As students with an Individualized Education Program (IEP) plan for life beyond high school in the areas of employment, education, training, and independent living, when appropriate, they will benefit from a well-defined transition assessment model to assist them with making informed life and vocational choices.
Students are at the center of transition planning, which occurs along a continuum of opportunities.
The levels of transition assessment outlined below build on each other and are not mutually exclusive.
Level I transition assessment is an ongoing process used to identify a student’s strengths, preferences, and needs related to vocational and transition planning. In accordance with IDEA, Level I transition planning must include both formal and informal assessments, which are reviewed each year at the student’s annual Individualized Education Program (IEP) meeting beginning when the student turns 14. This process helps identify the student’s strengths, preferences, interests, and needs, and ultimately informs the development of postsecondary goals and the activities required to support progress in employment, education, training, and, when appropriate, independent living.
Level II transition assessment is an in‑depth investigation of transition‑relevant information across major domains such as employment, postsecondary education and training, and independent living. Conducted by the high school transition specialist and used only for students in high school, this assessment is initiated through an Individualized Education Program (IEP) team referral and follows the Individualized Education Program (IEP) evaluation timeline. It involves a comprehensive review of both formal and informal assessment data to develop a deeper understanding of a student’s strengths, preferences, interests, and needs, ensuring that planning for life after high school is individualized and aligned with realistic opportunities. By gathering information from multiple sources and contexts, the Level II assessment supports informed decision‑making about the supports, services, and pathways that will promote successful adult outcomes. A formal report is prepared and shared with the Individualized Education Program (IEP) team to guide transition planning and ensure alignment with the student’s individualized education program.
Level III Vocational Assessment is conducted at the PWCS Vocational Assessment Center and serves as the division’s most in‑depth transition assessment option when vocational information is needed beyond Levels I and II. Like Level II, this assessment is initiated through the IEP process and follows the IEP evaluation timeline as part of a formal referral by the IEP team. Students recommended for this experience spend two consecutive days at the Vocational Assessment Center, where vocational evaluators administer a targeted assessment that includes standardized formal testing and simulated work tasks to capture detailed information that supports post‑secondary planning in employment and career development. This assessment is available to both eighth grade middle school students and high school students. Findings are compiled into a formal report and shared with the IEP team to guide transition planning and ensure alignment with the student’s individualized education program and postsecondary goals.