TM Checklist NSTTAC Website

TRANSITION ASSESSMENT: EDUCATION/ TRAINING

*10.2.1: All students who have been on a general education track and plan on enrolling in post-secondary education (2 or 4-year college) should have the following information in their files:

1. State mandated test scores gathered during high school
2. Quarterly or semester grades throughout high school
3. Current psychological assessment data indicating areas of strength and weakness, while documenting the presence of a diagnosed disability
4. College entrance exam scores if applying to 4-year colleges

This information would include data gathered over time that can be associated with current and future environments. Additional information may include
informal interviews with students, student completion of interest inventories or questionnaires to establish student interests and preferences in transition planning to meet the basic requirements of age appropriate transition assessment.

Best practices would also include assessment information (a) provided by multiple people, (b) regarding student performance in multiple environments, (c) based on naturally occurring experiences, (c) that is understandable, and (d) that was gathered through instruments and methods sensitive to cultural diversity.

10.2.2: All students have the following data sources on file:

1. State mandated test scores (standardized or alternate)
2. Current psychological evaluation data
3. Quarterly grades, semester grades, or progress notes
4. Career Interest Inventory, Adaptive Behavior Scale, and/or Career Skill Inventory

An adaptive behavior scale (with a student self-assessment component included), interest inventory, and interview with the student should provide information to document student strengths, interests, and preferences. Presence of the above information in the student’s file and a clear link of such information to the student’s postsecondary goal(s) would meet the requirements of age appropriate transition assessment. Additional data may include teacher/ employer observations of school or community based work experiences, teacher/ transition coordinator completion of ecological assessments, or various student self-assessments.

EXAMPLES (all examples)

10.2a & 3a: This example reflects age appropriate transition assessment for the education/training and employment goals of “upon completion of high school, John will enroll at Ocean County Community College*” and “John will work on-campus part-time while in college.”
Example:
The IEP’s Present Levels of Educational Performance states that “John has had perfect attendance throughout high school and particularly enjoys computer-based activities.. John reads at a 5th grade level with some fluency problems, but struggles with oral reading comprehension and written expression. John’s reported skills and interests match various occupations, including business data processing and medical technology.”

• This information meets I-13 standards for Item #5 for the following reasons:
  • Data were obtained over time (not one snapshot).
  • There is an indication of being responsive to student strengths, preferences, and interests.
  • The information considers present and possible future environments.
  • There is no indication that the sources of information are not age appropriate.

Example reflecting best practice**:
“When completing the Transition Planning Inventory, John identified specific transition-related needs in the areas of locating suitable jobs that match his interests and abilities and identifying area college programs and their application requirements. John noted that he feels supported by school staff and his parents in reaching his goals related to attending OCC after high school, but that he ‘doesn’t always know what do when he doesn’t meet a goal right off’. John’s reported skills and interests matched highly with the fields of business data processing and medical technology, according to results of the Self-Directed Search Form R (Holland, 1996), which John reports may help him decide what he wants to do after taking classes at OCC.

John is observed in his classes to be most attentive with tasks that use computers. He is a diligent student and has perfect attendance.

John demonstrates below average reading skills, based on the Woodcock Johnson Revised (WJ-R) administered March 30, 2004. His math skills were in the average range, based on the math component of the same assessment. Standardized testing supports John’s diagnosis of a specific learning disability in reading fluency, reading comprehension, written expression, and oral language processing. John demonstrates strengths related to managing money, but struggles with use of calendar or other planners. In reading, teacher records, indicate that John reads at a eighth grade level with fluency, but struggles with oral reading comprehension and written expression. John’s reading and writing performance require accommodations for testing and participation in the general curriculum, including extended time, read-aloud, and computer software resources to support listening comprehension and writing.”

• This example reflects additional best practices suggested for age appropriate transition assessment because
  • It includes each of the components noted to meet I-13 for Item #5.
  • Multiple places/sources/persons were utilized for assessment information.
  • It indicates a student-centered process.
  • The information is understandable.

10.2b & 3b: Non-examples:
Verbal IQ: 84 (WISC-IV)

• This information does not meet I-13 standards for Item #5 for the following reasons:
  • The information is from only one source.
  • There is no attempt of providing information associated with the student’s future.

OR
Results of the Aptitude Test for Occupations indicate that John may perform well in retail or business-related careers.

• This information does not meet I-13 standards for Item #5 for the following reasons:
  • The information is from only one source.
  • The source is not clearly connected with John’s stated post-secondary goal, so the information does not necessarily support the identification of annual goals and transition services that will support his stated post-secondary goal.

10.2c & 3c: This example reflect age appropriate transition assessment for the education/training goal of “Allison will obtain a degree from a liberal arts university* with a major in child development” and “Allison will have a career in the field of early childhood education.”
Example:
Record of student grades throughout high school, indicating a B average throughout high school (9th through first half of 11th grades), a summary of student Psychological test scores obtained during her 3-year re-evaluation in the spring of 10th grade indicating specific learning disabilities in reading comprehension and written expression. End of grade test scores from the end of 10th grade demonstrating her participation in the standard course of study with passing scores of 3’s (on a 4-point scale) in reading and math. A statement by Allison recorded on the IEP regarding her interest in attending a university to pursue a degree in Child Development.

• This example meets I-13 standards for Item #5 for the following reasons:
  • Data were obtained over time.
  • It reflects student strengths, preferences, and interests.
  • It considers present and possible future environments, because the data relate logically with Allison’s stated post-secondary goals.
  • There is no indication that the data sources are not age appropriate.

Example reflecting best practice:
From the Present Levels of Academic and Functional Performance statement on the IEP: “Allison is currently functioning in the average range of intelligence according to the WISC IV, administered on 5-23-2005. Her relative strengths are in the areas of short and long-term memory and problem solving. Her specific learning disability is reading comprehension and written expression, which require accommodations in her general education classes described in the Statement of Transition Service Needs. Allison’s oral expression skills are strengths for her as are her interpersonal skills. Academically she has maintained B’s with a C in Chemistry during her 10th and first half of 11th grade school years. She met her IEP goals for the 2005-2006 school year.”

• This example reflects additional best practices suggested for age appropriate transition assessment because
  • It indicates multiple sources of information (formal and informal).

10.2d & 3d: Nonexample:
Allison has strong problem solving, interpersonal, and oral expression skills. Allison’s learning disabilities are in written expression and reading comprehension, which necessitate accommodations for her to be successful in her general education classes.

• This information does not meet I-13 standards for Item #5 for the following reasons:
  • There is no documentation of Allison’s interests or preferences.
  • There is no indication of an ongoing process of collecting such information.
  • There is no evidence of a connection between this information and future environments.

10.2e & 3e: This example reflects age appropriate transition assessment for the education/training goal of “upon graduation from high school, Jamarreo will successfully complete welding courses at Central Piedmont Community College and attain the Entry Level Welding Certificate” and “Jamarreo will be self-employed as a welder.”
Example:
From the Present Level of Educational Performance, “Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range range (WAIS-R, administered 9/10/05). He also performed in the high average range on the Differential Aptitude Test – Mechanical Comprehension and Spatial Reasoning subtests. Academic achievement in reading and written language, below average (Woodcock Johnson, administered 9/15/05). SLD in written expression, oral language processing, and reading. Accommodations: guided notes, assistive technology, testing accommodations for state, district, and classroom assessments.

Jamarreo reported to his special education case manager on 3/22/06 that he has worked part-time in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2005 and Work Adjustment Inventory completed March, 2006: Jamarreo has strengths in the area of mechanical work and likely be a serious, dedicated employee.”

• This example meets I-13 standards for Item #5 for the following reasons:
• Data are collected over a period of time.
• It reflects student strengths, preferences, and interests.
• It addresses information important for current and future environments.
• The assessment information is age-appropriate.

Example reflecting best practice:
Jamarreo’s post-secondary goal is written in first-person and indicates his desire to be a welder.

Jamarreo’s special education teacher recorded notes from a meeting with Jamarreo and his mother, that were referenced in the Present Level of Performance section related to his annual reading and work skill goals. The notes indicated that Jamarreo’s mother is concerned about his academic performance in relation to End of Grade test scores, but feels that he shows strengths in all of his vocational courses and math. She reported that he is very responsible with his younger siblings and cousins and complimented the work he’s done with her brother. Jamarreo reported that he doesn’t like school, with the exception of auto mechanics, job-skills, and environmental science classes. He credited his teacher, from the Career Zone unit, and his uncle with him helping to understand that he will be better off if he gets his welding certificate after school, rather than just going straight to work.

From the services listed on the IEP it is clear that Jamarreo utilizes accommodations including guided notes, assistive technology for writing and reading, as well as testing accommodations (i.e., extended time, read-aloud) for state, district, and classroom assessments.

• This example reflects additional best practices suggested for age appropriate transition assessment because
• The information was gathered over time.
• The information is from multiple sources and places.
• The report of information is understandable (ongoing, naturally occurring data).
• The information collected was sensitive to cultural diversity, in its involvement of the family in the assessment process.

10.2f & 3f: Non-example:
From the Present Levels of Educational Performance statement on the IEP: “Jamarreo is currently functioning in the average range of intelligence according to the WISC-IV administered on 5-23-2005. His strengths are in the area of short and long-term memory and problem solving. His specific learning disability in the areas of reading, reading comprehension, oral language, and written expression require accommodations in his general education classes and testing. Jamarreo’s interpersonal skills and work ethic are strengths for him. Academically, he has maintained Cs and Bs in 10th and 11th grade.

• This information does not meet I-13 standards for Item #5 for the following reasons:
• All of the information relates to academic performance.
• No information is provided that would suggest development of Jamarreo’s identified post-secondary goals.

10.2g, 3g, & 4g-i: The following is an example of age appropriate transition assessment that supports Rolanda’s postsecondary education/training, employment, and independent living goals.
Example:
Summarized on front page of IEP.
“Strengths: Rolanda is curious; stays alert and awake throughout the school day; seems to enjoy activity around her. She enjoys getting verbal and tactile attention from her peers and staff. Tolerant of position changes on mat table and allows hand-over-hand assistance to participate in activities. Likes using a switch (with assistance) to activate a variety of devices, including the radio and computer”.

“Present Levels of Academic Achievement and Functional Abilities: Rolanda accesses the general education curriculum through extension activities. She benefits from sensory stimulating activities and activities to improve her independence and communication.

Rolanda uses facial gestures to communicate her pleasure and displeasure with her current state. She offers a smile to show happiness and a blank stare to indicate disinterest. Picture/symbol augmentative communication supports have not been successful. She uses simple one-button communication devices with assistance when offered during class activities.

Rolanda uses a manual wheelchair dependently. She requires a 2-person lift or mechanical device for all transfers. She tolerates positioning on a mat table and demonstrates limited fine motor skills which results in her dependency for all care and hand-over-hand assistance for all activities.”

Signed examination summary from Rolanda’s pediatrician, dated during the current year indicated that she is:
18 years old
Is fed via G-tube
Has a tracheotomy and uses a ventilator with oxygen to breathe

• This example meets the I-13 standards for Item #5 for the following reasons:
  • Information regarding the students strengths and needs is provided.
  • Information considers current and future environments.
  • Information is from multiple sources, relevant to Rolanda’s strengths, preferences, and interests.

Example reflecting best practice:
The information in the above example, as well as:
Summary evaluations from various dates during the previous 3 years by
LEA’s physical therapist
LEA’s occupational therapist
Private occupational therapist
LEA’s contracted nursing services provider
Summary of notes from Person Centered Planning meeting conducted at family’s home, recorded by Rolanda’s aunt.

• This example reflects additional best practices suggested for age appropriate transition assessment because
  • The information was obtained from multiple sources.
  • The information reflects the input of the student/family regarding strengths, needs, preferences, and interests.

10.2h, 3h, & 4j: Nonexample:
Rolanda is a non-academic student. She has severe limitations in fine and gross motor skills.

• The information provided does not meet I-13 standards for Item #5 for the following reasons:
• A “non-academic” student is not an informative term, since any student can access the academic curriculum through extension activities, even if they are not performing skills independently on a grade level.
• There is no information regarding the student’s strengths and skills that are currently present.

10.2i & 3i: This example reflects age appropriate transition assessment for the postsecondary education/training and employment goals of “Jodi will enroll in courses at Gaston Community College” and “upon graduation from high school, Jodi will attain a part-time position in a community retail environment.”
Example:
File indicates quarterly progress notes since 9th grade that document Jodi’s progress in her classes, including employment-related skills in school and community based work experiences. File includes an employee evaluation completed by one of Jodi’s employers regarding her performance during the fall semester of the current year. Jodi completed the Self-Directed Search Form E with the transition coordinator one year prior to this IEP and the results are referenced in the Present Level of Performance related to an career training annual goal.

• This example meets I-13 standards for Item #5 for the following reasons:
  • It includes information gathered over time.
  • It reflects student, strengths, interests, and preferences (Self-Directed Search).
  • It is associated with present (progress notes) and future environments (employer checklist and the Self-Directed Search).
  • The data sources are age-appropriate.

Example reflecting best practice:
From the Documentation of Evaluation Data and Present Levels of Performance section of Jodi’s IEP the following information is available:

• Academic Evaluations:
• Woodcock Johnson Tests of Achievement: below average in reading and math achievement, administered 01/31/04
• Language Arts quarterly grades: 9th grade 1st quarter: D, 2nd quarter: C, 3rd: C, 4th: C; 10th grade 1st quarter C: 2nd: B, 3rd: B
• Math quarterly grades: 9th grade 1st quarter: B, 2nd: B, 3rd: B, 4th: C; 10th grade 1st quarter: B, 2nd: A, 3rd: B
• State End of Grade Scores for Reading in 10th grade: 1; Math: 2, Writing in 8th grade: 1 (on a 4 point scale, with 3 and 4 as passing scores)

Jodi demonstrates consistent accuracy using a computer, calculator, or adding machine to calculate all operations with two and three digit problems. Jodi struggles with reading comprehension at the fifth grade reading level, but demonstrates oral comprehension skills that are considerably higher.

• Social/Emotional/Adaptive Evaluations:
• Scores from the Life Centered Career Education Knowledge (Brolin, 1996) and Performance Batteries (Brolin & Lloyd, 2004) administered 9/15/05 and 01/15/06
• Written report from interview with Jodi by her IEP Case Manager on April 5, 2006

Jodi is an outgoing young woman. She is able to express her strengths and areas in which she needs to develop skills. Within the structure of the classroom and worksite, she demonstrates good decision-making skills; however, if there are infinite choices, she needs assistance from someone in authority. Jodi has strong verbal communication skills and is perceptive about the moods of others. She is narrowing her ideas about job choices, based on experiences in the community. She is able to make correct change and count money; however, she struggles to accurately budget her finances in simulated activities. She demonstrates independence in caring for her food and hygiene needs, but is not able to independently navigate in the community..

• Transition/Life Skills:
• Written observation of Jodi by her Career Exploration teacher during a job shadowing experience on March 30, 2006
• Life Centered Career Education Knowledge (Brolin, 1996) and Performance Batteries (Brolin & Lloyd, 2004) administered 9/15/05 and 01/15/06
• Self-Directed Search Form E (Holland, 1996)
• Jodi is narrowing her ideas about job choices, based on experiences in the community. Jodi is able to make correct change and count money; however, she struggles to accurately budget her finances in simulated activities. Jodi demonstrates independence in taking of her food and hygiene needs, but is not able to navigate in the community alone. Results of the Self-Directed Search Form E, supported Jodi’s interest in pursuing a job in retail.
• This example reflects additional best practices suggested for age appropriate transition assessment because
• It reflects a comprehensive process (not results of one instrument at one point in time) of gathering information.
• Reports on various skill and interest areas.
• Is aimed at planning the student’s education program focused on the student’s primary postsecondary goal of employment. This documentation of assessment information in Jodi’s IEP is clearly intended to drive the development of goals and identification of transition services necessary to achieve those goals.

10.2j & 3j: Non-example:
Jodi demonstrates consistent accuracy using a computer, calculator, or adding machine to calculate all operations with two and three digit problems. Jodi struggles with reading comprehension at the 3rd grade reading level, but demonstrates oral comprehension skills that are considerably higher. Jodi is a very outgoing young woman who enjoys interacting with others. Within the structure of the classroom and her worksites, she demonstrates good decision-making skills; however, if there are infinite choices, she needs guidance from someone in authority. Jodi has strong verbal communication skills and is perceptive about the moods of others. Jodi is able to make correct change and count money; however, she struggles to accurately budget her finances in simulated activities. Jodi demonstrates independence in caring for her food and hygiene needs, but is not able to navigate in the community alone.

• This information does not meet I-13 standards for Item #5 for the following reason:
• There is no indication that student interests or preferences have been assessed formally or informally.

10.2k & 3k: This example reflects age appropriate transition assessment for the postsecondary education/training and employment goal of “Alex will take a business math course at King’s College” and “after finishing high school. Alex will increase his work hours in the business department of a local office supply store, contacting XYZ Adult Agency for employment support services”
Example:

• Formal observation form completed by Alex’s employment specialist regarding his first month of employment with Office Depot
• Copy of letter recognizing Alex’s perfect timeliness and attendance from Office Depot supervisor
• End of course test scores and summaries in Algebra, Biology, Language Arts 12
• End of grade test scores and summaries in reading (10th grade), math (10th grade), writing (8th grade)
• Intelligence and adaptive behavior test scores
• Copy of career interest inventory completed by Alex in the 9th and 11th grades
• Copy of business employment skill inventory completed by Alex in the 12th grade
• Copy of summary of adaptive behavior scale results
• This example meets I-13 standards for Item #5 for the following reasons:
  • It includes information gathered over time.
  • It reflects student strengths, interests, and preferences.
  • It is associated with present (end of course and grade scores) and future environments (employer letter and employment specialist observation).
  • The information is from multiple sources and places.
  • The data sources are age-appropriate.

10.2l & 3l: Nonexample:

• End of course and end of grade test scores
• Statement noting that Alex’s academic performance (below passing for reading and science and exceptional for math) indicates that he should work with numbers
• This information does not meet I-13 standards for Item #5 for the following reasons:
• All of the information relates to academic performance and so is incomplete information

10.2m, 3m, & 4a: This example reflects age appropriate transition assessment for Lissette’s postsecondary education/training, employment, and independent living goals.
Example:
In student’s file: Results of performance on state mandated assessments taken during high school. Results of an adaptive behavior checklist completed by the teacher during Lissette’s 10th grade year and when she was 20 years old. Quarterly progress notes sent home during high school career. In the student’s IEP the present level of performance statement for each annual goal references observations or student work samples relevant to student’s independence with (a) transportation/ mobility, (b) work experience performance, and (c) functional math skills (e.g., telling time and using a schedule).

• This example meets I-13 standards for Item #5 for the following reasons:
• It includes data gathered over time.
• The information reported is associated with current and future environments (adaptive behavior checklist and Present Levels of Performance).
• The information can be inferred to reflect student strengths, interests, and preferences due to use of TPI.
• The sources of data are age-appropriate assessments.

Example reflecting best practice:
In the IEP’s Present Level of Performance section: “Lissette is a rule-oriented, quiet young woman with strong skills and interests in service employment. Lissette demonstrates cognitive skills below those of her peers and learns best through observation and experience, due to limited verbal and reading skills. Lissette has participated in a curriculum with a functional-academic focus in which she has demonstrated strengths in independent living skills such as self-care, home management, reading for success in the community, and community math skills including time and calendar skills. Lissette has expressed an interest in and demonstrated success in the service industry, including cleaning, laundry, and food preparation. Lissette indicates that her family encourages her to do well in school and in her job experiences. Her family expresses interest in Lissette’s living outside of their home as she becomes more financially independent after leaving high school.

Sources: (1) Classroom observation notes monthly August 2005 – April 2006; (2) Community Based Instruction (community and work activities) task analysis checks August 2005 – April 2006”, (3) Transition Planning Inventory, student, home, and school forms, April 2006; (4) Making Action Plans [MAPS] (Forest & Lusthaus, 1990), completed May, 2005

• This example reflects additional best practices suggested for age appropriate transition assessment because
• It indicates more than one source of information, including informal assessment.
• It uses information relevant to the student’s chronological age.
• It is student centered.
• It addresses current and future environments that will assist in identifying goals and transition services to meet those goals.
• It is sensitive to cultural diversity, using MAPS to gather family and student information.

10.2n, 3n, & 4b: Nonexample:
Present Level of Educational Performance recorded on Lissette’s IEP indicate her current skills related to each of her annual goals in (1) reading, (2) math, (3) daily living, (4) career, and (5) leisure.

• This information does not meet I-13 standards for Item #5 for the following reasons:
• It is not clear that the information is gathered over time.
• The information does not indicate that it reflects student strengths, interests, and preferences.
• The information does not clearly relate to goals or environments beyond Lissette’s current setting.

10.2o, 3o, & 4c: This example reflects age appropriate transition assessment for Jeremy’s education/training, employment, and independent living goals.
Example reflecting best practice:
A file review locates evaluation reports based on the ARC Self-Determination Scale (Wehmeyer & Lawrence, 1995), the Supports Intensity Scale (AAMR, 2004), the WISC‑IV from the past two years, as well as report cards and progress notes since Jeremy’s 8th grade year (age 14), noting strengths and needs in areas of self-determination, community engagement, academic, employment, health, and social skills. The postsecondary goal and annual goals are written in first person, indicating the student’s input on stated interests, strengths, and needs. These statements reflect Jeremy and his family’s inputs recorded in notes from a team planning meeting, facilitated by Jeremy’s parents and recorded by his teacher.

• This information meets I-13 standards for Item #5 and reflects best practices for the following reasons:
• It includes various sources of information over time.
• The information has been summarized regarding the student’s current and future environments, so that it may inform identifying goals and transition services to support attaining those goals.
• The student’s input regarding interests, strengths, and needs are indicated.
• There are various sources of information (informal and formal).
• Some sources reflect interest in being sensitive to cultural diversity.
• The sources of information are age-appropriate.

10.2p, 3p, & 4d: Non-example:
In the IEP’s Present Levels of Educational Performance box for Jeremy’s reading and math goal: “Results from the Brigance Diagnostic Skills Inventory (1995) indicate Jeremy’s needs in telling time, identifying money, tying shoes, alphabetizing, and reading direction words.”

• This information does not meet I-13 standards for Item #5 for the following reason:
• The assessment instrument does not reflect the student’s chronological age (this instrument is for older elementary and middle school and Jeremy is 20 years old).
• The assessment provides no information in the context of the student’s potential future environments.

10.2q, 3q, & 4e: This example reflects age appropriate transition assessment for Paulo’s education/training, employment, and independent living goals.
Example:
Paulo’s present level of performance statement regarding the annual goal of learning to complete an application for the soccer league, references the task analysis used to document his performance of these skills in the past: “Paulo is unable to complete all of the steps for writing his name in the appropriate spaces on an application, given several trials, recorded on a teacher-developed task-analysis. He wants to be able to apply to participate in the soccer league at the YMCA,” is the PLEP statement for the related annual goal on the IEP.

• This information meets I-13 standards for Item #5 for the following reasons:
  • The information was gathered on more than occasion.
  • Paulo’s interests are reflected in the statement.
  • The information reflects current performance in the context of future environments.
  • The information source is age-appropriate.

Example reflecting best practice:
“Paulo’s response to a recreation activity interest questionnaire, from the county’s Parks and Recreation department, indicates that he is most interested in soccer. During a meeting in the family’s home with school staff and an adult service agency about Paulo’s interests and desires after school, his mother and brother agree that he has very much enjoyed participating in soccer activities at their neighborhood YMCA and is familiar with the environment and procedures there. Paulo wants to be able to participate with other young adults in a soccer league at the YMCA, but is not yet able to accurately complete the application, according to previous trials, using a teacher-developed task analysis, based on the application.”

• This example reflects additional best practices suggested for age appropriate transition assessment because
• There are multiple sources (people, documents, times) of data.
• The data reflect family input (sensitivity to cultural diversity).
• The data are useful and understandable by various parties.

10.2r, 3r, & 4f: Non-example:
“When prompted, Paulo could not write his full name on an application. He likes soccer.”

• This information does not meet I-13 standards for Item #5 for the following reason:
• There is no indication that data were gathered on more than one occasion.

10.2s, 3s, 4k-m: The following is an example of age appropriate transition assessment that supports Kevin’s postsecondary education/training, employment, and independent living goals.
Example:
Summarized on front page of IEP.
“Strengths: Kevin enjoys interacting with other people, music, horticulture, computers, and clerical type activities in which he has the opportunity to complete a project. He responds well to verbal praise and is able to stay focused on a task for 20+ minutes with occasional verbal redirection. Kevin has developed the skills to operate a variety of switch activated devices (e.g. button maker, blender, etc.), use a paper shredder, and collate papers with a jig. Kevin has worked successfully on an assembly line in the school-based enterprise and has held an on-campus job in the school library checking books in and out using a scanning system and shelving books with the assistance of a teacher assistant. Kevin loves school and is always eager to learn new skills. He demonstrates a high level of motivation to please his teachers and his parents report that even when he is sick he begs to go to school.

Present Levels of Academic Achievement and Functional Abilities: Kevin is following his state’s Extended Content Standards which are aligned with the general curriculum’s Standard Course of Study. He receives daily instruction in Literacy (reading, writing, and communication), Math, and Science. Kevin also is involved in vocational and daily living skill training.

His coursework is delivered in individual and small group settings in the special education classroom except for Digital Communications (a general education Career Technical Course) which he has taken (using a modified curriculum) with the assistance of a one-on-one instructional assistant. Kevin also participates in a school-based enterprise through the Occupational Course of Study (a state endorsed curriculum for students with special needs leading to a high school diploma) and an on-campus work placement in the school library.

Signed examination summary from Kevin’s physician, dated during the current year that he is:
18 years old
Is typically fed via G-tube to avoid asphyxiation
Uses a manual wheelchair to ambulate

• This example meets the I-13 standards for Item #5 for the following reasons:
  • Information regarding the student’s strengths and needs is provided.
  • Information considers current and future environments.
  • Information is from multiple sources, relevant to Kevin’s strengths, preferences, and interests.

Example reflecting best practice:
The information in the above example, as well as:
Summary evaluations from various dates during the previous 3 years by
LEA’s physical therapist
LEA’s occupational therapist
Private occupational therapist
Summary of notes from Person Centered Planning (using the Making Action Plans [MAPS]) forms meeting conducted at family’s home, recorded by Kevin’s great aunt.

• This example reflects additional best practices suggested for age appropriate transition assessment because
  • The information was obtained from multiple sources.
  • The information reflects the input of the student/family regarding strengths, needs, preferences, and interests.

10.2t, 3t, 4n: Nonexample:
Kevin is a student with significant cognitive disabilities. He has severe limitations in cognition, communication, fine motor and gross motor skills.

• The information provided does not meet I-13 standards for Item #5 for the following reasons:
• Stating the type of disability is not sufficient information to conduct comprehensive transition planning, since individuals with the same disability classification likely have varying abilities
• There is no information regarding the student’s strengths and skills that are currently present.

10.5a: This example reflects age appropriate transition assessment for Jason relevant to the postsecondary education/training and employment goal of “after graduating from high school, Jason will enroll in a four-year college to obtain his undergraduate degree in history and education, to become a high school social studies teacher”.

The IEP’s Present Levels of Educational Performance states that “Jason has had excellent attendance throughout high school”. He has successfully passed all the necessary academic classes, End of Course (EOC) Exams, and should earn a regular diploma. His current psychological report notes that his overall IQ is 115, while his academic levels are on par with his IQ in the areas of written language and math. His oral reading and reading comprehension are well below expected levels, qualifying him for a Specific Learning Disability in Reading and Reading Comprehension. His special education case manager notes his interest in becoming a high school teacher, which is supported by the feature that both his parents are teachers and he has served as a peer tutor while in high school . Jason’s scores on the Self-Directed Search Form R further established his interests in teaching and related jobs entailing working with and for others in some way. His score on the Career Interest Inventory – Level Two also showed a distinct preference for professional jobs like teaching.

• This information meets I-13 standards for Item #5 for the following reasons:
  • Data were obtained over time (not one snapshot).
  • There is an indication of being responsive to of student strengths, preferences, and interests.
  • The information considers present and possible future environments.
  • There is no indication that the sources of information are not age appropriate.

Example reflecting best practice**:
“When completing the Self-Directed Search Form R his score profile matched that for Social, Artistic, and Enterprising (SAE) which matches that for high school teacher. On the Career Interest Inventory – Level Two, Jason scored in the High Range for Educational Service, Health Service, and Mathematics and Science. Given his previous work history, he also took the Work Adjustment Inventory scoring high on the Activity, Empathy and Adaptability scales and low on Assertiveness. This score pattern suggests a preference for jobs that keep him active, work with co-workers who appreciate his empathy for others and is comfortable with adapting to changes in work routines and settings. Conversely, his low score suggests that he may have difficulty asserting himself in some work situations.

When completing the Transition Planning Inventory, Jason identified specific transition-related needs in the area of planning for further education and training. Specifically, he expressed concern with knowing how to gain entry into the college or university of his choice and succeeding in an appropriate postsecondary program. Jason has also purchased Scholastic Achievement Test (SAT) practice books and worked with the school’s SAT preparation software.

On his most recent psychological, Jason demonstrated below average reading skills, based on the Woodcock Johnson Revised, administered March 30, 2005. His written language and math skills were in the high average range. Jason has a diagnosis of a specific learning disability in reading and reading comprehension. His reading performance requires accommodations for testing (e.g., extended time, testing in a separate room) and participation in the general curriculum (e.g., access to text on a CD or DVD format to allow for access to an independent reader).

• This example reflects additional best practices suggested for age appropriate transition assessment because
  1. It includes each of the components noted to meet I-13 for Item #5.
  2. Multiple places/sources/persons were utilized for assessment information.
  3. It indicates a student-centered process.
  4. The information is understandable.

10.5b: Non-example:
The IEP’s Present Levels of Educational Performance provide general academic skill levels, with companion instructional goals targeting 10% levels of improvement in reading and passing 90% or more of his academic classes. Reference is made to Jason indicating wanting to become a teacher and the statement that his teachers ‘feel this is an appropriate goal for him.’

• This information does not meet I-13 standards for item #5 for the following reason:
• There is no formal assessment of student interests or preference.
• The informal evaluation of him having said what he wants to do is suspect.
• The assessment information is unclear as to whether it is ongoing or a one-time evaluation.

10.5c: This example of age appropriate transition assessment is relevant to Stephanie’s postsecondary education/training, employment, and independent living goal that “the summer after leaving high school Stephanie will independently ride the bus each work day to her job with Marriot Food Services, where she will participate in classes each year, as offered by her employer, to advance industrial kitchen skills”.

The IEP’s Present Levels of Educational Performance indicates that Stephanie has missed less than 2% of her school days throughout high school and that most of the absences were due to illness. She has successfully passed all the necessary vocational/technical and adapted academic classes for earning an Occupational Diploma. Her current psychological report notes an overall IQ in the upper limits of the Borderline Intellectually Deficient Range, with commensurate academic skills in reading, writing, and math. Her Adaptive Behavior scores on the on The Supports Intensity Scale show a need for additional training in the areas of community living activities, home living activities, employment activities, and protection and advocacy activities. Her special education case manager notes that Stephanie has expressed interest working in the restaurant or food service area, which is supported by her scores on the Self-Directed Search Form E and Wide Range Interest and Opinion Test – 2. Her work site coordinator noted relative on the job strengths in personal hygiene, punctuality, getting along with co-workers, overall job performance, work ethic and responsive to supervision.

• This information meets I-13 standards for Item #5 for the following reasons:
• Data were obtained over time (not one snapshot).
• There is an indication of inclusion [or being responsive to] of student strengths, preferences, and interests.
• The information considers present and possible future environments.
• There is no indication that the sources of information are not age appropriate.

10.5d: Non-example:
The IEP’s Present Levels of Educational Performance shows her skill levels to be on par with her overall IQ and Adaptive Behavior skill levels. She has target goals of improving her advocacy, community living, and overall activities of daily living (ADL).

• This information does not meet I-13 standards for item #5 for the following reason:
• The assessment provides no information in the context of the student’s potential future environments.
• There is no formal or informal assessment of student strengths or preferences.
• The assessment information is unclear as to whether it is ongoing or a one-time evaluation.

This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or polices of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Secondary Transition Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC, NSTTAC.

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