Transition Assessments

I-13 Requirement

Is there evidence that the measurable postsecondary goals are annually updated and based upon an age-appropriate transition assessment? 

Essential Elements

  • Transition assessment is an ongoing process of collecting information about strengths, interests, preferences and needs using formal and informal methods.
  • Results from age-appropriate transition assessment must be used to develop measurable postsecondary goals. Show supporting transition assessment information and summaries of any transition assessments in the present levels of academic achievement and functional performance, and/or in the student’s file.
  • In addition to helping students identify their strengths, interests and preferences, transition assessment can be used to help the student identify the knowledge or skills they need to achieve their postsecondary goals. Team members are also invaluable sources of information for identifying gaps in student skill or knowledge related to their postsecondary goals.
  • These gaps in skills or knowledge are transition service needs and become the priority focus of a transition-focused, student-driven IEP planning process.
  • Selecting the right age-appropriate transition assessment is a team decision, and considers the student’s understanding of their disability, self-determination skills and overall engagement in the IEP process.
  • An age-appropriate transition assessment must be administered annually, completed before the IEP meeting, and have the administration date clearly documented. This demonstrates evidence of implementation for an ongoing process of collecting data on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, education, and independent living.
  • For each postsecondary goal there should be evidence that at least one age-appropriate transition assessment was used that provided information on the student’s needs, taking into account his or her strengths, preferences, interests, and opportunities.
  • You can consider the standardized testing, evaluations, and assessments used with all students to be transition assessments if they provide useful information about your student’s skills, interests and preferences, and post-school readiness. Use the information for initial discussions about postsecondary goals, and needs for ongoing, individualized assessment. 
  • Put a copy of completed age-appropriate transition assessments in the student’s file. They should be dated, and be connected to the student’s postsecondary goals.

Student Voice

Effective transition planning helps students understand how to:

  • set goals,
  • learn about barriers to achieving their goals,
  • understand the pros and cons of a particular path,
  • build knowledge, skills, and self-awareness,
  • and then, refine or change the goal to best fit their individual strengths and needs.

For the planning process to accomplish this, and to help students build these skills, students must be a part of each step of the process. Remember to respect what students believe they need to know about their postsecondary goals. Let their voice influence what transition assessments you use.   

If students are not aware of their disability, have not had discussions about how their disability impacts their learning, the IEP team needs to thoughtfully discuss how to go about that process.the 

Background Information

Overview of Requirement

2:55-minutes

The Struggle to Meet the Requirement

6:03-minutes

Examples

Example 1: Peter

Information obtained from transition assessment

Administered in 10th grade on 11/15/2021

Likes working with computers

Likes designing with computers

Good writer

Participates in yearbook doing the computerized design

Enjoys taking pictures

Works on the school newspaper

Likes to play video games

Wants to live at home when attending the community college

Wants to rent an apartment and live with a friend after earning a degree and getting a job in multimedia production

Postsecondary goal statement

After graduation, Peter will enroll in a multimedia production program at a local community college.

Documenting transition assessment results in the IEP

During an informal interview conducted by his case manager on 11/15/2021, Peter shared that he wants study multimedia production at a local community college. He also shared that he enjoys working with computers, especially from a design aspect. He does the computerized design work for the school’s Yearbook. Peter is a good writer and works on the school newspaper. He stated that he will live at home when attending community college, but would like to get an apartment with a friend after earning his degree and getting a job in multimedia production.

Example 2: Michelle

Information obtained from transition assessment

Administered in 9th grade on 1/12/2022

Helps her mom take care of her cat and dog

Has an aquarium

Helps her mom to cook dinner by washing dishes

Keeps her room clean

Enjoys spending time with her neighbor’s pets

Likes to watch Animal Planet

Is afraid of strangers

Wants to live with her parents

Postsecondary goal statement

After graduation, Michelle will receive on the job training at a local pet care center.

Documenting transition assessment results in the IEP

Michelle completed a picture interest survey and discussed her responses with her case manager on 1/12/2022.  Michelle shared that she loves animals and wants a job where she can take care of them.  Her favorite television channel is Animal Planet.  Michelle shared that she enjoys helping her mom take care of the cat and dog by filling their food and water bowls every day.  She has an aquarium and loves watching the fish come up to the top to get their food.  Michelle enjoys spending time with her neighbor’s pets. She is afraid of strangers and does not want to live by herself. Michelle wants to live at home.

More documentation examples

  • “Results of an informal transition interview completed with guidance counselor on October 1, 2021, indicated that John had a strong interest in working with computers.”
  • “The Transition Planning Inventory completed in advisory block on April 4, 2021, showed that Carol is in need of transition supports in the following areas in order to plan for her postsecondary goal…”
  • “The Career Matchmaker completed online on January 5, 2021 (copy of summary results in student’s file) showed a number of career choices compatible with Todd’s stated interests, which included…”
  • “A Functional Vocational Assessment completed on February 1, 2021, by … indicated areas of employment that Scott could access with appropriate accommodations, which included … (copy of vocational assessment in student’s file).”

Resources

Content update 9-5-22