Virginia Department of Education (VDOE) Assessment Transition Packet

The Virginia Department of Education (VDOE) Assessment Transition Packet was designed to assist those individuals who might need a structured, coordinated effort that involves collecting data on students' strengths, preferences, and interests related to their postsecondary goals. The matrix is a sampling of different assessments that may be used to define those goals. 

Transition Assessment Packet Assessment Matrix

VCU T/TAC lends age appropriate transition assessments to personnel in schools, interagency coordinating councils, state-operated programs, and family members in Superintendent’s Regions 1 and 8.

The experts say:

A planned, continuous process of obtaining, organizing, and using information to assist individuals with disabilities of all ages and their families in making all critical transitions in students’ lives both successful and satisfying. (Clark, 1998)

Assessment should be individualized since each student comes to the process with a unique set of needs.(Sitlington et al, 1996)

One type of assessment should not be the sole source of data collection. (Clark, 1998)

IDEA 2004 Regulation states:

Beginning not later than the first IEP to be in effect when the child turns 16 and then updated annually thereafter, the IEP must include:

• Appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and independent living skills, where appropriate, independent living skills.;300.320(b)(1)

Using various age appropriate transition assessments helps the student and other members of the IEP team

• develop goals and objectives related to the student’s goals after high school completion,
• make decisions about the course of study, and
• uncover accurate information concerning the student’s interests, preferences and needs for the present level of performance.

Prior to the selection of assessments to measure interests, preferences, strengths and needs of the individual, pre-existing information should be located and examined. Formal assessments are needed only after completing thorough interviews, observations and a review of student records.

Types of transition assessments include: behavioral assessment information, aptitude tests, interest and work values inventories, intelligence tests and achievement tests, personality or preference tests, career maturity or readiness tests, self determination assessments, work-related temperament scales, and transition planning inventories.