Transition Lens

Viewing assessments through a “transition lens” means analyzing assessment data based on a student’s identified PSGs. Transition assessment can include a review of existing assessments, (including state, district and/or school wide assessment and documented classroom progress data), as well as assessments administered by teachers and related service providers. Analyzing a student’s current skill/knowledge level in relation to college admission requirements, work readiness requirements, and functional skill level will provide you with information on whether a student has a gap between their current skill level and the PSGs or if they align.

When viewing this assessment information through a “transition lens,” it allows you to answer many of the following questions:

1. Do the current skills match the intended PSGs (this may require researching the skills needed to attain the PSGs)?
2. If they do not match, what are your next steps with the student?
3. How can you and other teachers in the building help the student learn the skills/knowledge required to close the gap and move toward the PSGs?
4. What conversations can you have with the student about alternative PSGs?
5. Do additional assessments need to be completed with the student?

Side note: A teacher should not tell a student that he or she will not achieve a PSG if, in fact, the student really wants to work to achieve that goal. However, students may select goals that are significantly out of alignment with their skills, and it is the teacher’s role to educate the student about that gap. For example, a teacher should inform a student who wants to be a veterinarian, but struggles significantly with math and science, a major part of the job and educational requirements include math and science.