West Virginia Department of Education
|Transition Assessment is one component of the transition services process identified in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA |
|2004). It is designed to assist a student and the IEP team in identifying preferences, interests and aptitudes about living, learning or education, and work needs |
|for school and post school adult settings. Transition assessments are crucial for successful transition planning and typically occur over time. This document |
|provides a framework for discussion of assessments that might be considered for transition by Groups, describes the Types of assessments that might be included in |
|each group, and provides specific Examples of assessments though not all inclusive. |
| |
|Web resources for transition: |
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|More information about transition and the connection with the Individualized Education Program (IEP) process can be found at: |
|Transition |Types |Examples Of Assessments |
|Assessment |Of |*The following are merely samples. Career Planning Begins with Assessment () is |
|Groups |Assessments |one guide that provides descriptions of various assessments. |
|Interest |Interview |Armed Services Vocational Aptitude Battery (ASVAB) |
| |Observation |ACT PLAN and EXPLORE |
| |Questionnaire |Campbell Interest and Skill Survey (CISS) |
| |Student ratings |CareerScope Career Assessment and Reporting System |
| |Simulated assessment |COPSystem: Career Occupational Preference Interest Inventory (COPS), Career Ability Placement Survey (CAPS),|
| |Situational assessment |and Career Orientation Placement and Evaluation Survey (COPES) |
| |Work samples |Career Decision Making Tool- |
| |Internet inventories |O*NET Interest Profiler- |
| | |Pictorial Inventory of Careers (PIC) |
| | |Reading Free Vocational Interest Inventory 2 (RFVII 2) |
| | |Voc-Ties and Career Development Plan |
| | |Informal Inventories, questionnaires, checklists |
| | |Situational Assessments (actual or simulated) |
|Vocational |Certification measures – |Armed Services Vocational Aptitude Battery (ASVAB) |
|aptitude |Career and Technical Education|Brigance Life Skills/Employability Skills Inventories |
| |completers, End of Course |Bennett Hand Tool Dexterity Test |
| |Exams |Crawford Small Parts Dexterity Test |
| |Credentialing measures – |Talent Assessment Program-TAP |
| |Nationally administered and |VALPAR Work Samples |
| |standardized evaluations |Practical Assessment Exploration System (PAES) |
| |Occupational specific or |ACT WorkKeys |
| |situational assessments |McCarron-Dial Evaluation System (MDS) |
| | |Occupational Aptitude Survey and Interest Schedule (OASIS) |
| | |Informal Inventories, questionnaires, checklists, observation |
| | |Situational Assessments-actual or simulated |
|Academic |Individual achievement |ACT-American College Testing |
|skills |measures for eligibility |SAT and PSAT-College Board |
| |Statewide achievement measures|Armed Services Vocational Aptitude Battery (ASVAB) |
| |National achievement measures |General Educational Development Test (GED) |
| |Adult measures |Kaufman Test of Educational Achievement (KTEA) |
| | |Key Math |
| | |Peabody Picture Vocabulary Test (PPVT) |
| | |WV WESTEST |
| | |WV Alternate Performance Task Assessment (APTA) |
| | |Tests of Adult Basic Education (TABE) |
| | |Test of Written Language (TOWL) |
| | |Wechsler Individual Achievement Test (WIAT) |
| | |Wide Range Achievement Tests (WRAT) |
| | |Woodcock-Johnson Tests of Achievement (WJ III) |
| | |Woodcock Reading Mastery |
| | |ACT WorkKeys |
| | |ACT PLAN and EXPLORE |
|Learning styles |Generalizable skills-stamina, |WorkKeys |
|and |following a schedule, motor |Rating Scales |
|work readiness |skills, basic academics, |Environmental assessment |
|skills |manual dexterity |Personality measures |
| |Employability/Soft work |Communication assessment |
| |skills-cooperative work, |Community work experience assessments and reports |
| |attendance, following orders |Temperament Inventories |
| |Assistive technology |Informal Inventories, questionnaires, checklists, observation |
| |Communication Skills |Situational Assessments-actual or simulated |
|Independent living |Self Determination |Transition Planning Inventory (TPI) |
|skills |Transition planning |Test of Adult Basic Education (TABE) |
| |Inventories |Brigance Life Skills/Employability Skills Inventories |
| |Personal care |Scales of Independent Behavior (SIB) |
| |Personal hygiene |Observations |
| |Safety/Environmental |Interviews |
| |Nutrition |Informal Inventories, questionnaires, checklists, observation |
| |Mobility |Situational Assessments-actual or simulated |
| |Home maintenance | |
|Psychological and |Intelligence and cognitive |Wechsler Intelligence Scale for Children IV (WISC IV) |
|cognitive |measures |Wechsler Adult Intelligence Scale IV (WAIS IV) |
|skills |Social skills |Conners’ Rating Scales (CRS) |
| |Adaptive behavior, social and |Childhood Autism Rating Scale (CARS) |
| |emotional measures |Stanford-Binet (S-B) |
| |Medical measures |Woodcock-Johnson III Cognitive (WJ III) |
| | |Achenbach System of Empirically Based Assessment (ASEBA) |
| | |Behavioral Assessment System for Children (BASC) |
| | |Transition Planning Inventory (TPI) |
| | |Vineland Adaptive Behavior Scales (VABS) |
| | |Scales of Independent Behavior (SIB) |
| | |Social Skills Rating System (SSRS) |
WV Department of Education
Office of Special Programs
December 2008
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