Age- Appropriate Transition Assessments
/Gathering Information Tool #4 (Section 4 of
the IEP)
Transition Assessment: an individualized ongoing process of
collecting data on the student’s needs, preferences, and
interests as they relate to work, education, or living
environments:
I. What is my responsibility? It is important to review the
student’s current achievement are relative to what may be
necessary and appropriate for successful transition into adult
life. The IEP team’s responsibility is to review the present level
performance on academic achievement and functional
performance both of which impact a student’s successful
transition.
The present levels should focus on strengths, as well relevant
deficits and weakness. It should lead toward identification of
supports and services a student needs achieve his or her
postsecondary goals.
II. What do I need to know and do?
1. First, The student and family need to define his or her vision
of the future. The student and family needs to assess his or
her skills and interests in compared to the demands of
postsecondary environments. (student and family vision)
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2. Second, all IEP team members must participate in the
process of information-gathering and decision making
3. Third, assessments can be formal or informal determined by
students needs.
4. Fourth, the assessments must provide relevant information
about the student’s skill to use for transition planning, current
levels of functional performance, appropriate accommodations,
and provides basis for postsecondary and annual goals.
5. Fifth, Age-Appropriate Transition Assessments are used:
a.
As evidence that the child has or is developing skills
necessary to achieve the child’s postsecondary goals;
b.
To determine transition service and supports needed for
the child to make progress toward the postsecondary
goals;
c.
As the basis for identifying annual IEP goals to support
the post-schools plans; and
d.
To inform the appropriate and logical to adult,
community, and postsecondary agencies and the
services they provide.
The IEP team will determine which assessments will be done to
ensure that all areas listed are assessed. One assessment may
provide the information necessary for transition goals in all
areas or more than one assessment is needed.
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For transition planning, the point of reference for needed
achievement is the future demands that will be expected in the
child’s intended postsecondary environments.
The same reading, math, or writing skill baseline data described
above could be used to determine the gap between the child’s
academic content ability and needed skills for future
employment, education, and/or independent living.
Age-appropriate assessments:
a.
Type of assessment conducted or administered:
b.
person/agency conducting the assessment:
c.
date assessment given
d.
summary of results
In this section, summarize the age-appropriate assessments
that been conducted. Identify the child’s PREFERENCES,
INTERESTS, NEEDS AND STRENGTHS. (PINS)
III. How do I construct and apply the Transition Assessment
Tool # 4?
(Questions to ask the IEP team)
1.
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What are the desired future outcomes/results goals?
(student/family vision and transition assessments)
2.
What skills does the student possess? (Strengths)
3.
What skills must the student acquire to achieve their
goals? (Needs)
4.
What planning issues need to address? (Needs)
5.
Identify strength and prioritize needs
a. must address academic, nonacademic, and
functional performance.
b. includes successful instructional strategies for
participation and learning
6.
Describe the effect of the disability on achievement
and performance.
7.
Categories of Transition Assessment
a. academic assessment/results:
b. functional assessment/results:
c. behavioral assessment/results:
d. vocational assessment/results:
e. communication assessment/results
f. assistive technology assessment/results
g. summarize the results
h. Identify Preferences, Interests, Needs and
Strengths. (PINS)
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IV. Enter the Data and information into
(The Dates, Facts, Results)
Academic Assessment/Results:
Functional Assessment/Results:
Behavioral Assessment/Results:
Vocational Assessments/Results:
Communication Assessments/Results:
Assistive Technology Assessments/Results:
Interest/Surveys/Questionnaires:
Formal and Informal Assessments/Results
Summarize the data: Identify the Preferences, Interests,
Needs, and Strengths. (PINS)
(Enter the data into Section 4 of the IEP)
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