2. 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)” (Sitlington,
Neubert, & LeConte, 1997; p. 70-71).
3. FEDERAL LAW REQUIREMENT
“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]).
4. WHY CONDUCT TRANSITION
ASSESSMENTS?
To develop postsecondary goals, and related
transition services and annual goals and
objectives for the transition component of the IEP.
To make instructional programming decisions.
To include information in the present level of
performance related to a student’s interests,
preferences, and needs in the IEP.
To learn about individual students, especially their
strengths outside of academics and career
ambitions (Kortering, Sitlington, & Braziel, 2010).
5. THREE BASIC QUESTIONS?
1. Where is the student presently?
2. Where is the student going?
3. How does the student get there?
(Sitlington & Clark, 2001)
6. THE MOST IMPORTANT
REASON?
To help students learn about
themselves so as to better prepare
them for taking an active role in
their career development (Osborn and
Zunker, 2006).
7. HELP THE STUDENT TO ANSWER
THE FOLLOWING…
• Who am I?
• What are my unique talents and interests?
• What do I want in life, now and in the future?
• What are some of life’s demands that I can meet now?
• What are the main barriers to getting what I want from
school and my community?
• What are my options in the school and community for
preparing me for what I want to do, now and in the future?
(Walker, Kortering, Fowler, Rowe, & Bethune, 2013).
8. KEY CONSIDERATIONS
The nature of their disability (e.g., reading
level and general intelligence)
Their post-school ambitions (e.g., college
versus other training options or immediate
employment)
Community opportunities (e.g., local
training options, employers and adult
service providers) (Walker, Kortering, Fowler, Rowe, &
Bethune, 2013).
9. ASSESSMENT METHODS MUST…
Incorporate assistive technology and/or
accommodations.
Occur in natural environments.
Contribute to ongoing development, planning, and
implementation of “next steps.”
Sample an individual’s behavior and skills over time.
Be verified by more than one method and by more than
one person.
Be shared with individuals, families, and team members.
Be documented in a format that can be used to
facilitate transition planning (Sitlington, Neubert, and Leconte,
1997).
10. THE FIRST STEP
Obtain a baseline understanding of
where students are so that
appropriate questions may be
asked and assessment strategies
can produce useful results (Stilington,
Newbert, Begun, Lombard, & Leconte, 1996).
36. LOCATING ASSESSMENTS
What’s Your Learning Style?: http://marciaconner.com/dl/mccls010512.pdf
Study Habits Questionnaire:
http://sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Education/Study%20Habits%20Questionnaire.pdf
Study Skills Inventory:
http://www.sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Education/Study%20Skills%20Inventory.pdf
The Arc’s Self-Determination Scale: http://www.ou.edu/education/centers-and-
partnerships/zarrow/self-determination-assessment-tools/arc-self-determination-scale.html
AIR Self-Determination Scale: http://www.ou.edu/education/centers-and-partnerships/zarrow/self-
determination-assessment-tools/air-self-determination-assessment.html
I’m Determined Self-Determination Checklist and Student Self-Assessment:
http://www.imdetermined.org/files_resources/109/selfdeterminationcheckliststudentself-
assessment.pdf
Student Dream Sheet: http://www.dlc-ma.org/_manual/Forms/13-Dream-Sheet.pdf
Employability/Life Skills Assessment: http://www.ocali.org/project/tg_aata/page/elsa_documents
Career Clusters Survey:
http://cms.nctc.edu/Libraries/AdminServicesRecordsRetention/Career_Interest_Survey_1.sflb.ashx
Social and Vocational Abilities Listing:
http://www.rockingham.k12.va.us/rcps_sped/transition/docs/socialvocationalabilitieslisting.pdf
Adolescent Autonomy Checklist: https://www.aacpp.com/pdf/parents/English/Teens/Adolescent-
Autonomy-Checklist.pdf
Self-Care Abilities Listing:
http://www.rockingham.k12.va.us/rcps_sped/transition/docs/Selfcareabilitieslisting.pdf
37. REFERENCES
Kortering, L., Sitlington, P. & Braziel, P. (in press). Age appropriate transition
assessment as a strategic intervention to help keep youths with emotional or
behavioral disorders in school. In D. Cheney (Ed.) Transition of Students with
Emotional or Behavior Disorders: Current approaches for positive outcomes (2nd
Edition). Arlington, VA: Council for Children with Behavior Disorders and Division on
Career Development and Transition.
Osborn, D. S., & Zunker, V. G. (2006). Using assessment results for career
development. California: Thomson Publishing.
Sitlington, P. L., & Clark, G. M. (2001). Career/vocational assessment: A critical
component of transition planning. Assessment for Effective Intervention, 26(4), 5-22.
Stilington, P. L., Newbert, D.A., Begun, W., Lombard, R. C., & Leconte, P. J. (1996).
Assess for success: Handbook on transition assessment. Reston, VA: Council fo
Exceptional Children.
Sitlington, P. L., Neubert, D. A., & LeConte, P. J. (1997). Transition assessment: The
position of the division on career development and transition. Career Development
for Exceptional Individuals 20, 69-79.
Walker, A., Kortering, L., Fowler, C., Rowe, D., & Bethune, L. (2013). Age appropriate
transition assessment toolkit. Charlotte, NC: National Secondary Transition Technical
Assistance Center.
