Transition Forms
Examples of Potential Formal (F) and Informal (I) Age-Appropriate Assessments:
► This list is a guide and is not inclusive of the wide range of age or developmentally appropriate assessment tools.
► Due Process Task Flow Checklist for Secondary Transition
► A minimum of 2 transition tools is required when addressing transition planning in the evaluation report.
► Age Appropriate Transition Assessment Toolkit 4.0 Edition
INSTRUMENT | DESCRIPTION | RESOURCES |
Ansell Casey Life | Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long-term goals. It aims to set youth on their way toward developing healthy, productive lives. Examples of the life skills CLS helps youth self-evaluate include: ► Maintaining healthy relationships | ACLSA II ages 10-12 (60 items) ACLSA III ages 13-15 (87 items) ACLSA IV ages 16+ (121 items) |
Identify interests and compare/learn about related jobs that may be related to the student’s interests | ||
Center for Innovative Teaching Experience Learning Styles Instrument (C.I.T.E. Learning Styles Instrument) | An informal tool used to identify learning styles | |
Deaf/Hard of Hearing (DHH) –Competency Skills Checklists | Sets of informal checklists that address how a student’s deaf and/or hard of hearing impairment may impact them with employment, post-secondary education, and independent living. | ► Employment Competency Skills ► Hearing Loss Competency Skills |
Enderle-Severson Transition Rating Scales | Transition assessment instruments for learners with mild disabilities and moderate to severe disabilities to include parent forms for gathering information about learners in non-school environments. ESTR-J and ESTR-III address the following areas: Employment, recreation and leisure, home living, community participation, and post-secondary education. Enderle–Severson Transition Rating Form J Revised (ESTR-J-Revised) (for students with mild impairment) There is also a separate ESTR-J-Revised form for Parent* Enderle–Severson Transition Rating-Third (ESTRIII) (for students with “more” or moderate impairment) Enderle–Severson Transition Rating-Severe (ESTR-S) (for severe/multiply impaired students). There is also a separate ESTR-S form for Parent* | Contact assigned Asst. Director of Special Ed OR Coordinator |
Tools for measuring Functional Skills | Functional skills are skills that can be used every day, in different environments. Functional skills include daily living skills (e.g., cooking, cleaning ), self-help skills (bathing, brushing teeth, dressing, grooming), employment, recreation, community involvement, health, and functional academics.etc | ► College Program Questionnaire for ASD ► Life Skills Inventory: Independent Living Skills Assessment Tool ► Transition Competencies Checklist for Students ► Functional Skills Assessment ► Functional Skills Transition Assessment ► Transition Skills Assessment |
Minnesota Career Information System (MCIS) for HS students | Resources of Minnesota specific career exploration assessment, curriculum, and tools. | |
Minnesota Internet System for Education and Employment Knowledge (ISEEK) | Minnesota’s gateway to career, education, employment, and business information. Career Cluster Survey (https://www.careerwise.mnscu.edu/careers/clusterSurvey ) Holland Interest Assessment (http://www.careerwise.mnscu.edu/careers/interestassessment.html OR | ► Career One Stop- Interest Assessment Template |
Minnesota Transition Checklist for Blind and Visually Impaired Persons | A checklist and fill-in-the-blank form completed by student and parent addressing Daily Living, Recreation and Leisure, Community Use, and Post-Secondary Training for individuals who are blind or visually impaired. | ► Minnesota Transition Checklist for Blind and Visually Impaired Persons |
Northland Learning Center Informal Transition Questionnaire | An informal questionnaire used to aid in transition planning. | |
Transition Planning (TPI-2)Inventory Second Edition | A systematic way to address critical transition planning areas and to account for individual student preferences, interests, strengths, and needs. Key information is gathered from students, parents, guardians, and school personnel through the use of rating scales and open-ended questions. |
