Evaluation Center Process I . Student centered transition planning must be based upon an individual's awareness of his or her present level of functioning, a personal vision for the future, and knowing what must be done to get where he or she wants to be. Assessments are most meaningful when they relate the personal attributes of the student to the demands of the environment they wish to transition into. Data that is gathered through assessment activities must be made available to the student in a context that is readily understood by the student. There is no standard battery of tests for a functional transition assessment.
Assessments focus on the information needed to pursue the student's transition goals.
Assessments Involve a Team Effort 1. Assessment must be a shared responsibility, a team effort based on the student's transition goals and the referral questions. Assessment activities are not the responsibility of the special ed teacher alone, even though they are usually the case manager for the assessment process. Traditionally, students and parents have not been invited to contribute to the assessment process, or participate in joint decision making. The EEC has developed a history form to gather information on the student's birth and development, medical history, family structure, behaviors, schooling history, and parent concerns.