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Transition: the Collaborative (NTACT:C), 2024  \nAcknowledgements  \nNTACT:C hosts “toolkits” of resources on a variety of topics, related to secondary education and services for students with disabilities and the capacity building associated with improving such education and services. These toolkits provide an overview and then step-by-step guidance and resources on the specific topic. You'll find resources on content such as competitive integrated employment, or interagency agreements; as well as strategies for evaluating your work, or hosting a transition fair.  \nThe Collaborative Assessment Guide for Transition Planning (CAG) builds upon and replaces the Age Appropriate Transition Assessment Toolkit (Kortering et al., NSTTAC, 2007; NTACT, 2016) . NTACT:C appreciates the input of practitioners, state agency personnel, and federal agency staff for their input in developing this resource. The contents of this toolkit were developed under a grant (H326E200003) from the U. S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. While permission to use this publication is not necessary, the citation should be:  \nNational Technical Assistance Center on Transition: the Collaborative (2024) . Collaborative Assessment Guide for Transition Planning. M. Stoehr, M. Diehl, M. Morningstar, D. Rowe, B. K. Simmons, C. Fowler, D. Lattin, J. Vicchio, E. Wall.  \nIf you have questions or suggestions for the CAG, please contact us [ntact-collab@charlotte.edu](ntact-collab@charlotte.edu).  \nCONTENTS  \nAcknowledgements ........................................................................................................... iii  \nIntroduction ...........................................................................................................................5  \nSection 1: Determining What to Assess..........................................................................5  \nPositive Personal Profile ..........................................................................................................6  \nSample Completed Positive Personal Profile........................................................................6  \nTransition Assessment Planning Form .....................................................................................9  \nSample Completed Planning Form .......................................................................................9  \nSection 2: Determining Stakeholders ...........................................................................12  \nSpecial Education ..................................................................................................................13  \nVocational Rehabilitation ......................................................................................................13  \nA Collaborative Assessment Process......................................................................................14  \nSection 3: Selecting Appropriate Assessments..........................................................15  \nSample Assessment Tools......................................................................................................18  \nSection 4: Conducting Assessments.............................................................................18  \nIn School Assessment Mapping .............................................................................................19  \nSchool Assessment Map Examples ....................................................................................19  \nSection 5: Reviewing Assessment Results...................................................................21  \nSection 6 Using Assessment Data .................................................................................22  \nIncorporating assessment information i","cbCaikOoVCBrE5yB","https://ap.wps.com/l/cbCaikOoVCBrE5yB","pdf",487520,27,"English","# Introduction\n# Section 1: Determining What to Assess\n## Positive Personal Profile\n## Transition Assessment Planning Form\n# Section 2: Determining Stakeholders\n## Special Education\n## Vocational Rehabilitation\n## A Collaborative Assessment Process\n# Section 3: Selecting Appropriate Assessments\n## Sample Assessment Tools\n# Section 4: Conducting Assessments\n## In School Assessment Mapping\n## School Assessment Map Examples\n# Section 5: Reviewing Assessment Results\n# Section 6 Using Assessment Data\n## Incorporating assessment information in the IEP/IPE/ISP\n## Education’s Use of Assessment Data for Transition Planning\n## VR’s Use of Assessment Data\n## Collaborative Use of Assessment Results\n# Supplements to the Collaborative Assessment Guide for Transition Planning\n## Collaborative Assessment for Families\n## Collaborative Assessment for Students","[{\"question\":\"Who is the CAG intended to help in transition planning?\",\"answer\":\"The guide is intended for students, family members, educators, vocational rehabilitation (VR) counselors, human services and health agency staff, and other partners who develop coordinated transition assessments.\"},{\"question\":\"What main steps does the guide cover for collaborative transition assessment?\",\"answer\":\"It guides users through determining what to assess, identifying stakeholders, selecting appropriate assessments, conducting assessments, reviewing results, and using assessment data to support planning and services.\"},{\"question\":\"How does the CAG help incorporate assessment results into transition plans?\",\"answer\":\"Section 6 focuses on using assessment data, including how to incorporate assessment information into the IEP/IPE/ISP and how education and VR use assessment data for transition planning.\"}]","Collaborative Assessment Guide for Transition Planning - 2024 | PDF",1792056384,68]