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

Watch Forget Me Not: Inclusion in the Classroom on Tubi: https://tubitv.com/movies/697442/forget-me-not-inclusion-in-the-classroom?utm_campaign=web-sharing

We are so excited to host an Open House showcasing the Transition Programs in @pvdschools! Join us on Thursday, January 19th, for this special event! #explorepossibilities #accessforall #transition

Take a flight over Providence, #RhodeIsland last night as city life zips by below in this aerial timelapse. I recommend viewing on the largest screen you have!

Read this newsletter from the University of Minnesota Institute on Community Integration - 2 articles that caught our eye
* Dismantling Myths for #Employment for Indivs w/Disabilities
* #Transition to #Employment for Ryan in #netRI https://ici.umn.edu/news/the-new-frontline-initiative-supported-employment
@RITransition @RIPIN_RI

Choose Significance 👇Preparing students for their own #IEP mtg is a perfect in-school activity that can increase their potential for #PostSecondary success!
Choose #StudentLed IEP mtgs
Choose #Adding Value to Others
Choose #PositiveYouthDevelopment
@ritransition @SETransition

We’ve had an incredible day at our Middle School #Transition Fair! Students learned about transportation, budgets, first aid, safety, career & technical opportunities in high school, and so much more! Thank you to everyone who helped make it happen! #ppsdtransition #accessforall

@TransitionsACR 1/2 Preparing for your #IEP! Look at these infocomics frm @TransitionsACR 🎯
Getting students to discover & take stock of their #Talents #Strengths #Passions
https://www.umassmed.edu/TransitionsACR/publication/comic/2022/09/tea-on-ieps-part-2/
@SEtransition @CHADD_ADHD @CECMembership @Diverse_Edu @VCU_CTI @LetsTalkLD @PTHVP @ritransition

Teaching my 12 yo son (with Autism, Intellectual Disability, nonverbal) how to shop. Big thanks to Back to Basics in EG for a quiet & patient environment to learn ❤️

#RITransition @AllisonLombardi @ppsdtransition CC4T Transition mid year Check & Connect @UConnNeag integrating SEL 👏🏻

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Excited for a day of learning and planning with the @pvdschools Special Ed Team for next steps for #PPSDTransition! #explorepossibilities #transition #accessforall

The audience at the Opening General Session, "Breaking Barriers to Inclusion through Policy, Media, and Transformative Philanthropy", with Nikki Brown-Booker, Kristin Gilger and Jennifer Longdon. https://sched.co/z6u8 #2022TASHconf

It is with great sadness we announce that Hale Zukas has passed away. Hale Zukas was one of the founders of the Center for Independent Living. He was a Rolling Quads member and worked on the Americans with Disabilities Act of 1990.

@prisma_group_ @PerspectivesRI @TechACCESSRI @RITransition @TrudeauCenter @TheArcRI @GrodenNetwork @EasterSealsRI @RIadvocates6220 @LPRRI @rilpac @CSemonelli @TinaSpearsRI @GregoryGrecoRI @CPNRI @TedNesi @TheRhodeShow @PLEERI @RIKidsCount @GovDanMcKee

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