IDEA) of 2004
and that take into account the individual student's needs, preferences, interests, and strengths. Information on
transition needs is gathered from the student, parents or guardians, and school personnel through the use of
three separate forms designed specifically for each of the target groups. The TPI-UV includes four key
components, each of which is described below:
Administration and Resource Guide:
This guide includes an overview of the instrument; background information on transition planning and
assessment; detailed administration procedures; guidelines for interpreting and using the results of the TPI,
including one extensive case study; and information regarding the technical features of the TPI. The guide also
contains a blackline master of the planning notes form, the principal document used for moving from
assessment to individualized planning. In addition, the guide includes an extensive list of over 600 transition
goals that are correlated to each planning statement, blackline masters of the foreign language versions of the
home form; and a comprehensive resource list.
Forms:
The TPI-UV contains four basic forms — Student Form: Home Form; School Form; and a Profile and Further
Recommendations Form. The student, home, and school forms contain the same 46 items — the student and
home forms are written at a lower readability than the school form. The student form also contains 15 openended questions that can be used to document efforts to base transition planning on the student’s interests and
preferences. The profile provides a way to display the result obtained from the individual forms and to plan any
further assessments that might be needed.
Informal Assessments for Transition Planning Book:
This resource contains over 600 more detailed statements and 45 informal assessments that are related to the 46
items on the TPI. It consists of three major components: (1) and introductory section on how to use the
resource; (2) a “Comprehensive Informal Inventory of Knowledge and Skills for Transition;” and (3) selected
informal assessments instruments related to major transition planning areas. The latter two components were
designed to provide further assessment alternatives to complement or extend the information derived from the
46 items of the TPI.
Case Studies in Transition Planning Book:
This new component provides 15 comprehensive case studies, showing how to move from assessing transition
needs to generating accurate present levels of functioning and appropriate transition goals – both instructional
and linkage. The various cases cover a range of students with special needs for whom transition planning is
required. Each case study includes TPI profile, planning notes form, furthers assessments (when appropriate),
and a listing of present levels of performance and corresponding goals. This resource can serve as a guide for
the development of valid, useful transition plans for students. The TPI-UV also includes the following new
features that were added due to feedback provided by practitioners in the field.



Home Forms, available as blackline masters, which are written in languages other than English,
including Spanish, Chinese, Japanese, and Korean.
A version of the TPI form, also available as a blackine master, that is more suitable for use with students
with more significant disabilities.
An updated list of resources related to the assessment of transition needs.
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Transition Assessment Guidelines
The TPI can serve as the main vehicle for identifying transition needs or complement existing procedures. In
some cases, it can serve as the framework for acquiring more detailed assessment information. The most
important outcomes are to identify transition needs (knowledge, skills, supports, or services), regardless of
methodology; develop necessary plans; and act on resultant goals. We recommend the following sequence of
activities in using the TPI:
1. Students, parents or guardians, and school-based personnel complete the appropriate form of the
inventory.
2. A school-based person collects the completed forms and profiles the results on the profile form.
3. All parties meet to discuss the student's transition needs. This is accomplished by reviewing the profiles,
incorporating new assessment information, and identifying and prioritizing areas needing attention.
4. At the meeting, school-based personnel fill in the planning notes form for targeted areas. Such action
provides a systematic way of identifying additional assessment that may be required, knowledge and
skills goals that need to be written into the Individualized Education Program, and specific linkage
activities with post-school agencies and services that will be required upon exiting school.
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Transition Assessment Guidelines
Section 3: Transition Assessment Options
from the Transition Coalition
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Transition Assessment Guidelines
 AIR Self-Determination Assessments
 ARC Self-Determination Scale
 Field and Hoffman Self-Determination Assessment Battery
 O*Net Career Exploration Tools
 SDS Career Explorer
 Websites for Transition Assessment
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Transition Assessment Guidelines
Free On-line Assessments
Self- Determination
AIR Self-Determination Assessments
http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/airself-determination-assessment.html
The American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University in
New York City, developed the student, parent, and educator versions of the AIR Self-Determination
Assessments with funding from the U.S. Department of Education, Office of Special Education Programs. The
AIR Self-Determination scale:



produces a profile of the student's level of self-determination
identifies areas of strength and areas needing improvement
identifies specific educational goals that can be incorporated into the student's IEP
The AIR Assessments measure two broad self-determination components. Capacity refers to the student's
knowledge, abilities, and perceptions that enable them to be self-determined. Opportunity refers to the student's
chances to use their knowledge and abilities.
The AIR Self-Determination Assessments are available for you to use, free of charge (see below for permission
letter). Download the manual and each scale by clicking on the links below.





AIR Self-Determination Scale Student Form
AIR Self-Determination Scale Student Form (SPANISH).doc
AIR Self-Determination Scale Parent Form
AIR Self-Determination Scale Educator Form
AIR Self-Determination Scale User Guide
Dr. Dennis Mithaug of Teachers College, Columbia University, provided permission (Mithaug Permission.pdf)
to make the AIR Self-Determination Assessments and User Guide available for no charge. Dr. Susan Palmer
from the University of Kansas and OU Zarrow Center staff worked together to place the AIR assessment tools
on this web page.
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Transition Assessment Guidelines
ARC Self-Determination Scale
Dr. Michael Wehmeyer and his colleagues developed and normed the ARC Self-Determination Scale to: (a) assess the
self-determination strengths and weaknesses of adolescents with disabilities, (b) facilitate student involvement in
educational planning and instruction to promote self-determination as an educational outcome, (c) develop selfdetermination goals and objectives, and (d) assess student self-determination skills for research purposes.
After students complete the assessment, the ARC Scale yields a total self-determination and four sub-domain scores.





Autonomy
Self-Regulation
Psychological Empowerment
Self-Realization
Total Self-Determination
The Scale administrator will need to use the ARC Procedural Guidelines to convert raw scores into norm sample
percentile scores and the percentage of positive responses. The ARC Self-Determination Scale is available for you to use,
free of charge (see below for permission letter). Download the Procedural Guidelines manual and ARC Scale by clicking
on the links below.
SD Scale Procedural Guidelines.pdf
The ARC Self-Determination Scale.pdf
Dr. Michael Wehmeyer of the University of Kansas, provided permission (ARC Permission Letter.doc) to make the ARC
Self-Determination Scale available for no charge. Users may download and use The ARC's Self-Determination Scale
without further permission. Users may not modify the scale or redistribute the scale without additional permission from
the copyright holder (Michael Wehmeyer).
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Transition Assessment Guidelines
Field and Hoffman Self-Determination Assessment Battery
The Wayne State University Self-Determination Assessment Battery includes five instruments that measure
cognitive, behavioral, and affective traits associated with self-determination. These characteristics are assessed
from the perspectives of students, parents, and teachers. The battery includes a user's guide and five
instruments:
The instruments can be used individually or they can be combined to provide a more comprehensive picture of
students' self-determination. Summary forms provide a one-page display of students' scores on multiple
instruments.
For guidance on the purpose and components of each scale, please refer to the Users Guide.
The four necessary assessments include:

Self-Determination Student Scale (SDSS)

Self-Determination Parent Scale (PPS)

Self-Determination Teacher Scale (TPS)

Observation Checklist (SDOC)
Descriptive info for each instrument
Self-determination Parent and Teacher Perception Scales
The PPS and TPS are 30-item questionnaires which are administered to parents and teachers, respectively. The
teacher or parent rates their student or child on a five-point Likert scale of "0" = low to "4" = high on a variety
of behaviors, abilities, and skills associated with self-determination.
Self-determination Observation Checklist
The SDOC is a 38-item behavioral observation checklist designed to be administered by classroom teachers or
other appropriate personnel in the school environment. The student is observed for approximately five minutes
during a class period. Behaviors that correlate to self-determination are checked.
Self-determination Student Scale
The SDSS is a 92-item self-report instrument that measures both affective and cognitive aspects of the student's
self-determination. The items contain a brief stimulus, to which the student marks "That's me" or "That's not
me."
Note: Dr. Field has provided permission for the use of these materials. The Self-Determination Knowledge
Scale (SDKS) forms A & B can be purchased through PRO-ED.
http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessmenttools/field-and-hoffman-self-determination-assessment.html
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Transition Assessment Guidelines
O*NET Career Exploration Tools
Overview
• http://www.onetcenter.org/tools.html
The O*NETTM team has designed a set of self-directed career exploration/assessment tools to help workers
consider and plan career options, preparation, and transitions more effectively. They also are designed for use
by students who are exploring the school-to-work transition. The assessment instruments, which are based on a
"whole-person" concept, include:
•
O*NET Ability Profiler
•
O*NET Interest Profiler
•
O*NET Computerized Interest Profiler
•
O*NET Interest Profiler Short Form
•
O*NET Work Importance Locator
•
O*NET Work Importance Profiler
These instruments will help individuals identify their work-related interests, what they consider important on
the job, and their abilities in order to explore those occupations that relate most closely to those attributes. Users
of the tools may link to the more than 800 occupations described by the O*NET database, as well as to
occupational information in Career One Stop. This allows individuals to make a seamless transition from
assessing their interests, work values, and abilities to matching their job skills with the requirements of
occupations in their local labor market.
Printed versions of the Ability Profiler, Interest Profiler, and Work Importance Locator tools and their
supporting documents (e.g., score reports, master lists of occupations, combined lists, and user's guides) are
available for purchase from the U.S. Government Printing Office. Electronic components of the Ability Profiler,
Interest Profiler, Computerized Interest Profiler, Work Importance Locator, and the Work Importance Profiler
tools (e.g., instruments, software, score reports, master lists of occupations, and user's guides, along with
documentation and supplementary reports) are available from this website. Additional components will be
provided, as they become available.
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Transition Assessment Guidelines
SDS Career Explorer
The SDS can help you make the best career decisions wherever you are in your life. It has been used by more
than 30 million people worldwide and has been translated into more than 25 different languages. SDS results
have been supported by more than 500 research studies.





The test takes just 20-30 minutes to complete and costs only $4.95.
Developed in accordance with National Career Development Association (NCDA) guidelines.
All results are completely confidential; personalized reports may be viewed on-screen or printed out.
Online credit card processing is swift and secure.
The report provides a list of the occupations and fields of study that most closely match your interests.
The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most career inventories
used today. Dr. Holland’s theory states that most people can be loosely categorized into six types—Realistic,
Investigative, Artistic, Social, Enterprising, and Conventional—and that occupations and work environments
also can be classified by these categories. People who choose careers that match their own type are most likely
to be both satisfied and successful.
Occupations and work environments can also be classified by the same categories. People who choose careers
that match their own types are most likely to be both satisfied and successful. Your SDS report can help you to
understand more about yourself and how your individual skills and interests are related to your career choice.
Taking the Self-Directed Search will determine your 3-letter Holland code to help you find the careers that best
match your interests and abilities. A list of occupations (and college majors) with codes identical and/or similar
to your own will be displayed on your screen.
You can then explore the careers you are most likely to find satisfying based upon your interests and skills.
Your SDS report (developed by Dr. Robert C. Reardon) will also give you recommendations about how to
proceed through your career development and decision-making process. No one assessment can tell you what
career to pursue. Only you can make that decision. You should consider your SDS results in combination with
other sources of career information, including detailed descriptions of occupations, additional assessments, or
career counselors.
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Transition Assessment Guidelines
Websites for Transition Assessment
(free resources complied by the Transition Coalition - KU)
Parent Transition Survey. Morningstar, M., Crawford, I., Scarff, J., Blue-Banning, M. (n.d.) The parent
transition survey.
Shawnee Mission, KS: Transition Council of Douglas & Jefferson Counties.
Free www.transitioncoalition.org
Planning for the Future. Morningstar, M.E. (1995). Planning for the future. Lawrence, KS: University of
Kansas.
Free www.transitioncoalition.org
Transition Health Care Checklist. Pennsylvania Department of Health. (2007). Transition health care checklist.
Harrisburg, PA: Author.
Free www.health.state.pa.us/transitionchecklist
The Environmental Job Assessment Measure: E-JAM. Waintrup, M. & Kelley, P. (1999). In Functional
assessment in transition and rehabilitation for adolescents and adults with LD (pp. 5962). Austin, TX: PRO-ED.
Free www.transitioncoalition.org in the Transition for Youth with ED/BD module
C.I.T.E. Learning Styles Instrument. Babich, A.M., Burdine, P. Albright, L., & Randol, P. (1976). Wichita, KS:
Murdoch
Teachers Center. Republished 2003 by WVABE.
Free http://www.wvabe.org/cite/cite.pdf
The Self Determined Learning Model of Instruction. Mithaug, D. E., Mithaug, D.K., Agran, M., Martin, J.,
Wehmeyer, M. (eds.) (2003). Self-Determined Learning Theory:Construction, Verification, and Evaluation.
London: Lawrence Erlbaum Associates.
Free www.beachcenter.org
Whose Future Is It Anyway? Wehmeyer, M., Lawrence, M., Kelchner, K., Palmer, S., Garner, N., Soukup, J.
(2004). Whose Future is it Anyway?: A Student-Driected Transition Planning
Process (2nd Ed.). Lawrence, KS: University of Kansas.
Free http://education.ou.edu/zarrow
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Transition Assessment Guidelines
Section 4: Professional Development Resources
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Transition Assessment Guidelines
TRANSITION COALITION
PROFESSIONAL DEVELOPMENT RESOURCES
Mission Statement
Providing online information, support, and professional development on topics related to the transition
from school to adult life for youth with disabilities.
Free Online Training Modules
The Transition Coalition provides FREE research-based online training for professionals and others involved in transition
planning. These modules are developed using up-to-date research in transition, effective practices in professional
development, and are tested by practitioners across the country.
Transition Assessment: The Big Picture: Participants who complete this training will be able to
identify various types and approaches to transition assessment, as well as understand the steps in a continuous
assessment process. This online module provides comprehensive information defining transition assessment and
identifying critical elements of the assessment process. In addition, the participant will be able to identify the
most appropriate uses of both formal and informal assessment during transition planning. This module also
allows the user to apply the knowledge gained to evaluate the current assessment process in place within their
school or program. Completion of this module is the equivalent of 3 hours of training.
Best Practices in Planning for Transition: This training module will provide you with an overview of the transition
requirements of IDEA as well as best practices in planning for the transition from school to adult life. Participants will be
able to identify three major principles of transition, identify the major components required in transition IEPs, and
describe the roles of various participants in transition planning. The interactivity of this training module allows
participants to practice knowledge they've learned in the module.
Secondary Transition and Cultural Diversity: The goal of this training is to move beyond awareness and
understanding of overt or stereotypic cultural difference when working with families from culturally and linguistically
diverse backgrounds during the transition process. This online module provides comprehensive information on how
culture intrinsically influences people and systems, the many ways that culture intercepts with transition services, and the
differences in values and perceptions of disability which can affect how families consider services. Finally, participants
will be able to understand how to develop culturally reciprocal relationship with culturally diverse families. Completion of
this module is the equivalent of 3 hours of training.
Working With Families: The goal of this training is to explore some of the unique strengths and challenges encountered
when working with families and to provide a framework for supporting collaboration, overcoming barriers, and increasing
mutual understanding in parent-professional partnerships. This interactive module details the family system framework
and how it can be applied to transition planning. In addition, participants will better understand how family members go
through the transition process and how practitioners can support each member of the family during this time. Completion
of this module is equivalent to 3 hours of training.
Transition for Youth with ED/BD: This training will provide you with an overview of transition supports necessary for
students with emotional and behavioral disabilities and guide you through the process of job development, placement, and
support. Participants will be able to identify the critical features of successful transition programs for adolescents with
ED/BD, describe the transition specialist's role in the process, and apply models of job development and support.
The Essentials of Self-Determination: The purpose of this module is to provide you with a general knowledge of selfdetermination as well as a framework for providing self-determination instruction to your students. You will be given
information about numerous curricula and instructional resources that are free online, or from publishers.
Enhancing Employment Outcomes: Completion of this online module will provide you with an overview of career
development as a critical aspect of vocational training and employment experiences for students with disabilities.
Information and resources are provided for teachers to use with students in work and school settings.
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