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Transition Tidbit#3: Transition Assessment

Transition Tidbit#3: Transition Assessment. Alabama State Department of Education Special Education Services Transition Team. What is transition assessment?.

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Transition Tidbit#3: Transition Assessment

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  1. Transition Tidbit#3:Transition Assessment Alabama State Department of Education Special Education Services Transition Team

  2. What is transition assessment? The Division on Career Development and Transition (DCTC) 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).” (Singleton, Neubert, & LeConte, 1997; p. 70-71) (National Secondary Transition Technical Assistance Center (2013). Age Appropriate Transition Assessment Toolkit Third Edition. University of North Carolina at Charlotte, A. R. Walker, L. J. Kortering, C. H. Fowler, D. Rowe, & L.Bethune.)

  3. Transition Assessments must address three areas:

  4. Transition assessment is an individualized process designed to answer three broad questions about a student… • Where is the student presently? • Where is the student going? • How does the student get there?

  5. Transition Assessments can be formal or informal. See examples of each below. • Formal Transition Assessments • Learning style inventories • Academic achievement tests • Adaptive behavior scales • Aptitude tests • Interest inventories • Self-determination assessments • Personality tests • Job or Training evaluations • Informal Transition Assessments • Observations and situational assessments • Teacher made surveys • Interviews with students, family, and other stakeholders • Academic and work performance portfolios • Transition planning inventories

  6. Where can I locate transition assessments? • NTACT’s Age Appropriate Transition Assessment Toolkit, 4.0 Edition provides information on many transition assessments. You can access this document by right-clicking and opening the hyperlink: http://www.transitionta.org/system/files/toolkitassessment/AgeAppropriateTransitionAssessmentToolkit2016_COMPLETE_11_21_16.pdf • Additionally, attached to this PowerPoint is a handout of transition assessment resources, both free and for purchase.

  7. Why do we need to do transition assessments? • To guide the IEP Team as they develop appropriate transition goals, activities, and services for the student by providing relevant information about the student’s strengths, needs, preferences, and interests. • To assist in knowing what types of instruction the student will need to meet the developed goals and activities. • To have enough valid data to write the present level of academic and functional performance for the student’s transition goal page. • To help students learn more about themselves so they will be better prepared to actively engage in their own career development. (Zunker and Osborn (2006))

  8. So, how do we get started with transition assessment? • Determine what age-appropriate transition assessments are available that fit the unique needs of each student. • Conduct enough assessments, both formal and informal, to gather information on all three goals areas. • Administer the age-appropriate transition assessments and analyze the data and information provided from the assessments.

  9. We’ve completed our transition assessments…now what? Once all the transition data has been collected, it should be analyzed to determine how the results impact the student’s post-school plans. The IEP Team should consider the answers to the following questions: • Does the student have a realistic transition plan in place? • Does the student have the skills needed to meet the requirements of his or her transition plan that were identified through examining the student’s preferences and interests? • What goals need to be developed to assist the student with his or her post-school plans in all three areas? • What activities does the student need in order to make progress in meeting the identified goals? • What services does Special Education need to provide to assist the student?

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