Drake 274

 Interests and Preferences for Postsecondary Expectations  Definition: Interests are those things/activities that evoke curiosity and preferences are those things/activities that are chosen over others. Interests and preferences are used to build future directions and plan for post-secondary expectations.

 Definition for post secondary education expectation: The location and type of housing where a student plans/wants to live after high school.  Options include:  apartments  military housing  own home  dorm  with or without parents  with or without roommates  group home/waiver  supported living  Environments include:  rural  big city  small city  state/country

 Community Living Preferences Where to start  Review Student File  Student interview  Parent interview  Community-based exploration of community living options

 Review student files or portfolios to see if student/family preferences have been documented from any previous assessment effort.  Interview student to elicit preferences for living situations after high school. Interview format may be brief with direct questions related to type and location of living situations. Open-ended questions may be difficult for some students. If so, use a list of types of places that are options for living and general environments of these places (see lists in Definitions of Labels under Living, Cell 1)  Interview parent(s) to elicit their preferences for their child's living situations after high school. Interview format may be brief with direct questions related to type and location of living situations. Open-ended questions may be difficult for some parents. If so, use a list of types of places that are options for living and general environments of these places (see lists in Definitions of Labels under Living, Cell 1)  Community-based exploration of living situation options. Following a personal visit or classroom activities related to living options, follow up with a student interview regarding preferences.

 Basic Skills for Postsecondary Expectations  Definition: Common foundational skills expected of all individuals in the specific post-secondary area.

 Home and community living skills needed to perform daily living skills activities  Definition: Skills necessary to complete daily and adult living activities. Daily home living skills are those activities adults do every day (e.g., preparing meals, budgeting, maintaining a home, etc.) Adult community living activities are important adult activities that are done occasionally, such as registering to vote, doing taxes, renting a home. Other examples of home and community living skills could include:  managing money  managing a household  buying, preparing, consuming food  buying and caring for clothing  exhibiting responsible citizenship  using recreational facilities and engaging in leisure  getting around the community; access community agencies.

 Home and Community Skills  Review student file  Student interview  Parent interview  Classroom observation of life skills  Community-based situational assessment of life skills

 Conduct formal or informal observations of the student performing daily living and adult community living skills. Document observations in the student's file or portfolio. Many of these are difficult to obtain in the home or community, but simulated task observations at school may be a reasonable alternative, e.g., meal preparation, budgeting, etc.  Conduct community-based situational assessment of life skills and community living skills. This type of assessment is most easily performed within settings that permit skills demonstrations, such as school environments containing kitchens, living areas, and bath areas or off-campus units in apartments, houses, or other home-like environments. Formats for assessing and documenting skills may include checklists or rating scales.

 Review student files or portfolios to see if any home and community living skills have been documented from any previous assessment effort.  Interview student to elicit self evaluation of those daily living skills and adult community living skills that are most related to the student's postsecondary goals for living situation preferences. Interview format may be brief with direct questions related to type and location of living situations.  Interview parent(s) to elicit evaluation of those daily living skills and adult community living skills that are most related to the student's postsecondary goals for living situation preferences. Interview form may be brief with direct questions related to type and location of living situations.

 Attitudes/Habits/Self-Awareness for Postsecondary Expectations  Definition: Attitudes are opinions or general feelings about something. Habits are actions or behavior patterns that are regular, repetitive and often unconscious. Self-awareness is the understanding of one’s strengths and limitations, including awareness of disability. Attitudes, habits, and self-awareness affect performance and functioning in the specific postsecondary area.

 Personal organization attitudes/habits  Definition:  Time management  goal setting skills  assessing family and community supports  residential organization  record keeping  etc.

 Review student file  Student interview  Independent Living Assessment Instrument  Parent interview  Teacher observation

 Review student files or portfolios to see if any personal organization attitudes/habits related to skills needed for home and community living have been documented from any previous assessment effort.  Interview student to elicit attitudes/habits related to skills needed for home and community living. Interview format may be brief with direct questions related to types of and settings for home and community living skills.

 Interview parent(s) to elicit evaluation of those attitudes/habits demonstrating daily living and adult community living skills that are most related to the student’s postsecondary goals. Interview format may be brief with direct questions addressing a student’s attitudes and habits (typical behavior) when he/she is presented with living skills opportunities or demands.  Conduct formal or informal observations of student attitudes and habits at school related to home and community living demands, such as time management, goal setting, keeping track of belongings, using resources and supports, etc. Document observations in the student’s file or portfolio.

 Interpersonal attitudes/ habits  Definition:  Getting along with family members  getting along with community acquaintances  getting along with friends  initiating/maintaining close or casual relationships  appropriate use of personal space  initiating appropriate conversations  social skills  understanding gender differences  conflict resolution

 Review student file  Student interview  Parent interview  Teacher observation

 Review student files or portfolios to see if any intrapersonal attitudes/habits related to skills needed for home and community living have been documented from any previous assessment effort. Check specifically for physical and mental health information, such as awareness of strengths and limitations, responsibility in taking medications, attitudes toward disability labels, etc.  Interview student to elicit intrapersonal attitudes/habits related to satisfying and satisfactory home and community living, such as maintaining good personal hygiene and health as well as healthy, appropriate sexuality. Interview format may be brief with direct questions related to hygiene, sexuality and personal health care at home and in the community. Consider using Student Interview Protocol: Interpersonal Relationships.

 Interview parent(s) to elicit intrapersonal attitudes/habits associated with satisfying and satisfactory home and community living, such as maintaining good personal hygiene and health as well as healthy and appropriate sexuality. Interview format may be brief with direct questions related to hygiene, sexuality and personal health care at home and in the community.  Conduct formal or informal observations of student’s attitudes and habits at school that generalize to home and community intrapersonal attitudes/habits. Document observations in the student’s file or portfolio.

 Intrapersonal Attitudes/Habits (hygiene, sexuality, self- awareness, disability awareness, self-advocacy, etc.)  Definition: Hygiene, sexuality, and personal health care.

 Review student file  Student interview  Parent interview  Teacher observation  Selected transition planning assessment

 Review student files or portfolios to see if any intrapersonal attitudes/habits related to skills needed for home and community living have been documented from any previous assessment effort. Check specifically for physical and mental health information, such as awareness of strengths and limitations, responsibility in taking medications, attitudes toward disability labels, etc.

 Critical Thinking/Application Skills for Postsecondary Expectations  Definition: A process of creative thinking for getting, analyzing and synthesizing information to make decisions and solve problems in each post-secondary area.

 Decision-making skills  Definition:  Locate and use sources of assistance  anticipate consequences  justify decision  identify problems/conflicts  develop/select best solution to problem

 Review student file  Student interview  Parent interview  Teacher observation

 Review student files or portfolios to see if any decision-making skills related to home and community living expectations have been documented from any previous assessment effort.  Interview student to elicit student awareness of strengths and limitations with regard to decision-making, both at home now and in the community in the future as an adult. Interview format may include direct questions addressing accessing resources for assistance, anticipating consequences of decisions, identifying problems or conflicts as a result of decisions, and problem-solving at home and in the community.

 Interview parent(s) to elicit student awareness of strengths and limitations affecting decision- making, both at home now and in the community in the future as an adult. Interview format may include direct questions on accessing resources for assistance, anticipating consequences of decisions, identifying problems or conflicts as a result of decisions, and problem-solving at home and in the community.  Conduct formal or informal observations of student attitudes and habits at school that are related to home and community decision- making. Document observations in the student’s file or portfolio.

 Personal life choices skills  Definition:  Ability to advocate for self or find someone to advocate for them  health (mental and physical)  sexual activity  knowledge of personal rights and responsibilities  legal issues  safety issues

 Review student file  Student interview  Parent Interview

 Review student files or portfolios to see if any personal life choices skills related to home and community living expectations have been documented from any previous assessment effort.  Interview student to elicit critical thinking/application skills related to satisfying and personal life choices, such as self advocacy skills, health and sexuality choices, acting on rights and responsibilities, solving legal problems, and responsible personal safety. Interview format may be brief with direct questions addressing selected personal life choices affecting postsecondary challenges at home and in the community.  Conduct formal or informal observations of student attitudes and habits at school that influence personal life choices. Document observations in the student’s file or portfolio.

 All information from this PowerPoint comes from the Iowa Assessment Website:  rg/index.php?option=com_content&view=cat egory&layout=rt_fresco:frescoblog&id=2&Ite mid=101 rg/index.php?option=com_content&view=cat egory&layout=rt_fresco:frescoblog&id=2&Ite mid=101