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Complete this Postsecondary Transition Self-Assessment Tool to determine the areas of strengths and needs for the implementation of assessments in your setting. The tool is intended for teams to complete together, discuss the areas of needs, and develop strategies to improve practice and student outcomes.

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This is an index of Padlets that each cover a different domain/area of Postsecondary Transition Assessments.

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This is an index of Padlets that each cover a different domain/area of Postsecondary Transition Assessments.

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An inspirational video to remind educators about the possibilities of our students.

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"DON'T LIMIT ME!"- Powerful message from Megan with Down Syndrome

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Developing a transition assessment timeline or checklist helps teams follow certain milestones that should be completed related to the types and levels of assessment occurring during transition. Most timelines begin in middle school and continue through each of the high school grades and, if appropriate, as part of post high programs. (ages 18-22).

This timeline is from guide to transition assessment in Washington State by Johnson and is provided as an example.

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Collaborative Assessment Guide for Postsecondary Transition Planning

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Collaborative Assessment Guide for Postsecondary Transition Planning

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Free account required

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Postsecondary Transition Assessments for SWD and High Leverage Practices (HLPs) 

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Postsecondary Transition Assessments for SWD and High Leverage Practices (HLPs) 

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HLPs are frequently occurring educational practices that*all* K-12 special educators should know how to do. To make the 22 practices more understandable and easier to use, they are organized around four intertwined areas of practice. Assessment is one area of practice.
For more professional learning on how HLPs and Transition assessments are inter-connected, please contact us.

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What is Postsecondary Transition Assessment for Students with Disabilities?

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What is Postsecondary Transition Assessment for Students with Disabilities?

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Postsecondary transition assessment for students with disabilities is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the postsecondary transition process for students with disabilities and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996).
(Division of Career Development & Transition)

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Why are Postsecondary Transition Assessments for Students with Disabilities so Important?

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Why are Postsecondary Transition Assessments for Students with Disabilities so Important?

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They drive the student’s Postsecondary Goals in Education/Training, Employment and Independent Living

Determine the student’s Postsecondary Transition Services

Determine the student’s Course of Study

Determine the annual postsecondary transition IEP goal(s)

Determine outside agency involvement

May determine graduation and post-high options

Postsecondary transition assessments help students with disabilities make a connection between their IEP and their post school ambitions

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(Not an inclusive list)
Informal

Interviews

Questionnaires

Direct Observations

Environmental/situational assessments

Curriculum-based assessment

Formal

Intelligence tests

Achievement tests

Aptitude tests

Employability tests

Adaptive Behavior

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One of the most important reasons to conduct transition assessments is to help students learn about themselves as part of their preparation for taking an active role in determining postsecondary education, employment, and independent living goals.

It is highly recommended that assessment of self-determination/self-advocacy skills be part of the assessment process.

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What are a student's "SPINS" - Guiding Questions

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What are a student's "SPINS" - Guiding Questions

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S=Strengths

Consider all behaviors of students when determining strengths.

Example:

A student’s doodling behavior may be problematic in English Class but may be considered an asset in an environment like Microsoft.

Think of a student and how you might look at certain behaviors from a different perspective that might translate into strengths, as related to Education/Training, Employment, and Independent Living.

P=Preferences

What are situations where students feel they are most comfortable?

What motivates the student – makes them happiest and productive?

I=Interests
What are students’ interests for

Vocation (work)?

Avocation (leisure time)?

Help students learn to identify what they like to do for fun and what they like to do for work.

N=Needs

What supports does the student need to reach their postsecondary goals?

Consider needs and supports in school vs. needs and supports in future endeavors.

A student's SPINS change!
Adolescents experience rapid and dramatic changes in development, skills and interests - thus the need for ongoing and frequent assessments.

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Books on Transition Assessment and Planning

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Books on Transition Assessment and Planning

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These books include assessments that can be used with students.
Informal Assessments for Transition Series - Combo Kit
Combo Kit Includes:

Informal Assessments for Transition: Employment and Career Planning (#12438)

Informal Assessments for Transition: Independent Living and Community Participation (#12478)

Informal Assessments for Transition: Postsecondary Education and Training (#12479)

Demystifying Transition Assessment

The book includes a quick-reference guide to more than 90 transition assessments and which areas they assess. You'll also follow case studies of a teacher and two students as they navigate the transition assessment process, and you'll get sample forms for assessing student skills and goals, enhancing transition IEPs, helping students plan for college and employment, and much more.

Your Complete Guide to Transition Planning and Services

How-to guidance to master all the basics of transition planning and services, from assessing each learner's strengths and writing IEPs to evaluating student progress. Research-based strategies help you develop effective plans with confidence, and the reproducible checklists and forms keep critical information organized as you prepare each student for life beyond the classroom.

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Other Postsecondary Transition for SWD Padlets

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Other Postsecondary Transition for SWD Padlets

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College Readiness & Postsecondary Training

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College Readiness & Postsecondary Training

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The term “transition services” means a coordinated set of activities for a child with a disability that-

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Based on the individual child’s needs,

taking into account the child’s strengths, preferences, and interests;

and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

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How is your District/School doing with compliance and quality in the implementation of postsecondary assessments?

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How is your District/School doing with compliance and quality in the implementation of postsecondary assessments?

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this Indicator 13 Self-Assessment tool measures a district's or school's level of implementation in various components of postsecondary transition planning. The first area is assessments. How is your district or school doing?

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Lavinia Gripentrog-801-538-7645
Deanna Taylor - 801-538-7775
Crystal Emery - 801-538-7824

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Writing Compliant & Quality Transition Plans

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Writing Compliant & Quality Transition Plans

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This is an index of Padlets that each cover an area of the Postsecondary Transition Process (Indicator 13)

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This is an index of Padlets that each cover an area of the Postsecondary Transition Process (Indicator 13)

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The Postsecondary Transition Process: Putting it All Together

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The Postsecondary Transition Process: Putting it All Together

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To meet compliance with Indicator 13, in the Transition plan there must be documented evidence of age-appropriate Transition assessment prior to the date of the IEP.

Postsecondary transition assessment(s) for students with disabilities must be conducted each year beginning at age 14.

Postsecondary transition assessment results for students with disabilities must be written in the student’s PLAAFP or a copy of the current assessment(s) must be in the file.

Data from these assessments must result in the identification of the individual student’s strengths, interests, preferences, and needs, which lay the foundation for designing the student’s transition plan. Consider these outcomes of transition assessments:

They drive the student’s Postsecondary Goals in Education/Training, Employment, and Independent Living

They determine the student’s Transition Services

They determine the student’s Course of Study

They determine the annual transition IEP goal(s)

They determine outside agency involvement

They may determine graduation and post-high options

Transition assessments help students make a connection between their IEP and their post-school ambitions

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The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

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The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

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Age-Appropriate Postsecondary Transition Assessments, Part 1

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Age-Appropriate Postsecondary Transition Assessments, Part 1

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Age-Appropriate Postsecondary Transition Assessments, Part 2

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Age-Appropriate Postsecondary Transition Assessments, Part 2

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Age-Appropriate Postsecondary Transition Assessments, Part 3

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Age-Appropriate Postsecondary Transition Assessments, Part 3

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Jason's Guiding Questions: A Student-Centered Process

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Jason's Guiding Questions: A Student-Centered Process

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Video 3: Jason's Plan: A Student Centered Process

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Age-Appropriate Postsecondary Transition Assessments, Part 4

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Age-Appropriate Postsecondary Transition Assessments, Part 4