A comprehensive transition planning evaluation will gather information to identify a student’s present level of performance in the transition planning areas. When a student has a disability that impacts the ability to make progress academically, we identify an appropriate course of instruction by determining that student’s present level of performance in the area of difficulty. For a student who is struggling in math, we don’t simply say, “well let’s teach him/her place value” likewise, when a student is not progressing in reading we don’t just arbitrarily decide to teach phonemic awareness. Rather, we assess what skills the student has and identify the skills that need to be taught for the student to reach a specified outcome. It is the skills that a student already has that determines the present level of performance. These skills must be identified in each of the transition planning areas in order to develop a student’s IEP and provide a free appropriate public education.
There are a number of ways that skills can be assessed in the transition planning areas. Essentially we need to determine the student’s knowledge of and exposure to the transition planning areas. What do they know about the world of work? Have they ever had a job? What are the skills that they already have that will serve them successfully in postsecondary education? Can they follow a schedule, manage time, take notes? What are the skills that they have to support independent living? Can they be left alone safely? Do they understand money, cost, value? What do they know about the community? Can they access it independently? Do they know what is available and when it should be accessed?
It is not until present levels of performance in the transition areas are determined that an appropriate IEP can be developed. There are a number of standardized and criterion referenced assessments that can be used to establish a present level of performance. Sources of information include the student, parents and members of the educational team who know the student well enough to speak to his/her strengths and needs. It is a process that takes time and expertise on the part of the evaluator to analyze and integrate the findings to produce a plan offering measurable outcomes. Planning the transition to adulthood is not a “one-size-fits-all” event.