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Transition Assessment
IDEA
2004
… appropriate measurable
postsecondary goals based upon ageappropriate transition assessments
related to training, education,
employment and independent living
skills, where appropriate
Transition Assessment
An individualized, on-going process that
includes meaningful participation by the
student and family. It creates a
comprehensive portfolio of assessment
results as well as summaries of
experiences and information from
existing records.
Transition Assessment
The resultant portfolio produces a
clear profile of the student’s present
levels of academic and functional
performances in relationship to the
student’s post secondary goals.
Transition Assessment
• Identifies students strengths, abilities,
deficits, preferences, & interests
• Establishes present levels of performance,
considering all major areas of need related to
adult functioning; (a) personal choice & self
determination, (b) employment, (c) personal
management, (d) academics, recreation/leisure,
(e) community access & use, and (f)
relationships/social skills
• Informs transition planning, including
determining appropriate (a) IEP goals &
(b) educational experiences.
Transition Assessment
• Identifies further training needs (BrownGlover & Wehman, 1996)
• Obtains information re work habits,
socialization skills, work attitudes and
work tolerance (Sarkees & Scott 1985)
• Determines accommodations, supports and
services needed to attain and maintain
post secondary goals
• Determines student awareness of
career options related to preferences,
interests, and skills.
Transition Assessment
Needed to access certain adult
services (e.g., psychological needed
for accessing disabilities services in
IHEs, determining eligibility for VR
services, determining eligibility for
DRH/MR services, …..)
School are responsible for OUTCOMES!
State Performance Plan/Annual Performance Report
Report Card Data
Indicator 13:
Percent of youth aged 16 and above with an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will reasonably
enable the student to meet the post-secondary goals.
Indicator 14:
Percent of youth who had IEPs, are no longer in secondary school and who
have been competitively employed, enrolled in some type of postsecondary
school, or both, within one year of leaving high school.
Transition Is All About…
Employment
Economic Security
Vocational Rehabilitation
Work Incentive Programs
Apprenticeships
Your Own Business
Supported Employment
School-based Training
Non-paid Work Experience
Paid Work Experience
Community Living
Transportation/Travel Training
Recreation & Vacations
Health and Safety
Dignity & Respect
Apartment/Home
Taking Risks
Finances and Banking
Passing Driver’s Test
What to do in an Emergency
Continued Learning
Graduation from High School
* Regular Diploma
*GED
*Other Diploma
College/504 rights
Adult Education
Auditing College Courses
Technical School
Crafts or classes of Interst
Having A Say
Making Choices
Voting
Conservatorship / Power of Attorney
ADA Rights
Asking for help when you need it
Self Determination
Self-Advocacy
Circle of Friends
Joining a group or movement
JOHN’S VISION
Live
independently
Work
Play sports
JANE’S VISION
Go to
College
Graduate with
a regular
diploma
Live away
from home
Work with
animals
…
Including:
Work with
animals
Play sports
DREAMS
NEEDS
STRENTHS
PREFERENCES
INTERESTS
Live
independently
Go to
College
Live away
from home
Work
Graduate with
a diploma
STEP 2
IDENTIFY THE STUDENT’S STRENGTHS.
Describe the student’s present levels of educational
and vocational performance.
John’s strengths:
He is good at sports, has many friends,
and is a hard worker
John’s Present Levels of Educational and
Vocational Performance: John does not
communicate through speech. His disability is
moderate mental retardation.
Work Experience: John has never worked
before.
Recreation and Leisure: John swims for
Special Olympics and attends social groups
at school and in his community.
Independent Living: He needs minimal
assistance with his personal care.
Community: John needs assistance using
public transportation. He has difficulty finding
his way around his school and community.
Postsecondary Training: No plans for
college.
Jane’s Strengths
I have good reading and study skills. I am very
social and a hard worker. I also manage my
money well.
Present Levels of Educational and
Vocational Performance: I have above
average intelligence. My strengths are in visual
memory, organization, and problem solving. My
learning disabilities are in attention and written
language. I need to have a quiet place to work.
Work Experience: Jane worked over the
summer at the SPCA. She is able to work
independently after instructions are given.
Recreation and Leisure: Jane is very active in
school groups. She has a large group of friends
outside of school as well.
Independent Living: Jane has daily chores at
home and is very responsible in completing
them.
Postsecondary Training: Jane has taken two
classes at the local Junior College.
STEP 3
DESIGN A STATEMENT OF TRANSITION
SERVICE NEEDS
Outline a program for the student’s school including community
activities.
The course of study may include required, advanced placement,
modified, elective, or specially-designed courses.
The decisions regarding the course of study should relate to how the
student is functioning and what he/she wants after high school.
Identify if the course of study leads to a regular diploma or a Special
Ed Diploma or Certificate of Attendance
STEP 4
DESIGN A STATEMENT OF NEEDED TRANSITION SERVICES
This portion of the IEP planning process identifies the transition instruction and
service activities, personnel, or resources that can be utilized to help the student
achieve his/her postschool goals and dreams .
There are five categories of transition services that
must be considered by the IEP team:
1. Instruction.
2. Community experience outside the classroom setting.
3. Employment and other postschool adult living objectives.
4. Related services.
5. Linkages.
AS NECESSARY:
6. Daily living skills.
7. Vocational evaluation.
STEP 5
DETERMINE ANNUAL GOALS
These goals should support the student’s
dreams and visions.
JOHN’S GOALS AND BENCHMARKS
GOAL: By 1/05 John will demonstrate the
ability to shop in a grocery store.
BENCHMARKS:
By 5/04, John will make a grocery list of
three items selected from the newspaper
ads.
By 10/04, John will use the “dollar over
method” to estimate the amount of money
he will need for his purchase.
By 1/05, John will find the items on his grocery list
in the store and purchase them independently.
JANE’S GOALS AND BENCHMARKS
GOAL: By 1/05 I will articulate with 100%
accuracy, when asked by my general
education teachers, what
accommodations I need for my learning
disabilities.
BENCHMARKS:
By 5/07, I will be able to discuss in a
small group, my learning disabilities and
the accommodations I need with 100%
accuracy.
By 10/04, I will list my own needed
accommodations when requested by my
resource teacher with 100% accuracy.
By 1/05, I will discuss my disability and
needed accommodations at my IEP
meeting and with my teachers.
JOHN’S TRANSITION PLANNING PROFILE
VISION
Work
Play sports
Live independently
Career Interests
Work in music store
Computer work
Strengths
Good at sports
Has many friends
Hard worker
Present levels of performance
• John’s Present Levels of Educational and Vocational Performance: John does not communicate through speech. His
disability is moderate mental retardation.
• Work Experience: John has never worked before.
• Recreation and Leisure: John swims for Special Olympics and attends social groups at school and in his community.
• Independent Living: John needs minimal assistance in his personal care.
• Community: John needs assistance using public transportation. He has difficulty finding his way around his school and
community.
• Postsecondary Training: No plans for college.
Transition Services Needs
Needed Transition Services
• John needs functional skills curriculum and
community-based instruction.
• John needs assistance in accessing adult
community services and support.
• John needs supported work-based learning
experiences.
• John needs opportunities to participate in
activities with persons with like interests but
without disabilities.
Instruction: John needs a curriculum emphasizing
daily living, social and community-based instruction
Community: John needs connections to adult
community services and opportunities to explore
activities that reflect his interests on a weekly basis.
Employment: John needs to participate in at least
one on-campus volunteer job per semester.
Daily Living: John needs practice with daily living
skills at home and school.
John’s Transition Planning Profile (con’t)
John’s Goals and Benchmarks
Goal # 1: By 1/04, John will participate in his high school booster club activities.
Benchmarks:
1. John will keep a calendar of booster club meetings and events with 100% accuracy.
2. John will attend at least 80% of the booster club meetings and events.
3. John will learn the “yells” used at the games with the help of his teacher and peer mentor.
Goal # 2: John will demonstrate the ability to shop in a grocery store.
Benchmarks:
1. By 5/03, John will make a grocery list of three items using selected newspaper ads.
2. By 10/03, John will use the “dollar-over method” to estimate the amount of money he will need
for the items on his list.
3. By 1/05, John will find the items on his grocery list in the store and purchase them
independently.
Goal # 3: John will have a variety of on-campus work experiences.
Benchmark:
1. By 1/04, John will have participated in a minimum of three different on-campus work
experiences.
JANE’S TRANSITION PROFILE
VISION
Graduate with a
diploma
Go to college
Live independently
Work with animals
Career Interests
Have a job
Work with animals
Get a degree
Strengths
Good reader
Good study skills
Very social
Good with money
Hard worker
Present levels of performance:
Jane’s present levels of educational and Vocational Performance:
I have above average intelligence. My strengths are in visual memory, organization, and problem solving.
My learning disabilities are in attention and written language. I need to have a quiet place to work.
Work Experience: Jane worked over the summer at the SPCA. She is able to work independently after
instructions are given.
Recreation and Leisure: Jane is active in school groups. She has a large group of friends outside of
school as well.
Independent Living: Jane has daily chores at home and is very responsible in completing them.
Community Participation: Jane has a checking account and is responsible for purchasing everything she
needs for school and leisure. She is able to balance her check book with assistance each month.
Postsecondary Training: Jane has taken two classes at the Junior College.
TRANSITION SERVICES NEEDS
• I need instruction on study and organizational
strategies to be successful in my general
education classes.
• I need instruction on self-advocacy to explain my
disability and needed accommodations.
• I need career exploration activities.
• I need to take college preparation classes.
NEEDED TRANSITION SERVICES
Instruction: I need to enroll in a study skills
class and tutoring program for my writing
Community: I need to explore joining a teen
support group for learning disabilities.
Employment: I need to participate in work
experience offered at my high school.
JANE’S TRANSITION PLANNING PROFILE Con’t.)
Jane’s Goals and Benchmarks
Goal # 1: By 1/07, I will articulate with 100% accuracy, when asked by my general education teachers,
the accommodations I need for my writing disability and attention deficit disorder.
Benchmarks:
1. By 5/09,I will discuss, in small group, my learning disabilities and the accommodations that I need
with 100% accuracy.
2. By 10/06, I will list my own needed accommodations when requested by my resource teacher with
100% accuracy.
3. By 1/07,I will discuss my disability and accommodations that work for me at my IEP meeting and
with my teachers.
Goal # 2: By 1/07, I will apply selected learning strategies related to written communication in my
classes.
Benchmarks:
1. By 6/04, I will try out several computer-based outlining programs and select one that I would like to
use for my written assignments.
2. By 5/05, I will demonstrate competence in using the program in my resource class rated by my
resource teacher on two written assignments.
3. By 1/06, I will use the writing strategy in my general education classes.
4. By 1/06, I will maintain a “C” or better in all of my classes.
Goal # 3: I will explore my career interest areas in animal science and veterinary medicine.
Benchmarks:
1. I will use the career center to research careers in my interest areas and present an oral and written
presentation in my resource class.
2. I will job shadow two people in my career areas of interest.
3. I will visit the veterinary assistance class offered through ROP and the community college.
 Provides school districts with a wide variety of assessment
strategies, tools, and approaches in order to individualize the
transition assessment.
 Must include strategies and tools to assess present levels of
functional performance in all areas of need, e.g., personal choice &
self determination, vocational, personal management, relationships,
recreation/leisure, community access & use, academics.
 Demonstrates district compliance with IDEA 2004 requirements for
age-appropriate transition assessment.
 Provides face validity to stakeholders – teachers, parents, student,
who can answer the question, “Is it true for this student?”
Transition Assessment Toolkit Approaches
Method
Description
Interviews and Interviews with students, family members, former
Questionnaires teachers, friends, counselors, other support staff,
and former employers
Discrepancy
Analysis
Observations
Observations of the student within typical daily
environments and activities compared to others
typically performing same routines acceptably.
Ecological and Information gathered about specific geographic
Environmental areas (e.g., neighborhoods) or environments (e.g.
Inventories
workplaces)
Situational
Assessments
Observing and assessing the student’s behaviors in
environments that will closely resemble his or her
future working, living, or educational environments
Adapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise
Practices for Quality Lives. Baltimore, MD: Paul Brookes
Transition Assessment Toolkit Approaches
(continued)
Method
Description
Interest
Inventories
Interest inventories are typically paper and pencil
instruments that solicit information about personal and
occupational preferences
Samples of
Student
Behavior
Samples of student behavior over time, collected
using multiple procedures (e.g., written products,
videotape, …). The sample tasks are regularly
performed in the natural contexts/environments.
Curriculum- Provides information about a student’s progress on
Based
specific skills within an academic curriculum
Assessments
Adapted from: Sax, C.L. & Thoma, C.A. (2002). Transition Assessment. Wise
Practices for Quality Lives. Baltimore, MD: Paul Brookes
Transition Assessment Toolkit Examples
Method
Examples
Interviews and •Student Surveys
Questionnaires •Parent Surveys
•Transition Skills Inventory (Benz, M.R.& Lindstrom, L.E.
1997).
•The Social Network Interview Guide (Institute for
Community Inclusion, Boston, MA)
•Ed Pro’s HCAI, ASPGEC, & Peer Inventories
•Multiple Intelligences Inventories
Discrepancy
Analysis
Observations
Direct observation of student performances in natural
contexts compared to others. May be recorded in writing,
on DVD, or on videotape
Ecological and Neighborhood inventory - surveys array of businesses
Environmental and other community activities and resources within a
reasonable distance of the student’s home.
Inventories
 Workplace Analysis
Transition Assessment Toolkit Examples
(continued)
Method
Situational
Assessments
Examples
•Partnerships for EdPro’s Situational Vocational
Assessment (formerly LRE for LIFE Project).
•JOBS Situational Vocational Assessment
Interest
Inventories
Kuder DD Occupational Interest Survey (Zytowski,
1985).
Strong Interest Inventory (Hanson, 1985).
Person Centered Planning Processes (e.g., PATH,
MAPS).
Samples of
Student
Behavior
•Videotape/DVD recordings of student behavior in
natural contexts
CurriculumBased
Assessments
•TCAP, Gateway Tests, Brigance, and other formal/
standardized criterion referenced tests
•Curriculum “benchmark” tests
Visit the EdPro Development, Inc. Website
http://edprodevelopment.com
At the top of the home page click on
“Resources”
Click on “Transition & Work-Based
Learning”
Click on “Tools”
Scroll down to navigate page
http://edprodevelopment.com/resources/transitions-wbl/tools-5/
Transition Assessment Toolkit
Navigating the Transition Maze
Download Entire Toolkit
Toolkit Table of Contents
Assessment of Student Participation in General Education Classrooms (ASPGEC)
Circle of Support
Communication Summary
Employability Life Skills
Fairfax County Transition Resource Guide
From Here to There
Health History
Home Community Activities Inventory (HCAI)
Home School Inventory (HSINV)
Interest Inventory
Kuder
Life Centered Career Education Competency
MAPS and Transition Planning
Multiple Intelligences Survey (Surfaquarium)
Parent Guardian Questionnaire
Personal Futures Plan Agenda
Pictorial Multiple Intelligences Survey
Transition Assessment Toolkit
Recreation and Leisure
School and Community Social Skills Rating
Self-Advocacy Self-Determination Checklist
Situational Vocational Assessment
Student Profile Transition Assessment
Student Questionnaire
TN High School Diploma Policy FAQs
TN High School Diploma Policy FAQs Related to Students with IEPs
TN High School Transition Policy FAQs
TOPS Action Plan
TOPS Reviewer Reference Form Rev. March 2010
TOPS Transition Requirements Checklist Rev
Transition Planning Profile
WHY ASSESSMENTS ARE NECESSARY PRIOR
TO EXIT FROM HIGH SCHOOL?
Vocational Rehabilitation Requires
Comprehensive Vocational Assessment
Postsecondary Schools require
documentation of a current disability &
need for academic adjustment
UNDERSTANDING THE DIFFERENCE
BETWEEN APPLICABLE LAWS IS KEY
TO SUCCESSFUL TRANSITION
FROM HIGH SCHOOL