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What Are Transition Assessments?

ransition assessments are used in the process of collecting
T data on the individual’s needs, preferences, and interests
as they relate to the demands of current and future working,
educational, living, and personal and social environments.
Assessment data serve as the common thread in the transition
process and form the basis for defining goals and services to
be included in the IEP.

The results of age-appropriate transition assessments provide
the student, parents, and other members of the IEP team with
information about how the student is currently functioning.
They form the basis for the development of measurable postsecondary goals
and the transition services needed to help the student achieve them.
Transition assessments should be individualized based on the student’s
strengths, preferences, interests, needs, and desired post-school outcomes. It
is often helpful to use multiple assessments rather than a single test to ensure
that the assessment(s) chosen supports the student’s learning style. Like other
assessments, the request for transition assessments should be put in writing by
the parent(s)/guardian(s) or adult student to the school district.

A transition toolkit can help: transitionta.org/system/files/toolkitassessment/
AgeAppropriateTransitionAssessmentToolkit2016_COMPLETE_11_21_16.pdf

The Role of Outside Agencies in the Transition Planning Process

he IEP team must consider the need for consultation with other agencies such
T as the Commission for the Blind and Visually Impaired (CBVI), Division of
Mental Health and Addiction Services (DMHAS), Division of Vocational
Rehabilitation Services (DVRS), Division of Developmental Disabilities (DDD),
Division of the Deaf and Hard of Hearing (DDHH), and New Jersey Consortium
on Deaf Blindness (NJCDB).

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