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Purpose of Transition Assessments
Purpose of Transition Assessments
From the age of 14, yearly transition assessments must be completed for students receiving services through an IEP. These assessments range from informal study skills questionnaires to formal functional living skills inventories and vocational site observations. The choice of assessment is based upon the student's needs and vision, related to both disability and age.
There are no prescribed transition assessments however the DESE does provide examples of both informal and formal assessments. Massachusetts Department of Elementary and Secondary Education: Postsecondary Transition Planning: Transition Assessments Example Sheet
Below are some of the assessments used within the Hopkinton district.
Hopkinton Middle School: Grades 7 and 8
Hopkinton Middle School: Grades 7 and 8
- Reflects on students’ study habits and learning strengths/challenges
Transition Planning/ IEP Interview Form (w/ students)
- Acquires information about student educational strengths and challenges and future goals
Self Awareness Scale: Me Scale
- Reflects on students’ understanding of their disability
Hopkinton High School:
Hopkinton High School:
Grades 9 through age 22
Grades 9 through age 22
Academic Preparedness Assessments:
Academic Preparedness Assessments:
- Reflects on students’ study habits and learning strengths/challenges.
Transition Planning/IEP Participation Form
- Reflects on the accommodations the student needs to be successful.
- Delves into students’ long and short term life goals.
College Survival and Success Scale
- Focuses on Commitment to Education, Self/Resource Management, Interpersonal/Social Skills, Academic Success Skills, and Career Planning Skills.
Career Interest Surveys:
Career Interest Surveys:
- Comprehensive K-12 college and career readiness solution that helps districts and schools align student strengths and interests to postsecondary goals, improving student outcomes and connecting learning to life.
- Self-exploration and planning software to engage people in the process of building their future.
Skills/Interests Assessments:
Skills/Interests Assessments:
AFLS: Assessment of Functional Living Skills
- Provides a systematic way to evaluate, track, and teach functional, adaptive, and self-help skills so that individuals with autism or developmental delays can become more independent-Job Search Knowledge Scale
RIASEC Inventory
- Provides individuals a fast and informative way to explore occupations based on their interests. (RIASEC: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional)
- Assists educators in addressing students’ transition needs, including their preferences, interests, and strengths.
- Students, parents, and educators complete forms based on the student’s abilities and experiences.
Self-Determination Assessments:
Self-Determination Assessments:
The ARC’s Self-Determination Scale (Adolescent Version)
- Assesses the self-determination strengths and weaknesses of adolescents with disabilities, facilitates student involvement in educational planning and instruction to promote self-determination as an educational outcome, develops self-determination goals and objectives, and, assesses student self-determination skills
- Helps to better understand the needs and expectations of child’s future from the parent perspective. It will provide vital information that can lead to successful transition planning.
Parent Questionnaire for Transition Planning
- Assesses a student's Independent Living Skills from the parent perspective.
*Other assessments may be utilized as determined by Team members/ Transition Coordinator.
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