Transition planning and assessment should begin no later than a student's first year of high school and focus on the student's needs, preferences, and interests as they relate to working, educational, living, and social environments. Vocational assessment becomes more critical in transition planning as students prepare for post-secondary adjustment. Assessment should involve student choice, self-determination, and future-oriented decision making. Informal procedures like interest inventories, work samples, and portfolio assessments can be used to evaluate students' skills and progress over time.

1. Transition Should Drive the IEP
Vocational Assessment-3 Levels of Intensity
Level 1 Assessments given to SWD prior to 14 years of age
Level 2 Assessment conducted for purpose of IEP goals/Obj.
-aptitude and interest tests, surveys
Level 3 Assessment focuses on vocational outcomes
-work samples, situations, authentic assessments
Support for Transition Services
Carl D Perkins Vocational and Applied Technology Education Act
Other Important Legislative
Guidelines for Establishing Transition Services
1. Transition Planning and programming should begin no later than a student’s 1st year in
high school (no later than 14)
2. The assessment aspect of transition planning and programming may begin before the
first year of high school.
3. Vocational assessment becomes critical to the transition process as the student
prepares for post secondary adjustment.
Self-Determination and Self-Advocacy
Transition assessment is on going and focuses on the needs, preferences, and interests of
the individual as they relate to current and future working, educational, living, personal,
and social environments. The data serve as a thread that forms the basis for define goals
and objectives in the IEP.
Whatever assessments are used, we should focus on student choice, self-determination,
collaborative processes, and future-oriented decision making.
See page 464-Overview of transition planning that remains with student throughout high
school years.
Informal Procedures
• interest inventories, aptitudes, career preferences, developing programs
• Work Samples to determine current level of proficiency
Prevocational Aptitude Rating Scale
• Curriculum Based Vocational Assessment
Evaluate vocational and related skills embedded with content and courses
1

2. Allows for assessing and planning within a variety of settings
Classroom Instruction-employment related skills taught in high school
Community Based Experiences-focus on skill development and work experiences
Levels of Data Collection Assessed Grades
Readiness and Awareness Skills Exploratory Classes Jr. High
Vocational Coursework Performance in Classes High School
Work Related Behaviors Actual Job placements High School
Generalized Vocational Outcomes
Specific Skill in Actual Job Placements
• Direct Observation and Ecological Assessment
Job Matching
Job Site Analysis
Student Repertoire Inventory
• Portfolio Assessment
To construct a record over time of content and skills learned, job experiences, and
evaluation of progress
• Outcomes Assessment
To evaluate both individual vocational/educational outcomes and overall program
Effectiveness
Questions
Who in your building can assist you in this area?
How is this addressed in your building?
IEP Goals and Transition-Examples of how it may be addressed in the IEP
2