Integrating Assessment Data and Strengthening Transition through Collaboration
To achieve strong postsecondary outcomes, transition assessment data must do more than guide school-based services—it should also align with the requirements and processes of adult service providers. Schools can improve outcomes by inviting relevant outside agencies into the assessment process early on, ensuring the information gathered is useful for determining eligibility and coordinating supports.
When families grant consent, summaries of assessment findings can be customized and shared with adult service providers such as vocational rehabilitation counselors or developmental disability agencies. These summaries should be practical and tailored to the specific criteria adult agencies use for decision-making.
Effective transition planning also depends on close collaboration with a variety of professionals. Working together with career and technical education staff, assistive technology experts, rehabilitation counselors, employers, social workers, speech therapists, financial aid officers, and housing counselors can greatly improve the relevance and longevity of transition assessments.
Without proper coordination, however, these opportunities are often missed—leading to gaps in services and reducing the student’s chances for a successful adult life.
Participants in the Collaborative Transition Assessment Process
Student & Family: Help identify strengths, needs, and preferences. Participate in interviews and complete informal assessments such as inventories, checklists, and rating scales.
Transition Practitioner: Administers formal and informal tools like transition inventories, interviews, and surveys.
Special Educators: Use curriculum-based assessments, interviews, and observations to document academic and functional performance.
School Psychologist: Gathers data using cognitive tests, adaptive behavior scales, and behavioral observations.
School Social Worker: Conducts interviews and evaluates environmental and behavioral factors that influence readiness for transition.
Guidance Counselor: Provides assessments of career interests and aptitude using interviews and career maturity inventories.
General Educator: Shares insights through informal tools like classroom checklists and rating scales.
Vocational Rehabilitation Counselor: Contributes information related to pre-employment transition services and adult VR eligibility.
Speech-Language Practitioner: Completes speech, language, and social communication assessments; evaluates assistive technology needs.
Physical Therapist: Provides evaluations focused on physical functioning and access in work or living environments.
Occupational Therapist: Assesses fine motor, self-care, and environmental access skills; provides input on assistive technology.
Assistive Technology Specialist: Conducts technology-based assessments to identify tools that support communication, mobility, or learning.
Assessment and the IEP
Using age-appropriate transition assessments is required under IDEA. Since transition assessments are a key component of the IEP, results should be reported in the present levels of academic and functional performance section of the IEP. This information can be used to assist students with disabilities in making informed choices related to their measurable postsecondary goals for: education/training, employment, and as appropriate, independent living.
In preparation for IEP meetings, schools should provide students with tools needed to express their strengths, preferences, interests, and needs both prior to and during the meeting. Students can summarize information using a variety of methods, such as picture profiles, videos, and presentations.
Important Point
Student’s roles are changing during the IEP process. They are moving from being a passive participant to leading and directing the IEP meeting. They can be involved in creating an agenda, inviting all participants, and running the meeting. The current role of the special education teacher is expanding to include that of a group facilitator by providing as little or as much direction as is needed for each individual student.
Transition assessment should be a process of developing questions, collecting information, and making decisions about a variety of transition-related domains.
Remember, transition assessment is ongoing, focusing on a student’s strengths, needs, preferences, and interests. Six guiding principles can help you determine which assessments are most appropriate each year.
Developing a plan for assessing students during transition will lead to more effective transition planning. The major aspects of a plan include determining what information is needed, which assessment methods will be used, who will assist with the process, and how you will use the data in meaningful ways. Identifying each student’s strengths, preferences, interests, and supports related to employment, postsecondary education/training, and independent living.
Finally, sharing information and assessment results with students, families and community agencies is important for post-school success.
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