Operationalizing Transition Assessment

Transition assessments are most effective when they’re part of a thoughtful, ongoing process. The following reflection questions can provide guidance in making assessments meaningful, timely, and student-centered: 

Getting Started

• What is already known about the student’s preferences, interests, needs, and strengths (PINS)?

• Is there data from past assessments, observations, or student input?

• Are there areas to still learn more about?

• What data is already available?

Choosing Assessments

• What types of assessments (formal or informal) align with the student’s goals and needs?

• Are there selected culturally responsive and appropriate tools?

• Has collaboration with families, service providers, community partners, etc taken place to gather more insight?

Student and Family Involvement

• Are there ways the student can help lead the IEP conversation or share their preferences directly?

• How will the student and family take part in the assessment process?

• What roles will educators, student, families, and team members play in collecting and interpreting data?

Timing and Planning

• When will assessments be conducted so they can inform the IEP and Postsecondary Transition Plan (PTP)?

• How will the results be incorporated into the student’s Postsecondary Transition Plan (PTP)?
  
  

Monitoring Progress

• Is the student making progress toward their postsecondary goals in education/training, employment, and independent living?

• Are there new assessments needed to update goals or identify new supports?

Accessibility and Communication

• Are the assessments appropriate for the student’s age, developmental level, and communication needs?

• Are the necessary accommodations in place to ensure the student can fully participate in the assessment process?

• Are the assessment results shared in a way that is clear, respectful, and accessible to both the student and their family, including in their preferred language?

• In what ways will the student take part in interpreting their assessment results and shaping next steps?

Next Steps

• Are there other areas, such as self-advocacy or workplace readiness, that need to be explored?

• How can assessment results be utilized to build skills and create new experiences?

By using these guiding questions, transition assessments can be a powerful foundation for transition planning. It ensures that each student’s voice is heard and that their journey into adulthood is supported by real data, meaningful goals, and the right people supporting them.