Transition assessments guide the development of postsecondary transition goals in the IEP.  The transition goals then guide in the development of the annual IEP goals.

IDEA 2004 states:

Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include:

1. Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills.

2. The transition services (including courses of study) needed to assist the child in reaching those goals

{Section 614(d)(1)(A)(i)(VIII)}

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Transition assessment is defined by the Council for Exceptional Children's Division on Career Development and Transition (DCDT) as: an ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.  Assessment data serves as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP) (Sintlington, Neubert, & Leconte, 1997, p. 70-71).  The process should include both formal and informal assessments.  Both the Special Educator and the School Psychologist assess the student.  The role of the school psychologist is to provide the assessment information critical to creating and implementing appropriately designed transition plans that focus on identifying the independent living, vocational, and self-advocacy skills necessary for an individual with disabilities to live productive and fulfilling lives  (Kellems, Springer, Wilkins, & Anderson, 2016).  Self-determination is seen as a central organizing concept throughout all aspects of transition services, including assessment practices, for students with disabilities (Field & Hoffman, 2007).  Wehmeyer (1992) identified the component elements of self-determination as:

• choice-making skills

• decision-making skills

• problem-solving skills

• goal-setting and attainment skills

• self-regulation/self-management skills

• self-advocacy and leadership skills

• positive perceptions of control, efficacy, and outcome expectations

• self-awareness

• self-knowledge

The purpose of transition assessment is to:

• Identify students’ strengths, preferences, interests and needs.

• Determine post-school goals and options

• Develop relevant learning experiences (instruction) and transition service needs

• Identify supports (linkages) needed to accomplish goals

• Evaluate instruction and supports

• The assessment process is ongoing throughout the school year.  It's not done by one person, during a short period of time to prepare for the IEP

Transition assessments are done in 3 areas:

1. Employment

2. Education/Training

3. Independent Living

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The goal of transition assessments is:

• Make informed decisions and choices

• Take charge of the transition process in terms of planning and execution of the plan

• Understand the skills needed for post-school environments

• To help students and families develop an integrated picture of themselves and their future roles

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Assessments drive the IEP and transition planning process to ultimately develop the Summary of Performance (SOP) detailing the student’s academic and functional performance and postsecondary goals for postsecondary adult life.  Assessment data are best used when they inform educational goals and objectives developed for the student.  Active involvement by students and families in the assessment process should go beyond participation in preparing the IEP and become incorporated into ongoing assessment used throughout the educational program (Field & Hoffman, 2007).

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National Technical Assistance Center on Transition (NTACT) has developed the following model to provide teachers with a process for incorporating assessment into the transition planning process: From Assessment to Practice: A Model for Teachers.  This model provides educators with six instructional practices and predictors for improved post-school success.  In addition, it gives specific examples for each of the steps for students with moderate-severe disabilities, mild-moderate disabilities and mild disabilities.  Also included is another resource from NTACT: Age Appropriate Transition Toolkit.  The following components are included in this toolkit: how to conduct an age appropriate transition assessment, sample instruments, survey of transition assessment planning practices, transition assessment implementation timeline, informative links and other sources of information.

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