Over the past decade, there has been an increased emphasis on transition planning for students with exceptional needs. This is in part the result of the mandates contained in the Individuals with Disabilities Education Improvement Act of 2004. This increased emphasis has revealed a number of shortcomings with how transition planning is done day-to-day. Transition planning can be improved, however, if assessment data serve as the foundation to the IEP process--including the determination of effective transition services. This article illustrates how to use a multitiered process, including screening, progress monitoring, and diagnostic assessment, to enhance students' transition plans and positively affect the outcomes for persons with disabilities. (Contains 3 tables, 3 figures and 1 note.)