Transition Assessment

Transition assessment is defined using the Division on Career Development and Transition (DCDT) of the Council for Exceptional Children definition of transition assessment which is “…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)” (Sitlington, Neubert, & Leconte, 1997, p. 7071).

“Age-appropriate” means a student’s chronological, rather than developmental age (Wehmeyer, 2002).

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)

What are the types of Transition Assessments

Transition assessments can be formal or informal. A 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, an 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)

R.I. Secondary  Transition & Employment First Twitter Feed

Are you working on life skills with individuals you support?
RIMAC has a great kitchen skills kit! https://rimac.library.site/resources/detail/36744-36744_OPAC_v1_Coll-S_1a8c0f45-3d9a-4fbe-bd31-34ae23032628/1?facets=

Just learned abt #Tlap @burgessdave in this #podcast from @rechargedfamily 💯❤️ the quote 👇!
1) Build Capacity
2) Create spaces to practice #StudentLedIEP mtgs
3) Experiences live Forever!
Thanks 4 the savvy lead @KathiStephan_ https://podcasts.apple.com/by/podcast/dave-burgess-and-the-importance-of/id1574013845?i=1000575714313
@DCDT_CEC @RITransition

My middle school is in need of new banners to promote good citizenship and Jaguar qualities! We have a $1 for $1 match. Please help and RT @EddaCarmadello @LopezforRI @craignewmark https://www.donorschoose.org/project/banners-please/6863206/?utm_source=dc&utm_medium=directlink&utm_campaign=teacherhub&utm_term=teacher_4649046&rf=directlink-dc-2022-09-teacherhub-teacher_4649046&challengeid=20978436

Please share! https://m.facebook.com/story.php?story_fbid=pfbid02sJTceZSuBUoFyUyaw2jTTHh6avKwfABqf1UDaQgh5jxjPXLbJcH4738HHVQeuJotl&id=100003589088296

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One last #TransitionTip post on the theme of engaging families in transition planning!

Families play an important role in promoting self-advocacy in students with disabilities. Consider the following suggestions to further engage families in the transition planning process.

https://recruiting.paylocity.com/recruiting/jobs/Details/1278073/West-Bay-Collaborative/Director-of-Regional-Transition
Come join our transition team!!!

💯 "let them drive the IEP." ~ @leeannjung
Pls check out our @SIPInclusion The SpecialEDge newsletter - below is an article on #StudentLedIEP mtgs - Table of Contents Article #4. https://www.sipinclusion.org/2022/06/13/the-special-edge-newsletter-spring-2022/
@JSIiams @tn_transition @DCDT_CEC @RITransition @parentcenterhub @FACTOregon https://twitter.com/leeannjung/status/1561329848697716740

Lee Ann Jung, PhD @leeannjung

So many times we make guesses at what is going to work for a student when planning the IEP. Involve the student and ask them. Let them drive the IEP. #LeadInclusion. #SpedChat

We’re feeling extra optimistic after tonite! We welcomed the Class of 2026 with an impressive turnout of students, families, & mentors! We had quite the night- from DJ O, to the rock wall, the yummy food, & the fantastic representation of our student activities. #wwhswizardpride

#YouthVoice
#Determined #IMDsummit
#PhotoOfTheDay
#motivation
#IMD
#ImDetermined
#determinator
#Competence
#Autonomy
#Relatedness
@VDOE_News
@VDOE_SESS
@vadcdt
@CFIVirginia

“Seek the World” is a video platform started by two individuals who are deaf. Follow along with one of the co-founders as he travels worldwide, sharing videos about different cultures, experiences, adventures, and more in English and American Sign Language:https://bit.ly/3aCkjBD

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.

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