When exploring age-appropriate Transition assessments, the law requires educators to asses functional skills. Often referred to as “soft” or “behavior” skills, functional Transition skills are adult-readiness skills such as organization, respect, and responsibility. Skills like these are vital for success in employment, post-secondary education or training, and independent living.
IDEA 2004 requires that students are assessed on their academic achievement and functional performance to establish the Present Levels of Academic and Functional Performance (PLAAFP) for important life and employment skills.
While many educators do a good job of assessing academic performance and using interest inventories to develop a student’s Transition plan, they often miss evaluating students on functional skills that are essential for success in adult life.
Without assessing functional skills and including them in the PLAAFP, the IEP is not compliant nor does it adequately prepare students for adult life. By assessing functional skills, the IEP team identifies priorities of functional skill needs and develop annual goals, Transition services, and/or assign courses of study to address those needs.
Ten Sigma's age appropriate Transition assessment surveys are unique because they…