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1. What are the student's unique talents and interests?
2. What does the student want for their future?
3. When and where is the student at their best (conditions for employment)?
4. What are the options in the student's community for further education/training and employment?
5. What are the student's barriers to  a positive post high school life?
6. What postsecondary transition skills does the student with disabilities need to have a positive post school outcome?

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From the Transition Coalition

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1. Determine the Purpose of the Assessment

Get to know your student; build a good rapport and determine which assessment(s) will be the most helpful in determining their transition needs.

2. Seek input from the student and others in the student’s life.

Family members, teachers, other transition team members. Although the student should drive the process and the decision making, the perspectives from several stakeholders can be very useful (see student-centered graphic at the end of this list).

3. Choose appropriate assessments

Should be based on the purpose of the  assessment, the behaviors and settings of concern and input of the student and other relevant individuals.

Use guiding questions to determine transition assessment information is needed for individual student.

Become familiar with different types of transition assessments and their characteristics.

4. Conduct assessments – e.g.,

Consistently focus on the established purpose of the assessment.

Make sure to conduct observations in the setting(s) in which the behavior is expected to occur.

Seek input from the student and relevant people in the student’s life in a particular setting.

5. Use assessment findings in the transition planning process

Use information to inform and include the student and their transition team in creating post-secondary goals, transition services and supports, courses of study, involvement of outside agencies and graduation and post-high options.

6. Evaluate and assess student progress toward goals, transition services and support

Involve the student in tracking their progress

Transition Assessment Domains

Employment/Career Interests

College Readiness/Postsecondary Training

Self-Determination/Self-Advocacy

Independent Living/Adult Living Skills

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Indicator 13 Coach's Corner

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College Readiness & Postsecondary Training

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College Readiness & Postsecondary Training