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Sample formal and informal transition assessments

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Assessment tools for employment, education/training, independent living, recreation and leisure, situational assessments, and family engagement

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Contains Assessments for: Career awareness/exploration, interest inventories, self-determination/self-advocacy, independent living, and preference surveys

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A guide for developing transition goals and identifying transition services. Developed by VCU/CTI

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WWRC Vocational Evaluation Interest Checklist

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WWRC Vocational Evaluation Interest Checklist

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WWRC Independent Living Skills Checklist

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WWRC Independent Living Skills Checklist

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WWRC Behavior and Social Skills Assessment

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WWRC Behavior and Social Skills Assessment

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Guidance for the Development of Post-Secondary Goals

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Guidance for the Development of Post-Secondary Goals

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POST_S_1.PDF(Review) - Adobe cloud storage

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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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Types of Transition Assessments

(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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Transition Activities & Services: Making the Connection

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Transition Activities & Services: Making the Connection

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Suggested transition actvities/services for each service domain

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Suggested activities and services by grade level

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Course of Study

When developing the Transition Plan, careful consideration must be given to the Course of Study for

the student. The Course of Study must be individualized and based on the needs of the student and

specifically aligned to the goals and services outlined in the transition plan. The Course of Study is a

multi-year description of coursework that is specific and considers the student’s preferences and

interests and that will reasonably enable the student to reach their postsecondary goals.

There are two ways that the student’s Individualized Education Program (IEP) team can incorporate the

Course of Study:

1. Include the statement that indicates that the student will complete all classes to satisfy all

requirements for the LEA high school diploma. Specific elective course that are aligned with the

postsecondary goals must then be listed.

OR

2. The student’s College and Career Ready (CCR) course plan can be attached o the IEP with the

statement to “see the CCR plan” written on the IEP.

Effective practice indicates the following when considering the student’s Course of Study:

1. A student’s course of study outlines specific courses from the current IEP to the student’s exit

year.

2. Does it stand up to the “Stranger Test” – is the course of study clear and transferable to another

school:

• Can another school build a class schedule based solely on this information?

• Would the new school understand the school experiences as listed in the courses of study?

Other school experiences could include activities such as (and not limited to) job shadowing, work

experiences, drivers education or career counseling.

During the annual IEP meeting, the Course of Study should be reviewed and revised as appropriate.

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Rubric to ensure goals are in compliance

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Transition Master List of Transition Assessments Sharing Copy.pdf

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Secondary Transition Best Practices Rubric

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Secondary Transition Best Practices Rubric

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Transition Best Practice 2020_BP Rubric 4.0 (1).pdf

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Think of this as the BIG goal. This is where the student wants to end up!

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Copy of TTAC Family Communication Checklist.docx

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Reflect on your latest family meeting. Identify glows and grows.

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Review and reflect on

the extent you used specific practices, note areas of mastery, and identify areas requiring further practice.

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Tips to Maximize Parent Role in Transition.pdf

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Defining resources

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Identify characteristics in your community. Note areas of improvement.

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Continuum of Beliefs Related to Transition

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Continuum of Beliefs Related to Transition

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Use this tool to indicate where you believe the family focus falls.

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Use this form to prepare for a transition IEP meeting.

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Explanation

Students need to be explicitly invited to their IEP meetings. While the requirement is only that the student be invited, the deeper goal is to incorporate the student's voice in planning and decision-making related to postsecondary plans. Students can be coached not only to attend their meetings but also to practice skills that eventually enable them to run the meetings.

Examples

Letters personally addressed to the student inviting him or her to the meeting

Language that is age and comprehension-level appropriate for the student

Documentation of phone calls or other personal communication where meeting details were discussed

Notes of a meeting between the student and the case manager where the meeting details were specifically discussed

Non-Examples

Student name included on meeting notification letter to parents

Informal conversation in the hallway or classroom where meeting is mentioned

Invitation to the meeting comes through the parents

Resources

Evidence-based overviews and links to lesson plan starters for teaching IEP meeting participation, from NTACT. You'll have to create an account in order to look at their resources:

Disability disclosure curriculum, The 411 on Disability Disclosure, for use with high school and postsecondary students. It has a self-advocacy focus in the context of disclosing a disability in an employment situation. Developed by the National Collaborative on Workforce and Disability (NCWD).

Self-advocacy and student-run IEPs, from the Zarrow Center.

I-13 Requirement

Is there evidence that the student was invited to the IEP team meeting where transition services were discussed?

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Students must be invited to attend any IEP team meetings where postsecondary transition planning is on the agenda.Essential ElementsEvery student whose IEP will be in effect when the student turns 16 years of age, or younger if determined appropriate by the IEP team, must be invited to his or her IEP meeting....

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Aligning Evidence-Based Practices and Predictors

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Aligning Evidence-Based Practices and Predictors