Transition Evaluations
Transition Evaluations
Transition Evaluations Nuts and Bolts
-
Transition assessments are used to determine how a student currently functions in relation to future working, educational and living environments and offers information to help build transition related goals and objectives in for the students IEP.
-
A comprehensive evaluation, that includes at least two transition assessments, must occur before the end of 9th grade and must address:
- Post Secondary Education and Training
- Employment
-
Independent Living (Recreation & Leisure, Home Living, & Community Participation)
-
Secondary transition evaluations cannot "stand alone" and must be part of a comprehensive evaluation addressing all areas of need.
-
Transition assessment must not only identify needs but also the student’s strengths, preferences, and interests.
-
Please refer to the Evaluation Planning Guide and Evaluation Procedures for more information
TRS Evaluation Templates
WHEN TO USE THE TRS 1
-
When assessing students with mild disabilities
WHAT SKILLS ARE NEEDED
-
Students will demonstrate independence in most lifeskills or need minimal assistance
-
This does not address eating, drinking, or personal cares
WHEN TO USE THE TRS 2
-
When assessing students with moderate to significant needs
WHAT SKILLS ARE NEEDED
-
Students will require support to participate in most daily life skills,
-
This assessment addresses eating, dressing, and personal cares
TRS Evaluation Report Write Up
Once you have completed the Google Form, a Draft Write-Up will be emailed to
your school account. Please make sure to review the report for accuracy.
Frequently Asked Questions
-
IDEA (Section 1414 (d) (1) (A) (i) (VIII)) clearly states that postsecondary goals must be based on transition assessments (plural). Thus, at a minimum, we must complete at least two transition assessments to meet the legal requirement.
-
Minnesota state statute 3525.2900 specifies that "Secondary transition evaluation results must be documented as part of an evaluation report."
-
We must obtain consent (initial) or attempt to obtain consent (re-eval) for comprehensive evaluations that will determine special education eligibility. However, we can still use individual evaluation tools (e.g., Curriculum Based Measures) to inform our teaching and to update our IEPs. The big difference is how we are using the data. In an evaluation, that data is used to make a decision about eligibility or continued eligibility while between evaluations we use data to inform our teaching and update our IEPs.
-
Once educational needs have been identified through a comprehensive evaluation, they must be addressed in the IEP. Because you have identified transition needs via the 7th or 8th grade evaluation, the IEP must begin to address those needs.