Research has shown that successful school-to-work transitional planning must be linked to good vocational assessment. A study of the type and extent of formal vocational assessments being conducted by educators within secondary schools in Wisconsin showed that 77 percent assessed occupational interests, 63 percent assessed vocational aptitudes, and 59 percent administered learning style preference surveys. A number of standardized tests were used for these assessments. The study also found that the Career Occupational Preference Survey (COPS) and the Career Ability Placement Survey (CAPS) are widely used by personnel who work with students with special needs. Educators who used these tests used the data gathered for developing individual education plans, placing students into programs, and formal transition planning. In order to make appropriate curricular and instructional modifications within vocational-technical programs, the use of alternative assessment approaches such as the "MAGIC" model is suggested. The five essential steps of this model are as follows: (1) Make a prediction; (2) Assess entry-level skills and learner outcomes; (3) Guide student acquisition of discrepant skills; (4) Instruct student on generalization strategies; and (5) Coordinate maintenance checks following program placement. Using such a curriculum-based assessment method can help educators to provide meaningful curriculum and instructional modifications for special needs students. These modifications can increase the chances for students with special needs to complete their courses of study and enter the world of work with the skills and motivation needed to be successful. (KC)