1. Arizona 9th Annual Transition Conference
Resources and Strategies for Effectively Implementing the Transition Assessment Requirements of IDEA
Missouri Transition website for more information!! Resources on transition coalition
Introduce yourself and the topic.
Ask audience to complete the pretest part of the evaluation. They will complete the rest of it at the end of the training session.
Handouts:
Powerpoint Handouts
Transition Assessment Review Form
Transition Assessment Planning Form
BINGO card
Missouri Assessment Resources list
Online Assessments and Resources
Heather/James Case Studies
Transition Assessment Self and Training Evaluation
DESE Transition Planning QAs
blank Missouri State Sample SOP
sticky notes for SPEEDBUMPS
Presented by:
Mary Morningstar, PhD.
Arizona 9th Annual Transition Conference
September 21-23, 2009
Training package copyright by the Transition Coalition 2008 © for the Missouri Department of Elementary and Secondary Education. December, For more information about this training package, please contact: Dr. Mary Morningstar,
© M. Morningstar (2008) Transition Coalition University of Kansas. 1

2. Defining Transition Assessment
THINK PAIR SHARE ACTIVITY (don’t show definition)
Before we get started –
Take a moment to jot down your definition of transition assessment. Write down some of the major concepts and elements of transition assessment.
Share it with a partner and, together, come up with a better definition.
What’s YOUR Definition? Think about a Definition; Share with Partner & Enhance/Adapt
Who wants to share your definition with the group?
CLICK so definition shows up: Here’s the definition from the Division of Career Development and Transition.
“Transition assessment is “the ongoing process of collecting data on the individual’s strengths, 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 IEP”
LETS talk about the critical elements of this definition:
“ongoing process”: the process of collecting information is continuous throughout the student’s school experience. Transition assessment doesn’t happen just to prepare for the IEP meeting, it doesn’t happen only when the student turns 16….it’s ongoing and continuous
“data”: When you hear the word “data” what does it make you think of? (solicit from group), Oftentimes, we think only of standardized assessments. I prefer the word “information” So it’s about collecting information (data) on the individual’s strengths, needs, preferences and interests, and you can’t do it without knowing where they are currently performing (or their needs). This data needs to be collected using a variety of methods and strategies.
“….as they relate to the demands of current and future working education, living, personal, and social...”: This is a great way to consider transition assessment. Where you are considering both what the student is currently capable of doing, and also what their future plans will be.
“… serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP” So this part focuses on ensuring that transition assessment happens all of the time; can be done in a variety of ways and includes a variety of people to help collect data.
So how does this definition compare with the one you had? Anything missing from this one? What parts did you include?
One last thing: This definition was published in 1996, so it’s 12 years old. It’s not a new concept. You’ve probably been doing transition assessment for some time, but it wasn’t called that before. It wasn’t until the IDEA 2004 reauthorization that the term “transition assessment” was included as a requirement in the law, and has become such a critical issue.
Division of Career Development & Transition
Transition assessment is "the ongoing process of collecting data on the individual’s strengths, 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 IEP" (Sitlington, 1996).
How does it compare?
© M. Morningstar (2008) Transition Coalition University of Kansas. 2

3. Transition and the IEP
Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter –
A student's IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The IEP must include those transition services (including courses of study) needed to assist the student in reaching postsecondary goals. (Section 614)
One more slide about the law. This is the actual language in IDEA 2004 that focuses specifically on transition in the IEP and how the IEP must be developed based upon age appropriate transition assessments.
I might note here that “assessments” is plural. Similar to the DCDT definition, we aren’t talking about implementing a single assessment measure to all students, but instead developing a tool kit of methods and strategies to collect critical transition information over time.
That is really the focus of this training. To provide you with some basic knowledge about transition assessment methods and to share with you a variety of approaches and strategies for collecting data across time.
© M. Morningstar (2008) Transition Coalition University of Kansas. 3

4. IEP Results Process for Transition Services
IEP Results Process for Transition Services (adapted from: O’Leary, 2005)
Step 1: Measurable Postsecondary Goals
Step 3: Needed Transition Services
Step 4: Annual IEP Goals
Step 2: Present Levels of Academic Performance
Education or Training
Employment
Independent Living
a. Course of Study
b. Needed Services:
Instruction
Related Services
Community Experiences
Employment and other post-school adult living objectives
Daily Living skills & Functional Vocational Assessment (when appropriate)
Step 5:
Summary of Performance
Age Appropriate Transition Assessments
© M. Morningstar (2008) Transition Coalition University of Kansas. 4

5. Transition Assessment: Where Do You Start?
This diagram illustrates a framework for thinking about transition assessment and the process you need to complete to do it effectively.
The 4 phase in this process include:
Guiding Questions – these are the questions you will ask yourself about what you already know about the student and what you still need to learn
Assessment Plan- developing a plan that takes into consideration the critical response characteristics and needs of the student must be considered
Assessment Selection – in this phase, you focus on the skills you need to assess and also the methods and strategies for assessing these skills
Using Data - this relates to how you will actually use the data and communicate with the student, family and others.
The rest of this training will focus on each of the major stages in this framework.
You don’t have to do transition assessment alone. It’s an effort of collecting different transition data and information from different people over time. What you will be responsible for as a student’s case manager is coordinating this effort.
Let’s get back to who can help collect transition assessment information/data… Who do you think can be involved??
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
Who can assist with assessment?
GENERAL EDUCATOR
PARAPROFESSIONAL
SCHOOL COUNSELORS
NURSES
SCHOOL PSYCHOLOGIST
OCCUPATIONAL THERAPISTS
PHYSICAL THERAPIST
JOB COACH
ADULT AGENCIES
VOCATIONAL EVALUATOR
SPEECH AND LANGUAGE PATHOLOGIST
FAMILIES
STUDENTS
OTHER RELATED SERVICES PROFESSIONALS
Adapted from: Noonan, P., Morningstar, M., and Clark, G. (2003). Transition Assessment: The Big Picture. Retrieved Month Day, Year, from the University of Kansas, Department of Special Education, Transition Coalition Web site:
© M. Morningstar (2008) Transition Coalition University of Kansas. 5

6. Activity: Assessment Planning
Identify who can assist with the assessment process
Now, let’s go back to Heather and James’ stories.
Who might you include as part of a transition assessment for James?
James is 20, mild intellectual disability; lives with his mother and grandmother in small town. Mostly self-contained classes; auto mechanics class; has a job at an ice factory & is paid minimum wage. Community work-study program through school at a grocery store. Wants to eventually live in apartment with friends; spends most free time at home alone.
HIS MOTHER – families can provide critical information. Perhaps the focus would be on James’ skills with independent living and daily living skills
CAREER COUNSELOR – has James been involved
AUTO MECHANICS TEACHER – to find out his skills and needs during class, to identify if this is a strong area of career focus for James, to develop ideas for jobs in the field
HIS EMPLOYER – the employer can complete surveys and information about both James’ work skills and also those soft skills so critical for success (e.g., getting to work on time, accepting criticism and feedback, etc.)
BUS DRIVER – maybe a quick conversation with the bus drive would provide important information
CAREER COUNSELOR AT THE SCHOOL.
VOCATIONAL REHABILITATION –VR could complete a vocational evaluation that would need to be considered.
SPECIAL ED CASE MANAGER probably the one leading the transition assessment process, but would also have information to provide about James’ skills, interests, and experiences..
JAMES HIMSELF – James seems like a pretty capable young man who could provide lots of information about his own skills, interests and preferences.
GRANDMOTHER – We often don’t think about extended family but they can play an important role in transition..
Who might help with transition assessment for Heather?
Is 17, (probably a Junior), has a hearing impairment, does not know sign language. She wants to go to college. She’s in mostly college prep classes in HS, doesn’t have a large social support network. Doesn’t use a lot of assistive technology in classes, She wants to go to college, but doesn’t know where.
SCHOOL COUNSELOR – to help with determining career awareness, completing career tests, assist with college applications
VR – She has an open case, or has at least met with a VR counselor, they can assist with a vocational evaluation.
ASSISTIVE TECHNOLOGY SPECIALIST – someone w/in the district who knows about AT and can implement a postschool assessment of her needs and accommodations
AUDIOLOGIST – You may not need a new assessment done but you can glean a lot of information from completing a background information review (looking through the IEP file). Talk to audiologist about postsecondary settings and needs.
HEATHER - she can participate in identifying her skills, interests, preferences and needs.
© M. Morningstar (2008) Transition Coalition University of Kansas. 6

7. What methods and sources will provide the information I need?
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
What do we already know about the student’s strengths, preferences & needs in employment, education, living?
What do we need to know about the student’s employment, education and living strengths, preferences & needs??
What methods and sources will provide the information I need?
Who will gather the information & What role will the student play in the assessment process?
When will the assessment data be collected and used for transition planning?
Is the student making progress toward his/her specific postsecondary goals (employment, education, living)?
SO, HOW DO YOU GET STARTED WITH TRANSITION ASSESSMENT WITH STUDENTS?
Here are some questions you can ask yourself about the student you are focused on. They are not questions you ask the student, but these questions are a way for you to think about how you are going to set up your assessment process.
The first question focuses on what do we know about the student’s strengths, preferences and needs in the areas of employment, education and/or training and independent living… We focus on those three broad areas because of the requirements in IDEA to identify postsecondary goals for students.
Second, we need to figure out what else we need to know about the student.
Third, we have to focus on what methods and sources will provide that information.
Then, figure out who will help gather the information and the role the student plays in the process.
Identify when the data will be collected.
And finally, because assessment is ongoing, you have to identify if the student is making progress toward their goals.
© M. Morningstar (2008) Transition Coalition University of Kansas. 7

8. © M. Morningstar (2008) Transition Coalition University of Kansas. 8
TRANSITION ASSESSMENT PLANNING FORM
In your handouts you have a form called Transition Planning Form. This form is designed to help you in the planning process with students.
Down the side are the major transition domain areas (employment, education/training, independent living)
Across the top are some of the critical guiding questions for transition assessment.
© M. Morningstar (2008) Transition Coalition University of Kansas. 8

9. Assessment Plan Characteristics:
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
Assessment Plan Characteristics:
Customized to specific types of information needed
Appropriate to learning and response characteristics
Use assistive technology & accommodations
Include multiple ongoing activities to sample behaviors and skills
Must be verified by multiple methods & persons
Results stored in user-friendly way
Occurs over time (multiple years)
Assessment Plan Characteristics
Customized to specific types of information – We’ve already talked about how to customize the information needed using the Transition Assessment Planning Form. Now for James, who is 20, we don’t have much more time with him to collect a lot of transition assessment.
So what would you focus on? Employment – to get a firm grasp on whether he is going to continue to work at the ice factory or are we going to try to get him involved in auto mechanics in some capacity. Perhaps you need to gather more specific information about his employment goals.
What else? The other area was his limited involvement in his community and a better understanding of his leisure and social skills. Also his independent living skills. What other information would be important for James at this time? We want to make sure we have the correct information for eligibility for adult services. This might be a critical step to get him launched into adulthood.
Appropriate learning and response characteristics – For Heather, this would mean to ensure that she has the accommodations needed to ensure that any assessments for her are appropriate. This would include the next one, Assistive Technology…
Use assistive technology – remember, assessment includes more than just the student, so finding out what is available for students in postschool settings. For Heather, this would include finding out what forms of Assistive Technology she might need and also what AT is available in the postsecondary settings she is considering.
Include multiple ongoing activities –Must be verified by multiple methods & persons – For James- want to find out about his job skills at both jobs; as well as from the auto mechanics class at school – to gather as much information as possible to identify critical areas of focus. This could include observations on the job; interview with Auto mechanics teacher; employer surveys about work skills and soft skills; career/aptitude tests, etc.
Results stored in user-friendly way – the best way to do this is in a portfolio that the student can take with them or at least in a way so that when you have to write your summary of performance, you have the information needed.
Occurs over time – Need to start the process as early as possible. You don’t have to reevaluate using the same tests or instruments every year. So maybe in 8th grade, you would complete a comprehensive transition assessment like the Transition Planning Inventory or the Transition Behavior Scale (you will get to look at these and other assessments at the end of this session). Then, using this information, you can target specific skills and experiences for several years. You might not need to complete this assessment again, or else toward the end of the student’s program. Other assessments and methods could be implemented to continue to build the portfolio.
© M. Morningstar (2008) Transition Coalition University of Kansas. 9

10. Activity: Assessment Planning
What do we already know about the strengths, preferences, interests and needs for Heather & James?
What do we still need to learn?
JAMES
What do we already know about James?
20 years old; loves playing video games; lives with his mother and grandmother; Mild MR, self-contained classes, likes his auto mechanics class; Misses school sometimes; Works part time (on his own) at the ice factory for minimum wage; uses public transportation; Community-work experience as part of school program in grocery store; Plans to live at home after HS; eventually live with friends in an apartment; Limited skills in independent living; Unaware of community services; limited friendships or leisure in community
What do we need to know?
Why is he missing school?
Work skills – at ice factory and also community experience – skills, interests, soft skills (does he miss work?)
Independent living skills – in detail
Keep in mind you may not be answering all of these questions on your own, but facilitating the process of collecting the information so that the team can make decisions.
© M. Morningstar (2008) Transition Coalition University of Kansas. 10

12. What to Assess Learning Styles Temperament & Personality
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
What to Assess
What you identify to assess is a second part of the Assessment Plan
Let’s go back to the Transition Assessment Planning Form. As you can see, the areas to assess within each of the 3 areas of assessment are reflected in this diagram.
Understanding what each of these areas of assessment mean can take time… the next activity will help you all to better understand these critical transition areas: BINGO
Learning Styles
Temperament & Personality
Social Skills, Communication Interpersonal
Aptitudes (academic, work, etc.)
Information needs for Student-focused Transition Planning
Independent Living Skills
Interests & Preferences
Supports & Accommodations (including AT)
Self-advocacy
Vocational & Occupational Skills
Adapted From: P. Kohler (2004)
© M. Morningstar (2008) Transition Coalition University of Kansas. 12

13. Transition Assessment BINGO!
Self-Determination/ Self-Advocacy
Money Management
Home Living
Recreation & Leisure Interests
Transportation
Personal Safety
Medical & Health
Communication
Adaptive Behavior
Interpersonal Relationships
Community Participation
Occupational Interests & Values
Work Aptitude
Work Readiness/ Prevocational Skills
Assistive Technology
Temperament
Manual Dexterity
Work Environments
Academic Achievement
Learning Styles
Intelligence
Accommodations
Self-Awareness
UnderTransition Assessment BINGO
Instructions:
Pass out bingo cards
Have participants write on their bingo board 16 of the 23 terms on the list – no FREE spaces
Read the definition statement without reading the assessment term
Randomly pick the sequence of terms when reading; and check off each one you have read until there is a bingo
Short sessions: horizontal or vertical bingo; Longer session: Full board.
Participants mark their board if they have the term for the definition read by presenter.
Presenter checks for understanding after each statement by asking one participant to identify the assessment term after the definition has been read before reading the next definition.
Materials: List of terms on PowerPoint slide; Blank BINGO sheets, prizes such as candy
Instructions to audience:
Use the list on the Powerpoint slide and write 16 of the 23 terms from the list RANDOMLY on your bingo board
I will read a definition for one of the assessment teams and you have to figure out which term I’m referring to –
We’ll do a definition check before moving on.
If you have that term on your card, mark your BINGO card.
When you get BINGO, let me know! Then you will need to read back which terms you think I read the definitions for.
© M. Morningstar (2008) Transition Coalition University of Kansas. 13

14. Standardized HOW to Assess
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
HOW to Assess
When we talk about standardized assessments, what kinds of tests are we talking about?
(let audience call out some different assessments)
Major Characteristics of Standardized Assessments:
The tests are designed in such a way that all of the elements of the assessment: test items, conditions for administering the test, scoring, and interpretation are consistent
The test is administered and scored in a predetermined, standard manner.
the instrument comes with an administration manual and information about how the test was standardized. This usually includes information about the test measurement is consistent and accurate (reliability) and the effectiveness of the test to measure what it is supposed to measure (validity). Validity is the most important technical characteristic of a standardized test.
Standardized assessments have been norm-referenced: A norm-referenced test compares a person’s performance to that of other persons in the group who are similar to the person. Most performance or ability tests are norm-referenced tests. Examples are intelligence tests, aptitude tests, achievement tests, and specific ability tests (e.g., music, clerical, motor coordination, etc). One important thing to keep in mind: just because the test has been norm-referenced, the group may not include students with disabilities. This is important to know because it might mean the student’s score is not valid – doesn’t measure what the test was intended to measure.
A criterion-referenced test is one that is closely relate to instruction on a specific and prescribed body of knowledge or a predetermined set of curriculum standards related to certain content. Examples include good teacher-made tests or commercially available tests that accompany curriculum materials. A criterion-referenced score is one that describes performance in relation to a level of mastery of some specific content or set of curriculum standards, rather than comparing performance to others.
Standardized assessments that you will have an opportunity to look through later in this training include:
Transition Planning Inventory
Enderle Severson Transition Rating Scale
Brigance Life Skills Assessment
Transition Behavior Scale
Work Personality Profile
SDS Career Explorer Self-Assessment
Occupational Aptitude Survey & Interest Schedule (OASIS-3).
REMEMBER: Not all of these assessments have norm-referenced; and those that have, do not always include students with disabilities
Standardized
Major elements of the assessment are consistent (test items, scoring, interpretation)
Norm-referenced
Criterion-referenced
© M. Morningstar (2008) Transition Coalition University of Kansas. 14

15. Informal HOW to Assess Analysis of background information
Guiding Questions
Assessment Plan
Assessment Selection
Using Data
HOW to Assess
Informal
Analysis of background information
Interviews
Surveys
Checklists
Rating Scales
Work samples
Probably the bulk of what you do related to transition assessment comes from this category – informal assessments.
As you can see there are a variety of types of informal assessments and they tend to be teacher-made.
Some of the resources you can review today are 3 manuals all on informal transition assessments:
Informal Assessments for Transition: Independent Living and Community Participation.
Informal Assessments for Transition: Employment and Career Planning.
Informal Assessment for Transition: Postsecondary Education
These contain a variety of different forms for interviews, surveys, rating scales, interest inventories & checklists. They are inexpensive and make a great addition to any transition assessment toolkit. These methods of assessment can be used across multiple responders to collect information: student, parents, employers, teachers, support staff, friends, community members, etc.
Some of the other types of informal assessments include:
Analysis of background information – this really focuses on an IEP file review. Oftentimes some of the historical information about the student can provide insight and information that will be beneficial to you during transition planning.
Work Samples - These assessments require the student to perform tasks that are similar to those that are performed on the job but usually in a simulated setting. Hands-on performance work sample tests are used to test people for physical capabilities such as manual dexterity. Situational judgments tests, require the person to answer questions from a case study about how they would act in a given situation. Most often used as a part of a vocational evaluation. Examples: VALPAR, PAES, others??
Observations and situational assessments – these are used most often to assess the quality of a student’s performance in certain situations. Most often a behavior checklist or some type of assessment is collected in the actual setting in which the student is performing, such as at work, in a social situation, in class, etc.
Person centered Planning – How many of you have heard of MAPS or PATH or Personal Futures Planning? These are all examples of person-centered planning methods that are designed to develop a vision for the future for the student with disabilities and his or her family and to develop a plan of action to achieve that vision. The focus of the process is to identify the student’s strengths, interests and preferences, and the team then develops a personalized vision for the future based on the student’s possible contributions and opportunities for inclusion in the community. The process is flexible, dynamic and informal and requires a collaborative team to develop the vision and work toward the goals. An example of a type of person-centered planning is over on the review table, Planning for the Future.
You have a handout in your packet called Online Assessments and Resources This is a compilation of both free and for-cost assessments and really great information, all online… Most of what you will find here does fit within the informal assessment area.
TRAINING NOTE: If you have time & internet available, you could go through a few of these.
Curriculum-based assessments
Interest Inventories
Observations & situational assessments
Person-centered Planning
© M. Morningstar (2008) Transition Coalition University of Kansas. 15

16. Assessing Environments
Guiding Questions
Assessment Plan
Using Data
Assessment Selection
Assessing Environments
E-Jam
Vocational Integration Index
Ecological Inventories
Postsecondary Supports Survey
Opening Doors:
HOW to Assess
In a lot of circumstances, you will want to collect information about certain settings into which the student will be transitioning.
These assessments focus not so much on the student and his or her behavior but on the actual environment. For example, the Environmental Job Assessment Measure (EJAM) that you will get to review later assesses work settings for things like: work behaviors, physical demands, work conditions, & educational conditions. You can use this to make a good job match between a certain work environment and the preferences and capabilities of the student.
Another example of a checklist is found in a document called Opening Doors to Postsecondary Education and Training: Planning for Life After High School. This document includes a 3-page checklist for students and families to use to assess postsecondary settings. It covers areas:
Characteristics of the school (size, academic competitiveness, social opportunities, community, etc)
Getting around on campus (accessibility, transportation, support services, computer labs, etc.)
Major fields of study
Types of support classes (Orientation, Learning-strategies, Study-skills, Time-management, Developmental-reading, Basic English, Basic mathematics, Foreign language/math/other requirement waived)
Financial Considerations (tuition, scholarships, financial aid, work study jobs, book fees, tutoring, room & board, costs for special services)
Disability Services (alternative test accommodations, extended time, flexible formats, note-takers, readers, scribes, assistive technology, books on tape, study groups, subject matter tutoring, counseling, peer support groups, etc.)
Other services (student advisors, career counseling, health-care, single room occupancy, study rooms, quiet floors, etc.)
© M. Morningstar (2008) Transition Coalition University of Kansas. 16

17. Activity: Assessment Planning
How will we gather information?
Who will gather the information?
When will the information be collected?
Try to use as many of the new resources and assessments that you have learned about to complete this last section of the form.
TRAINING NOTE: Give participants about 3-5 minutes and then get them back in the large group to report out (5 minutes).
© M. Morningstar (2008) Transition Coalition University of Kansas. 17

18. © M. Morningstar (2008) Transition Coalition University of Kansas. 18
TRANSITION ASSESSMENT PLANNING FORM
Now let’s go back to our forms, and our case studies with James.
What you need to do now is focus on the last 3 columns:
How will we gather information?
Who will gather the information?
When will the information be collected?
As you fill this out, think about all of the different ways you can collect information on Heather or James’ domain areas and skills. So it’s not only what areas you will assess but how you will assess.
Fill out the section you started prior and fill in the last 3 columns.
© M. Morningstar (2008) Transition Coalition University of Kansas. 18

19. Results of transition assessments in IEP:
Included in present levels of academic and functional performance
Used to identify postsecondary goals (outcomes)
Used to identify needed transition services
Monitoring instruction, progress & decisions about changes
Coordinate assessment needs with adult agencies
Summarize and customize results to meet needs of outside agencies
Summary of Performance
Guiding Questions
Assessment Plan
Using Data
Assessment Selection
Using age-appropriate transition assessments are now required under IDEA 2004 as a part of transition planning. Because it’s now a key component of the annual IEP, the results should be included in the present levels of academic and functioning performance in the IEP. This information must be used to assist students with disabilities in making informed choices about their postsecondary goals in the areas of education/training, employment, and, where appropriate, independent living.
In Missouri, the IEP form includes specific information within the present levels that focuses on transition including:
How the child’s disability affects his/her involvement and progress in the general education curriculum; (For students with transition plans, consider how the child’s disability will affect the child’s ability to reach his/her post-secondary goals (what the child will do after high school.))
The strengths of the child (For students with transition plans, consider how the strengths of the child relate to the child’s post-secondary goals.)
Concerns of the parent/guardian for enhancing the education of the child (For students with transition plans, consider the parent/guardian’s expectations for the child after the child leaves high school.)
Changes in current functioning of the child since the initial or prior IEP (For students with transition plans, consider how changes in the child’s current functioning will impact the child’s ability to reach his/her post-secondary goal.)
A summary of the results of the child’s performance on:
Formal or informal age appropriate transition assessments:
It is very clear that transition assessment should be reported and used throughout IEP planning in Missouri. So you now have to not only report in the Present Levels the results of transition assessments, but you have to use this information to identify postsecondary goals and to identify needed transition services that will most likely facilitate the movement to the postsecondary goals.
Other uses for Transition Assessment Data include:
Monitoring instruction, progress and decisions about changes – This is the day to day measures that we collect to ensure that students are making progress. So curriculum-based measures for academic instruction as well as any other measures pertaining to a student’s IEP goals (e.g., task analysis data regarding acquisition of daily living skills; employer evaluations, grades in academic classes, etc.) are all appropriate measures of student growth and progress. It means that decisions regarding programs impacting postsecondary goals should be data-based.
Coordinating assessment needs with adult agencies – As students move toward the transition or handoff in services, it is important for the IEP team to be aware of the eligibility requirements of outside agencies and be able to provide relevant data and assessment information to these outside agencies. Knowing what assessment information is needed by VR, the employment agencies in town, postsecondary settings is a critical element of transition.
Summarize and customize results to meet the needs of outside agencies – This is the Summary of Performance.
© M. Morningstar (2008) Transition Coalition University of Kansas. 19

20. Overriding Theme
“A well planned and executed assessment that results in a well-balanced understanding of a student’s performance is one of the most important contributions to generating critical objectives, effective instruction, and meaningful outcomes.”
(Giles & Clark, 2001, pg. 80)
To conclude this session, I’d like to share a quote: “A well planned and executed assessment that results in a well-balanced understanding of a student’s performance is one of the most important contributions to generating critical objectives, effective instruction, and meaningful outcomes”
Transition assessment should be thought of as a series of strategies that includes developing questions, collecting information, and making decisions about many topics related to transition.
Hopefully you now have some more information about the major areas of transition assessment:
What to focus on during transition assessment: the skills, interests, preferences, strengths and needs across all transition domains
How to identify methods of assessment you can use
Ways in which data/results/information will be used and shared
It really does seem clear that transition assessment must drive the transition process if we are to ensure successful outcomes for our students.
This finishes the lecture part of the training. Next, like I promised, you will have an opportunity to review about 20 different assessments that cover all three of the domain areas.
Before you start the activity, I would like to remind you to please complete the post self-evaluation and the overall training evaluation sheet that is in your handouts. You can put them (WHERE). Also, if you have questions, please remember to put them on the SPEEDBUMPs chart. I will collect them and they will be shared with DESE for responses.
Thank you for your time, please contact me if you have questions or would like more information.
Assessment Review Activity:
Using the Transition Assessment Review Form in your handouts, you can review all of the assessments on the tables. Please DO NOT TAKE the assessments on the table – THEY ARE FOR REVIEW ONLY. If you think you would like to purchase them, you have the publishers information and costs on the Assessment Review Form.
© M. Morningstar (2008) Transition Coalition University of Kansas. 20