Assessment For Transition Planning –
The Transition Assessment Toolkit:
Section B
Prepared by
Winston E.Dennis
Lead Transition Teacher
Wake County Public School System
Raleigh, North Carolina, 2007
Section B:
Types of Transition
Assessment for Teacher Use
Introduction: Overview of Transition
Assessment
 Critical
to:
 Determining
student preferences, interests, needs
and strengths; career interests, transition goals,
curricular needs, students’ future living and working
environments
 Facilitating a results-oriented process
 Promoting movement toward goal achievement
 Should
synthesize transition data into a clear,
comprehensive, understandable transition
profile
Introduction: Overview of Transition
Assessment
 Ultimately
about gathering and using
information for goal setting – in school and
post-school.
 Long-term process beginning in middle school
and continuing through post-school
 A means to document and track students’
growth, development and changing knowledge
and abilities
 Reflected in the quality of IEP/Transition
planning goals and objectives.
Transition Assessment – Who are
Involved in the Process

Participants include:
 Students
 Parents
 General and special education personnel
 General and vocational special-needs educators
 Related services personnel
 Community transition service agency personnel
 Assistive technology specialists
 Rehabilitation counselors
 Employers and employee co-workers
 Financial-aid personnel
 Relevant others
Competencies for Conducting TA

Competencies include:
 Function as a member of an interdisciplinary team.
 Select, adapt, or develop methods to determine
students’ preferences, interests, needs , strengths.
 Select, adapt or develop valid assessment activities
in authentic contexts.
 Develop assessment sites and methods to conduct
behavioral observations across settings.
 Conduct ecological analyses
 Recommend accommodations, assistive tech.
devices and services for students needing support
Competencies for Conducting TA

Competencies include:
 Interpret, communicate, and use assessment data
to develop transition goals and activities in the IEP.
 Work in concert with students and parents
throughout all phases of the assessment process.
 Train students and families to assume responsibility
for ongoing assessment and transition planning.
 Follow up students to validate processes used.
 Research, understand and interpret new policies
that support transition assessment.
Guidelines for Transition
Assessment Processes


Tailor assessment methods to information
needed and decisions to be made regarding transition
planning and various postsecondary outcomes.


Specific methods should be appropriate for
learning characteristics of the individual, including
cultural and linguistic differences.


Methods must incorporate assistive technology
or accommodations that allow an individual to
demonstrate his or her abilities and potential.
Guidelines for Transition
Assessment Processes


Methods must occur in environments that
resemble actual education/training, employment,
independent living, or community environments.


Methods must produce outcomes that
contribute to ongoing development, planning, and
implementation of “next steps” in an individual’s
transition process.


Methods must be varied and include a
sequence of activities that sample an individual’s
behavior and skills over time.
Guidelines for Transition
Assessment Processes


Data must be verified by more than one method
and by more than one person.


Data must be synthesized and interpreted to
students with disabilities, their families, and transition
team members.

Steps to Ensure Comprehensive
Transition Assessment

Determine a shared vision for the student’s
potential future.

Review past records and existing information
for transition-related information. Identify areas of
additional information needed.

Identify potential formal and informal
assessments that can be used for each area. Use a
comprehensive planning and curriculum program, or
checklist across the domains of work, living, personalsocial current and future environments to ensure
coverage of all areas.

Guidelines for Transition
Assessment Processes

Use specialized assessors for recommended
instruments, where necessary.

Schedule formal assessments to be given by
qualified evaluators and informal assessments that
occur across the student’s multiple settings.

Present scores and interpretations in written
form and discuss with team. Ensure that all members
understand the results and their implications regarding
potential outcomes and goals.

Assemble all assessment information into a
comprehensive and clear transition profile.

Guidelines for Transition
Assessment Processes

Assemble all assessment information into a
comprehensive and clear transition profile.

Assess profile for additional information gaps;
when information is insufficient, retest and reevaluate
contradictory results. Use consensus to
reestablish/confirm a shared vision of the student’s
future.

Schedule ongoing assessments, particularly in
areas where the student is receiving training or
intervention procedures to ensure that the program is
successful and that the student is achieving desired
short-term goals.


Guidelines for Transition
Assessment Processes

Monitor areas that are subject to change as a
result of growth and development, maturing interests,
and life experiences.

Periodically, reevaluate ongoing assessments
to ensure their continued usefulness. Examine and
utilize new procedures and formats if they seem more
appropriate.

Review team membership, making changes
when necessary to ensure useful contributions as
student’s transition training settings change. Promote
and facilitate positive and effective contributions from
team members.

Defining Transition Domains
1. Current and Future Working Environments
 Career assessments focus on development of
career maturity
Early – general abilities and interests
 Later – specific aptitudes and career attitudes needed for
success

 Vocational

assessments focus on specific jobs
Specific aptitudes, needs, work habits and behaviors,
personal and social skills, attitudes, work tolerance, work
adjustment, physical abilities, and dexterity
Defining Transition Domains
2. Current and Future Living Environments
- Domestic skills assessments
- Community skills assessments
- Independent and advocacy skills assessment
3. Current and Future Personal-Social Environments
- Assessment of marriage and sexuality needs
- Assessment of personal-social skills
Types of Transition Assessment

2 Broad Types:
Formal Assessments
Informal Assessments
What are Formal Assessments

Standardized instruments that have been tested with
data to show reliability and validity measures
supporting their use.

Designed to determine a person’s relative standing
within a group for a general trait or characteristic.

Some require prior training with strict rules of
administration and who can be assessors.

Should be valid for persons assessed.

Generally standardized and norm-referenced; may
What is Informal Assessment
A process for identifying a student’s strengths,
preferences and needs.
 Generally lacks formal reliability and validity measures
 Primary strength: its direct relevance to instructional
planning, and the design of educational supports. E.g.
informal assessments can be done in any environment
in which a student is participating.
 Requires more subjectivity to complete.
 Should be given more than once and by more than
one person to strengthen their validity.

What is Informal Assessment

May lack reliability over time and over evaluators.
 Vital complement to standardized tests.
 Provides authentic information about how students
perform in specific environments.
 Can be developed or modified to focus on specific
skills relevant to a student’s daily life rather than to
generic traits or abilities.
 Can be used in conjunction with accommodations.
 Can be conducted by professionals, parents,
employers, co-workers, peers, and student
themselves.
Differences Between Formal and
Informal Assessment

Formal Assessments
Standardized (e.g. multiple
choice)
Given annually, one shot
Single setting
One correct response

Norm-referenced


Test/teacher driven
Paper/pencil
“Teacher proof”

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Informal Assessments.
Non-standardized e.g.
performance portfolio
Ongoing, cumulative
Variety of settings
Open-ended, multiple
possibilities
Student-centered, criterionreferenced
Student-driven
Performance
Teacher-mediated
Differences Between Formal and
Informal Assessment
Informal Assessments
Formal Assessments
 real world, integrated
 narrow measure of skill
application
 separate from curriculum
 integral to curriculum and
and instruction
instruction
 comparison to others
 comparisons to self and goals
 produces undesirable
 produces confidence in ability
anxiety
to self assess
 involves short-term memory  involves long term memory
 measures real world
 not a valid predictor of
applications
performance
 formative and summative
 summative measure
measures
 provides continuous
 provides continuous feedback.
feedback
Similarities Between Formal and
Informal Assessments
Both assessments:
 Measure of student learning and achievement
 Chart progress
 Are accountability measures
 Are used to adjust and improve instruction
 Provide feedback on learning
 Evaluate teachers and schools
 Compare student performance

(Source: Appalachia Educational Laboratories
(1999).
Types of Formal Transition
Assessments
 General Skills Tests
Academic achievement
 Cognitive functional assessments
 Adaptive behavior scales
 Personality and behavioral – Emotional Status Assessments
 Transition knowledge and skills inventories


Determination of Current and Future Working
Environments
Aptitude tests
 Interest inventories
 Prevocational/employment scales
 Vocational skills assessment

Types of Formal Transition
Assessments

Determination of Current and Future Living
Environments
Quality - of - life inventories
 Self-determination scales
 Personality scales


Current and Future Personal-Social Environments

Social skills inventories
Assessment Sources

Criterion referenced tests (measures against defined
and objective criteria)
 Standardized achievement tests
 Curriculum based assessments
 Diagnostic tests
 Alternative evaluator results
 Transition assessments
 Medical/Health information
 Behavior Intervention Plan results
 Recent state and district- wide assessments
Assessment Sources

Grades and comments from report cards
 Progress and previous goals and objectives
 General curriculum progress
 Classroom performance
 Systematic observations
 Attendance records
 Disciplinary records
 Others
Academic Achievement Tests
 Not
directly related to transition, but impact
transition decisions
 Examples include:
Woodcock-Johnson Tests of Achievement III
 Brigance Inventory of Essential Skills
 State- and District-wide assessments

 Considerations:
 Students
w/disabilities may lack experience in
acquiring academic skills
 Academic assessments may not address academic
skills needed for postsecondary environments
 Consider student response to testing situations and
accommodations.
Intelligence and Cognitive Tests



Not high priority assessments in transition planning for most.
Often used for decisions on exceptionality, eligibility,
placement
Examples include:

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
Stanford –Binet Intelligence Scales – 5
Test of Nonverbal Intelligence
Wechsler Adult Intelligence Scale –III (WAIS-III)
Tests can provide information on:


Processing and learning efficiency
Choice making for postsecondary education or occupation
Adaptive Behavior Scales




Examples include:



Measure the way individuals adapt to demands of their
physical and social environments.
Provide assessment of current daily living, communication,
social and independent-living behaviors, and areas needing
special planning or intervention at all critical transition points
Used most frequently with individuals with developmental
disabilities.
AAMR Adaptive Behavior Scales
Vineland Adaptive Behavior Scales.
Students’ abilities rated across a number of life-skill
areas
Personality and Behavioral-Emotional
Status Assessment

Carefully selected such assessments may:





More reliably reflect areas for IEP goal for school
interventions
Highlight areas of strengths or needs to address during
planning
Provide critical considerations in employment placement
decisions
Indicate areas for guidance, counseling, and maybe, referral.
Examples include:



Behavior and Emotional Rating Scale – 2
Social Skills rating System
Attention-Deficit/Hyperactivity Disorder Test
Aptitude Tests and Interest
Inventories




Helps with identification of career interests
Indicate areas of ability associated with specific academic
and occupational skills
Guide vocational education/instruction decisions and some
post secondary employment or education/training options. in
areas of
Examples include:

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

Career Ability Placement Survey (CAPS)
Armed Services Vocational Aptitude Battery (ASVAB)
Mc Carron-Dial system
Reading-Free Vocational Interest Inventory
Self-Directed Search
Formal Assessments: Current and
Future Working Environments


Interest Assessments
 Designed to suggest current and potential areas of interest.
 Indicate areas of ability associated with specific academic
and occupational skills
 Guide vocational education/instruction decisions and some
post secondary employment or education/training options. in
areas of
Examples include:

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Reading-Free Vocational Interest Inventory - 2
Self-Directed Search (From E used for persons with reading difficulties)
Career Assessment Inventory
Harrington-O’Shea Career Decision Making System – R
Your Employment Selection
Occupational Aptitude Survey and Interest Schedule – 3
Examples of Formal TransitionReferenced Assessment Instruments
LCCE Competency Assessment
Knowledge Batteries (Brolin, 1992a)

.

Target Group: Mild cognitive disabilities; moderate to
severe learning disabilities; mild to moderate behavioral
disorders; Grades 7 – 12.

Features: a) Curriculum-based assessment related to LCCE
curriculum; b) 200 multiple-choice items covering 20 of 22
LCCE competency areas; c) Standardized on a national
sample.
Quality of Life Questionnaire (QSL.Q)
(Schalock & Keith, 1993)

.

Target Group: Individuals with mild to severe cognitive
disabilities, ages 18 and older.

Features: a) Subscales include satisfaction,
Competence/Productivity, Empowerment/Independence,
and Social Belonging/Community Integration; b) Items
rated on a 3-point scale; c) Estimated administration
time – 20 minutes; d) Administered in interview format
for persons with communication skills, and two
independent ratings for persons without communication
skills.
Quality of Student Life Questionnaire
(QSL.Q) (Keith & Schalock, 1995)

.

Target Group: All disability groups, ages 14-25;
individuals with mild through severe disability levels.

Features: a) Subscales include Satisfaction, Well-Being,
Social Belonging, and Empowerment/Control; b) Items
rated on a 3-point scale; c) Estimated administration
time – 15 minutes; d) Administered in interview format
for most persons; alternative formats include a written
format or obtaining independent ratings and averaging.
Responsibility and Independence Scale
for Adolescents (Salvia, Neisworth, &
Schmidt, 1990)

.

Target Group: Students with learning disabilities, at-risk
students, or juvenile offenders; ages 12 through 19.

Features: a) Subscales include Domestic Skills. Money
Management, citizenship, Personal Planning,
Transportation Skills, Career Development, SelfManagement, Social Maturity, and Social
Communication. b) Provides scale scores and percentile
ranks
Transition Behavior Scales, 2nd Edition
(TBS-2) (McCarney & Anderson, 2000a,
2000b)

Target Group: Any disability group; mild to severe levels
of disability, ages 14 through postsecondary.

Features: a) Subscales include Work-Related Behaviors,
Interpersonal Relations, and Social/Community
Expectations. b) Two versions; ratings are completed by
student (Self Report Version) and/or one or more
teachers (School Version); c) Items rated on a 6-point
scale; d) Estimated completion time is15-20 minutes.
Transition Competence Battery for Deaf
Adolescents and Young Adults (Reiman
& Bullis, 1993)

.

Target Group: Deaf adolescents and adults who
communicate manually; ages approximately 14-25.

Features: a) Subsets include Job Seeking Skills and
Work Adjustment Skills for Employment, Job Related
Social/Interpersonal Skills, and Money Management
Skills, Health and Home Skills, and Community
Awareness Skills for Independent Living; b) Average
readability level is 4.17; c) Administered individually or
in small groups in approx. 4 hours; d) Multiple-choice
format.
Transition Planning Inventory - Updated
Version (Clark & Patton, 2006)

.

Target Group: All disability populations, ages 14-25;
mild through moderate levels of disability.

Features: a) Areas covered include Employment, Further
Education/Training, Daily Living, Leisure Activities,
Community Participation, Health, Self-Determination,
Communication, and Interpersonal Relationships; b) 0-5
rating scale completed independently by student, parent
or guardian, and school representative; c) Administration may be self, guided or oral; d) 46 inventory items
plus open-ended items on the student form (optional on
parent form) related to preferences and interests; e)
profile sheet gives visual comparisons of respondents.
Limitations of Formal or Standardized
Assessments

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Developer’s initial intention may limit assessment to
behaviors of specific populations e.g. individuals with
specific disabilities
Limited predictive value due to artificial test situation
Lack of work cues and distractions
Lack of consideration of other unique factors of individuals
and their responses to testing situations
Lack of consideration of job accommodations and assistive
technology
Students may lack the vocabulary, language or reading
ability to respond reliably.
Some instruments fall short of desirable levels of validity and
reliability.
Tests may have English language or cultural bias.
Informal Transition Assessment

Non-Standardized Instruments include:
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Leisure style inventories
Situational assessments – home, community, work settings
Observational reports
Curriculum-based assessments
Criterion-referenced assessments
Personal Futures Planning procedures
Structured interviews
Adaptive, behavioral, or functional skills inventories or
checklists
Social histories
Clark, 1996
Informal Transition Assessment

Non-Standardized Instruments include:
 Rating scales for general/specific transition planning areas –
employability, independent living, personality, social skills
 Applied technology/vocational educational prerequisite skill
assessments
 Checklists for general/specific transition planning areas –
self-determination
 Portfolio assessments
 Surveys
 Work samples
 Behavioral assessments
 Interdisciplinary assessment
 Student school records
Clark, 1996
The Informal Transition Assessment
Model - Purpose

Used to guide teachers and practitioners in:

Selecting and applying appropriate informal assessment
procedures and instruments with transition-age students

Developing new assessments and modifying their own
informal assessments, and

Using assessment information to develop individualized
transition goals and make instructional and curricular
decisions.
The Informal Transition Assessment
Model - Assumptions

Student Involvement
 Student, Family and Cultural Values
 Collaboration
 Natural environments
 Ongoing assessment
Steps in the Informal Transition
Assessment Model
1.
2.
3.
4.
5.
6.
7.
8.
Determine the purpose of the assessment.
Identify relevant behaviors and environments.
Verify Steps 1 and 2 based on input from student
and important others.
Choose appropriate assessment procedures.
Modify procedures as needed.
Conduct the assessment.
Use assessment findings to identify transition goals
and objectives.
Develop curricular plans to achieve goals.
Examples of Informal TransitionReferenced Assessment Instruments
BRIGANCE Employability Skills
Inventory (Brigance, 1995a)


1.
Target Group: All disability populations, high school
ages and adults; mild cognitive disabilities, with high school
reading grade level.
2.
Features: a) Subscales include Career Awareness and
Understanding, Job Seeking and Knowledge, reading skills,
Speaking and Listening Skills, Pre-Employment Writing, and
Math Skills and Concepts; b) Optional supplemental
assessment through rating scales on self-concept attitudes,
responsibility and self-discipline, motor coordination and job
requirements, job interview preparation, job interview skills, and
work experiences; c) Approximately 1400 items across six
subtests; d) Requires reading or listening comprehension of
high school material; e) Companion assessment to the
BRIGANCE Life Skills Inventory.
BRIGANCE Life Skills Inventory
(Brigance 1995 b)


1.
Target Group: All disability populations, high school
ages and adults; mild cognitive disabilities, with reading grade
levels 2-8.
2.
Features: a) Subscales include Speaking and Listening,
Functional Writing, Words on Common Signs and Warning
Labels, Telephone Skills, Money and Finance, Food, Clothing,
Health, Travel, and Transportation; b) Administered individually
and in groups, orally or written; c) Criterion-referenced
assessment, providing specific knowledge and skill
assessments for life skill items paired with instructional
objectives; d) Learner Record Book provided to show colorcoded record of performances and instructional objectives
generated from the results; e) Companion assessment to the
BRIGANCE Employability Skills Inventory.
Enderle-Severson Transition Rating
Scales (ESTR-III and ESTR-J) (Enderle &
Severson, 1991, 2003)


1.
Target Group: Any disability group; mild to severe levels
of disability; ages 14-25.
2.
Features: a) The scales are informal, criterion-referenced
instruments, with ESTR-J for students with mild disabilities and
ESTR-III for students with moderate to severe disabilities. b)
Subscales include Jobs and Job Training, Recreation and
Leisure, Home Living, and Post-Secondary Training and
Learning Opportunities. c) Two-point scale is completed by the
student’s teacher and a parent or primary caregiver, indicating
“Yes” or “No” to current performance or items. d) ESTR-III
provides item response items indicating “Yes, with supports.”
e) Scales include Framework for Transitions Planning form.
 LCCE Competency Assessment
Performance Batteries (Brolin, 1992a)

1.
Target Group: Mild cognitive disabilities; moderate to
severe learning disabilities; mild to moderate behavioral
disorders; grades 7-12.

2.
Features: a)The battery is a non-standardized,
criterion-referenced instrument providing skill rather than
knowledge assessment of critical life skills. b) Items are based
on skills related to the LCCE Curriculum. c) Estimated time of
administration is 3-4 hours.
Transition Skills Inventory (Halpern, et.
al., 2000)

1.
Target Group: High school students with mild
disabilities participating in NEXT S.T.E.P. curriculum.
 2.
Features: a) Comprehensive informal selfevaluation and rating scale embedded in a transition
planning curriculum.
b) 76 items covering four domains: Communicating
with Other People, Knowing About Jobs, Education
and Training, and Self-Care. c) Instrument completed
by student, teacher, and parent or advocate. d) Threepoint rating scale for each item. e) Profile Report
compares responses across raters and gives
opportunity to analyze discrepancies.
Informal Authentic Assessments

Informal assessment measures are adopted as an
alternative to standardized testing.
 Authentic assessments include tests that are neither
standardized nor norm-referenced.
 Include authentic measures that are based on
students’ performance using relevant, real-world tasks
or on students’ curriculum.
 The contexts include students’ natural environments
involving typically routine activities.
Models of Authentic Assessments

Examples:
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Performance
Product
Portfolio
Personal Communication
Observation and Anecdotal Records
Person-Centered Planning (PCP)
Models of Informal Assessments

PCP refers to informal, but structured approaches for
transition planning
 Strengths and preferences of the individual are the
central focus
 Utilizes a variety of formal and informal systems to
achieve the person’s dreams
 Utilized by schools, residential and employment
programs, case management services and families.
Person-Centered Planning (PCP)
Models of Informal Assessments

Best known approaches are:

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McGill Action Planning System (MAPS) (Forest & Pearpoint,
1992)
Personal Futures Planning (Mount, 1992, O’Brien, 1987)
Essential Lifestyle Planning (Smull & Harrison, 1991)
Group Action Planning (GAP; Turnbull & Turnbull, 1992)
Preference-Based Planning (Curtis, Dezelsky, & Coffey,
1993)
Person-Centered Planning (PCP)
Models of Informal Assessments

Common Theme and Features include:


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

Focus on and driven by the student’s strengths, interests
and preferences
Focus on capacities and opportunities – establish a VISION
Process is flexible, dynamic, and informal
Requires collaborative teamwork and commitment to action
Requires an effective facilitator
Slovic, McLean, & Flannery, 1994.
Person-Centered Planning (PCP)
Models of Informal Assessments

Limitations include:
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Inability or unwillingness of focus person to communicate
his/her strengths, interests and preferences.
Bias of family members in interpreting/communicating focus
person’s strengths, interests and preferences.
Stereotypical values regarding abilities and roles of persons
with disabilities
Fear of the unknown
Reluctance of school and agencies to relinquish power
Differing views by cultural and ethnic groups of life, family
and community, and notions of “visions of the future,” etc.
Skill limitations of the facilitator.
Self-Determination Assessment

Definition
 Constructs:

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Self-awareness
Self-advocacy
Self-efficacy
Self- regulation
Decision making
Independent performance
Self-evaluation
Adjustment
AIR Self-Determination Assessment

Components:

Capacity
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Opportunity
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Knowledge
Ability
Perception
At school
At home
Graph Results
Parent Version
 Teacher Version
 Student Version
Deciding on the Appropriate Test
 Type
of test depends on reason for testing:
 Determine
mastery or proficiency of content
 Compare students’ performance to others
 Evaluate progress over time
 Type
of test depends on information needed:
 Standardized,
norm-referenced
 Criterion-referenced
 Alternative measures e.g. curriculum-based,
authentic, performance based, portfolio.
Criteria for Assessment
Assessment should:


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

Focus on the whole child – measure processes that deal
with the student’s cognitive, academic, social, emotional,
and physical development.
Be efficient; easy to administer, score and interpret; and not
be excessively long so that students’ attention and interest
can be maintained.
Include a range of methods and be completed in a variety of
natural settings to ensure a broad view of the student.
Be culturally appropriate and sensitive to cultural and
linguistic issues.
Occur in authentic settings.
Criteria for Assessment
Assessment should:
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Be reliable, with results that can be consistently produced
when the assessment procedure is repeated using the same
students and under the same conditions.
Involve repeated observations to provide the evaluator with
patterns of behavior, so that decisions are not based on
atypical student behavior.
Be valid, measuring what it is supposed to measure, so that
the results can be used to make educational decisions.
Be continuous, so that students’ progress can be compared
to their individual progress over time rather than to the
average performance and behavior of a group of students.
Assessment Instruments Recommended for
System-Wide Use Across Levels/Grades
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Self-Knowledge:
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Who am I?
Things I am Good at Doing
Personal Strengths Checklist
Interest Inventory
How I see Myself
Assessing My Multiple Intelligences
Career Exploration:
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Career Education Checklist
Career Portfolio
Assessment Instruments Recommended for
System-Wide Use Across Levels/Grades
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Career Interest:
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Princeton Review Career Quiz
Career Key,
Reading Free Vocational Interest Inventory
COPS-PIC – A Non-Verbal Assessment of Occ. Interests
Self-Directed Search
Job Related Interest/Preference Inventory
Job Preparation Awareness Survey
Work Personality Profile
Self-Determination:
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Self-Determination/Self Advocacy Checklist
AIR Self-Determination Assessment
ARC Self-Determination Assessment
Personal/Professional Goals
Assessment Instruments Recommended for
System-Wide Use Across Levels/Grades
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Interpersonal Relations:
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School/Community Social Skills Rating Checklist
Student Interview:
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Sample Student Interview Form
Job Readiness:
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Job Readiness Assessment
Let’s Look at Relationships
Assessment Instruments Recommended for
System-Wide Use Across Levels/Grades
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Transition Planning:
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Student Dream Sheet/Future Planning Guide
Transition Planning Guide
FUTURE OUTCOMES/Goal Assessment – Student
FUTURE OUTCOMES/Goal Assessment – Parent
Enderle-Severson Transition Rating Scales (ESTR-J)
Person-Centered Planning:
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McGill Action Planning System (MAPS)
General Transition Information for Mod-Sev. Disabilities
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BRIGANCE Employability Skills Inventory.
BRIGANCE Life Skills Inventory
LCCE Competency Assessment Performance Batteries
IDEA and Transition Assessment
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Measurable postsecondary goals based upon ageappropriate transition assessments related to:
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Education or training
Employment
Independent living, where appropriate
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Indicator 13
 Indicator 13 Checklist
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Developed jointly by U.S. Dept. of Education, Office of
Special Education and National Secondary Transition
Technical Action Center (NSTTAC)
Infuse transition into educational planning document
 Transition assessment plays key/major role.
Resources
AIR Self-Determination Assessment – Parent, teacher and
student versions available at
www.ou.edu/zarrow/sdetermination.html
 ARC Self-Determination Assessment, University of Kansas,
Beach Center. Available at www.beachcenter.org
 Clark, G.M., Patton, J. R., & Moulton, I. R. (2000). Informal
assesments for transition planning. Austin, TX: PRO-ED.
 Clark, G. M. (2007). Assessment for transition planning, 2nd
edition, Transition Series. Austin, TX: PRO-ED.
 Sitlington, P.L., Neubert, D., Begun, W., LeConte, W., &
Lombard, R. (1996). Assess for success: Handbook for
transition assessment. Reston, VA: The Council for
Exceptional Children.
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