Identifying student needs in the transition planning areas is really no different from identifying student needs in academic areas. If a student is below grade level in any core academic area, reading for example, an evaluation will be done to determine a baseline, aka “present level of performance.” This evaluation is done according to what has been determined to be best practice and the end result produces a measurement of knowledge and skill in the “Big 5” areas of reading. As required by IDEA a student will be evaluated in all areas believed to be impacted by the disability. We would never automatically ascertain that a student who was two grade levels behind in reading would also be two grade levels behind in math. Likewise, when following best practices, we will take that measurement into consideration along with other information that may be obtained through other methods.
Information on best practices in evaluating students for their academic learning needs is readily available and school districts have established protocols for doing so. However, this is not the case for students who will remain in special education beyond the age of 12th grade.
In general a transition planning evaluation should identify a student’s knowledge of and exposure to the transition planning areas. In other words, what does the student know about postsecondary education, employment and independent living, and what have they had experience with? If a student is headed toward postsecondary education at the college level, do they have the skills necessary to be successful in a college class? If the student is headed toward employment at the entry level, has he/she ever had a job or any type of job experience? In looking at independent living skills, is the student able to take care of him/herself at a level that is commensurate with age? Additionally, a comprehensive transition planning evaluation will generate information on behavioral characteristics that can serve as both strengths and barriers to success in the adult world. For some students it is necessary to dig a little deeper and to formally assess areas such as problem solving and personal safety.
Regardless of a student’s level of disability, a comprehensive transition planning evaluation will gather information from a number of sources. An evaluation should start with a thorough review of student records. Another source of information will be from third party providers, usually school personnel who know the student well enough to identify strengths and needs; additionally information will come from parents; and last but certainly not least, information will come from the student. It is critical to gain information from all of the stakeholders. As this blog continues, each one of these components will be examined in depth. Stay tuned!