• IDEA 2004 states that “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP team, and updated annually, thereafter, the IEP must include – (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills” [300.320 (b) (1)].

    The transition assessment process for a student is ongoing and occurs overtime. Information collected is documented within a student’s Individualized Education Program (IEP) to support the development of identified post secondary goals in Education/Training, Employment, and Independent Living. The assessment process supports IEP teams in identifying the following information:

    • Individual interests/preferences
    • Individual strengths/abilities
    • Learning styles
    • Career Interests and goals
    • Employment readiness
    • Independent living skills

    Most Commonly Used Transition Assessment Methods

    • Interviews and questionnaires
    • Curriculum-based assessments
    • Environmental or situational analysis
    • Direct Observation
    • Transition planning inventories
    • Achievement tests
    • Adaptive behavior and independent living
    • Aptitude tests
    • Interest Inventories
    • Personality or preference tests
    • Career development measures
    • On the job or training evaluations

    More information on assessment can be found here: