Transition Assessment

Assessment/Evaluations are broad topics with many meanings. However in this module we will focus exclusively on the assessment and evaluation methods necessary for high quality individualized education planning and classroom evaluation accommodations for students with disabilities. According to TEA data over 25% of students who are served by career and technical education programs are also served by special education and have an IEP or individualized education plan in effect. The goals of this module are therefore to:

equip you with the information and tool necessary to empower you to work more effectively with the IEP transition process;
provide feedback to the IEP process so that student goals can be continuously monitored and changed as necessary.
help you make modifications for your students with disabilities without creating inequities or endangering the integrity of your classes and programs.

IDEA 2004 requires that a transition statement be included in a student’s IEP when he or she reaches 16 years of age. The transition statement must identify:

Measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment and if appropriate independent living skills.
The transition services and the course of study needed to assist the student to reach those post secondary goals.

The primary purposes of transition assessment are to identify appropriate post secondary goals related to training, education and employment as well as a course of study and related services necessary to reach those goals.

Last updated: 24 February, 2008

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