Transition Assessment

What is transition assessment?

The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children defines transition assessment 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 serve 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)” . Federal law requires “appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” (§300.320[b][1]).

What are the types of Transition Assessments

Transition assessments can be formal or informal and can include: behavioral assessment information, aptitude tests, interest and work values inventories, intelligence tests and achievement tests, personality or preference tests, career maturity or readiness tests, self-determination assessments, work-related temperament scales, and transition planning inventories. Formal assessment typically involves using a standardized procedure for administering, scoring, and interpreting an assessment.

By clearly defining how an assessment is administered, scored, and interpreted, this allows a student’s score to be interpreted relative to other students (e.g., norms), although not all standardized assessments are norm-referenced. Informal assessment procedures are less structured and do not allow comparison with other students.  However, because informal procedures allow assessment of student performance over time, they are useful in designing and evaluating the effects of instructional interventions. In addition, informal assessment includes data to be collected from a variety of individuals (e.g., parents, teachers, employers) using a variety of non-standardized methods. (DCDT Fact Sheet)

Whatever type of transition assessments you use, remember that the results need to help:

  • develop realistic and meaningful IEP goals and objectives
  • make instructional programming decisions
  • provide information for the present level of performance related to a student’s strengths, interests, preferences, and needs
  • learn about individual students, especially their strengths outside of academics and their career ambitions (Kortering, Sitlington, & Braziel, 2004)
  • help students make a connection between their individual academic program and their post-school ambitions, and  
  • inform the Summary of Performance. (DCDT Fact Sheet)

R.I. Secondary  Transition & Employment First Twitter Feed

Thank you to the ENTIRE @RISenate for its support of long-term rate reform for providers of services to people with disabilities.

This legislation is gaining bipartisan support because it impacts thousands of Rhode Islanders.

Let’s pass S2311 this session.

Did you know that Dan and Samuel Habib are producing a new film called My Disability Roadmap? And did you know that they are partnering with MCIE to hold a virtual screening and discussion of this film? Join us on May 26 at 3 pm ET: https://tiny.one/MyDisabilityRoadmap

Enjoyed this interview btw Drs. Sharon Field & Mike Ward on @2BSDonline - Look at the impact when everyone advocates! #StudentLedIEP mtgs is🎯! @AllisonLombardi @VCU_CTI @nelliet11 @ED_Sped_Rehab @JSIiams @ncldorg @OhioEngage @RITransition @tn_transition
https://www.beselfdetermined.com/blog/thinking/an-interview-with-dr-michael-ward/

Thank you to our Regional Transition Coordinator, Kerri Collins for her great work with our awesome Secondary Special Educators yesterday! Lots of great resources and feedback! @RITransition @ameyer1026 @EGPSAsstSuper @KenHopkinsJr @dtober9

https://recruiting.paylocity.com/recruiting/jobs/Details/1095782/West-Bay-Collaborative/Coordinator-of-Adult-Service-Programming

What a way to end spirit week! WWHS has about 1,250 people in it on a daily basis (students & staff combined). Imagine spending 180 days a year in a building that’s such a fantastic place to be, even on the hard days?!? Today was a good day! (Even if the seniors wore purple 🤷🏻‍♀️)

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A great job coach can make a difference for people with disabilities seeking employment! Our leader Laura Owens just spoke in a webinar, Job Coaching 101: A Toolkit for New Coaches by the Hawaii Department of Education, for Educational Assistants & Behavioral Therapists.

Thx for the RT @RITransition. We ❤️ what @AbbyHughesSPED wrote too about how this tool leads to empowering conversations btw #childrenwithdisabilities and their #families! Families could be resources in transition planning too! Its not who you know, but who knows you! Thx again!

Why I feel things are looking up, by @think_inclusive https://weeklyish.substack.com/p/hope-looking-up?r=yu4rv&s=r&utm_campaign=post&utm_medium=web

Building Meaningful Relationships is at the Heart of Teaching Students with Disabilities http://blog.betterlesson.com/building-meaningful-relationships-is-at-the-heart-of-teaching-students-with-disabilities

Creating Meaningful Connections For Healthy Relationships https://www.meetmindful.com/meaningful-connection-key-to-healthy-relationships/

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