Assessment Timeline
Center on Community Living & Careers, Indiana Institute on Disability & Community, Indiana University

 

Transition Assessment Across Time

Much development, growth and change occurs for students between the ages of 14 and 22. In middle school students are interested in who they are in relationship to their peers, rather than long range planning. In high school the closer students get to leaving school, the more apt they are to think about what they want to do after they leave school.

At every level during these transition assessment and planning years, the educational experiences, activities, supports and services are different. Transition assessment or helping students become aware of who they are, what knowledge, skills, and supports they need, explore a variety of career options and make decisions about what kind of a career matches their postschool goals is a developmental process too.

Below is a table of developmental milestones for career development put together by the National Occupational Information Coordinating Committee. It serves as a guide for thinking about how each student's needs change over time with regards to learning about themselves and what they want to do with their lives currently and in the future. Please review the table and think about how these comptencies might influence your thinking about transition assessment.

Career Competencies

NOICC Career Development Competencies by Area and Level

 

Elementary

Middle

High School

Adult

Self-Knowledge

 

Knowledge of the importance of self-concept.

Knowledge of the influence of a positive self-concept.

Understanding the influence of a positive self concept.

Skills to maintain a positive self-concept

 

Skills to interact with others

Skills to interact with others.

Skills to interact positively with others.

Skills to maintain effective behaviors.

 

Awareness of the importance of growth and change.

Knowledge of the importance of growth and change.

Understanding the impact of growth and development.

Understanding developmental changes and transitions

Educational and Occupational Exploration

 

 

Awareness of the benefits of educational achievement

Knowledge of the benefits of educational achievement to career opportunities.

Understanding the relationship between educational achievement and career planning.

Skills to enter and participate in education and training.

 

Awareness of the benefits of educational achievement.

 

Knowledge of the benefits of educational achievement to career opportunities.

Understanding the relationship between educational achievement and career planning.

Skills to enter and participate in education and training.

 

Awareness of the relationship between work and learning.

 

Understanding the relationship between work and learning.

Understanding the need for positive attitudes toward work and learning.

Skills to participate in work and lifelong learning.

 

Skills to understand and use career information.

Skills to locate, understand, and use career information.

Skills to locate, evaluate, and interpret career information.

Skills to locate, evaluate, and interpret career information.

 

Awareness of the importance of personal responsibility and good work habits.

Knowledge of skills necessary to seek and obtain jobs.

Skills to prepare to seek, obtain,maintain, and change jobs.

Skills to prepare to seek, obtain, maintain, and change jobs.

 

Awareness of how work relates to the needs and functions of society.

Understanding how work relates to the needs and functions of the economy and society.

Understanding how societal needs and functions influence the nature and structure of work.

 

Understanding how the needs and functions of society influence the nature and structure of work.

Career Planning

 

Understanding how to make decisions

Skills to make decisions

Skills to make decisions

Skills to make decisions

 

Awareness of the interrelationship of life roles.

Knowledge of the interrelationship of life roles.

Understanding the interrelationship of life roles.

Understanding the impact of work on individual and family life.

 

Awareness of different occupations and changing male/female roles.

Knowledge of different occupations and changing male/female roles.

Understanding the continuous changes in male/female roles.

Understanding the continuing changes in male/female roles.

 

Awareness of the career planning process. 

Understanding the process of career planning.

Skills in career planning.

 

Skills to make career transitions.

 

 

 

The Assessment Timeline

As students move through their middle and high school years, different assessment needs may emerge. The transition assessment timeline below is a resource for teachers of suggested assessments and possible transition services and activities across grade levels. This list is not intended to be exhaustive and only represents suggestions and examples to consider.

As always, be sure to check with your guidance counselor on career interest inventories, graduation and career planning and other activities for all students. Remember too that what goes on in the general education classrooms in terms of assignments and activities can often be used as transition assessment.

This timeline is presented here so that you may select tools based on a student's unique needs. Remember the four questions from the Transition Assessment Framework section of this training?

1. What do I already know about the student?

2. What else do I need to know about the student?

3. What methods will provide this information?

4. How will the assessment data be collected and used in the Transition IEP?

Using the questons as your guide, choose the assessment tools from any of the age levels that you think are appropriate for the unique needs of the focus student. Assessment tools can be found in the Transition Assessment Guide and in the Transition Assessment Matrix. .