1. Transition Assessment IEP Examples
Jim Martin
University of Oklahoma
Zarrow Center
840 Asp Ave., Room 111
Norman, OK 73019
Phone:
Web: ou.edu/zarrow

2. Transition Assessment in The IEP
Present Levels of Academic Achievement and Functional Educational Performance
Transition strengths and needs
Address with transition goals
Transition Assessment Results
Name of assessment, date given, and results
Used to develop postsecondary goals and transition goals

3. The AIR Self Determination Assessment Results on the IEP

4. Example Present Level of Achievement Using the AIR Self Determination Assessment
Current Assessment Data
Bill obtained a 74 on the AIR Educator Self-Determination Assessment given on
Objective Statement
Bill has about half of the overall SD skills and opportunities needed to master these skills. He needs increased school and home opportunities to develop and master additional SD skills for success in welding school.
Strengths
Knows own ability and limitation and can express these
Set goals
Change plan to accomplish goals
Anticipated Effects
When provided the opportunity to set and express goals at his next IEP meeting, Bill can engage in this activity.
Needs
Opportunities at school and home to learn and practice additional SD skills

5. Annual Transition Goal: Education/Training
Bill will increase his overall self-determination score from 48% to 75% as measured on the AIR self-determination assessment.
Objective/Benchmark
To demonstrate leadership at IEP meetings, Bill will increase his scores on the Expressing Goals section of the ChoiceMaker Self-Determination Assessment from 20% to 90%.
Bill will develop and implement a weekly goal attainment plan to attain two or more IEP goals by successfully completing 90% or more of the Take Action Goal Attainment process.

6. Annual Education/Training Coordinated Activities
Bill will share his weekly goal attainment plan with his family.
Bill will build his SOP with his family to share at the IEP meeting.
Responsible Parties
Bill and special education teacher
Bill and parents

7. Example Self-Determination Transition Assessment
Transition Assessment Results
Bill obtained a 74 (48%) on the AIR Educator Self-Determination Assessment given on He had a 47 out of 90 for capacity and 27 out of 60 for opportunity. He needs to develop additional SD skills to be successful in attaining his postsecondary goals.

8. Casey Life Skills Assessment
This website enables students, family, and educators to gather information about adult living strengths and needs.
Go to:

10. Example Present Level Current Assessment Data Strengths
According to her Dad on the Casey Life Skills assessment (level 4) taken on , Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%.
Objective Statement
Sarah has scattered results that suggests mastery of self-care needs, and adequate performance in social situations. She needs to learn communication, daily living, and work/study skills to increase the likelihood of successfully living in her own apartment.
Strengths
Self care
Social skills
Anticipated Effects
When having the opportunity to be by herself at home and in the community Sarah has self-care and social skills to adequately present herself and interact with others.
Needs
Opportunities at school and in the community to learn and practice communication, daily living, and work and study skills.

11. Annual Transition Goal: Independent Living
Sarah will increase her daily living scores from 38% to 95% and her communication scores from 33% to 95% as measured by the Casey Life skills level 4 assessment.

12. Annual Independent Living Coordinated Activities
Volunteer at the independent living center to help teach daily living and communication skills.
Parents will provide opportunities at home to help Sarah improve daily living and communication skills.
Responsible Parties
Sarah and special education teacher
Sarah and parents

13. Example of an Adaptive Behavior Transition Assessment
Transition Assessment Results
According to her Dad on the Casey Life Skills assessment (level 4) taken on , Sarah mastered 33% communication, 38% daily living, 100% self-care, 67% social, 50% work and study, with a total mastery of 54%. She needs to learn and use additional adaptive behaviors to achieve her postsecondary independent living goal of living in her own apartment while going to college.

14. The Self-Directed Search Assessment Results on the IEP

15. Example Present Level • Current Assessment Data Strengths
According to the Self-Directed Search, Form E completed on , Cathy scored highest on artistic occupations (interior designer, graphic designer, flower sales).
Objective Statement
Cathy prefers jobs that allow creativity and expression of her talent.
Strengths
Creativity
Anticipated Effects
Cathy’s creativity will enable her to participate in theater productions and art shows.
Needs
Cathy needs opportunities to explore her vocational interests to identify possible job matches.

16. Annual Transition Goal: Employment
Cathy will undertake career exploration activities using the computer, direct observation, and interviews to select the top three artistic occupations that match her interests and skills.

17. Annual Employment Coordinated Activities
Complete career exploration class at local CareerTech center.
Parents will help facilitate visits to discuss artistic occupations with those actually working in the field, and expose her to a variety of artistic formats (i.e., drama, dance, and visual arts).
Responsible Parties
Cathy and school counselor
Cathy and parents

18. Example Transition Assessment Results
According to the results of the Self-Directed Search - Form E Cathy ranked artistic occupations highest. She needs to explore artistic jobs to learn job requirements to help her decide upon specific educational and occupational goals.

19. Choose and Take Action Results on the IEP

20. Example Present Level Current Assessment Data Strengths
The Choose and Take Action assessment was completed on Sam’s top three job characteristics were working outside, being with few people, and quiet settings. Top four activities were yard work, taking care of plants, and cleaning up. Top two settings included landscape company and green house.
Objective Statement
Sam’s top ranked choices were being outside, doing yard work, and working for a landscape company.
Strengths
Firm pattern of choices demonstrated over time.
Anticipated Effects
Experience in choice-making will enable Sam to begin in-depth job exploration activities.
Needs
In-depth job exploration
Continued opportunity to express choices during the job exploration process.

21. Example Transition Assessment Results
The Choose and Take Action assessment was completed on Sam’s top ranked job characteristic was working outside. Top ranked activity was yard work. Top ranked setting was landscape company.

22. Annual Transition Goal: Employment
Sam will undertake extended work-study experiences at community-based job locations to identify at least one job that obtains a 90% characteristic and and 90% job activity match.
Short-Term Objectives
Sam will correctly identify 100% of the illustrations used in the characteristic and job activity match process across three consecutive trials.
Sam will correctly identify 80% of the activities and characteristics at a job site across three consecutive trials.

23. Annual Employment Coordinated Activities
Complete work-study experience at cooperating community-job sites.
Become involved in Voc Rehab’s work experience program.
Responsible Parties
Sam, transition coordinator, and voc rehab counselor

24. Using Assessment Results to Formulate Postsecondary Goals

25. Post-Secondary Goals
IEP must include appropriate measurable postsecondary goals
based upon age-appropriate transition assessment
related to training, education, employment, and when appropriate, independent living
Need postsecondary goal for further education/training and employment.
Can’t leave blank
Can’t simply say will “be determined later”

26. NSTTAC and OSEP Approved Sample Postsecondary Goals
Go to and click under Indicator 13 Training Materials to see examples and non-examples of postsecondary and annual transition goals.
Make sure to read the directions to find the correct file.

27. Education /Training Example
Postsecondary Goal
Upon completion of high school, John will enroll in courses at Ocean County Community College.
Annual IEP Goal
Given Ocean County Community college information, John will demonstrate knowledge of the college’s admission requirements by verbally describing these requirement and identifying admission deadlines with 90% accuracy by November, 2008.

28. Employment Example Postsecondary Goal Annual IEP Goal
John will work in an on-campus part-time job while in college.
Annual IEP Goal
John will be able to report 3 possible occupations for part-time employment based on the results of career assessments through career counseling with the guidance counselor.

29. Independent Living Example
Postsecondary Goal
Upon completion of high school, Lissette will utilize public transportation, including the public bus and uptown trolley
Annual IEP Goal
Given travel training situations, Lissette will demonstrate sitting quietly and refraining from talking to strangers while utilizing public transportation at least two times across three opportunities.

30. For More Information Contact:
Jim Martin
University of Oklahoma
Zarrow Center for Learning Enrichment
Carpenter Hall Room 111
Norman, OK 73019
Phone: