1. Drake 274

2.  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 postsecondary expectations.

3.  Formal education with licensure, certification, or degree  Definition: 4 yr college, 2 yr college, vo-tech school, apprenticeship program, military

4.  Review of student file  Student interview  Parent interview  Interview/Input from student’s general education teachers and librarians  Interview/Input from student’s special education teachers  Exploration of educational environments

5.  Review of student file, with particular attention to courses of study and course selections. Review student files or portfolios also to see if student/family preferences for postsecondary formal education or training have been documented from any previous assessment effort.  Interview student to elicit interests and preferences affecting choices and decisions about postsecondary education and training options. Interview format may be brief with direct questions on choices pertaining to formal postsecondary education.  Interview parent(s) to elicit their interests and preferences regarding the student's choices and decisions about postsecondary education and training options. Interview format may be brief with direct questions focused on their preferences that will affect formal postsecondary education choices.

6.  Interview/request input from student's general education teachers and librarians to obtain observation data related to what areas the student shows high interest in and learning style preferences within and across courses and/or library activities.  Interview/request input from student's special education teachers and related services staff to obtain observation data related to what areas the student shows high interest in and learning style preferences for within and across courses.  Guide student and parent(s) in exploring educational environment options to assess the match between the student's postsecondary education options and his/her preferences, study interests, strengths, and challenges. Specific exploration of support services available should be part of the process.

7.  Informal education  Definition: adult basic ed, on-the-job training, community ed classes

8. Review of student file Student interview Parent interview Exploration/Observation of non-formal educational environments

9.  Review of student file, with particular attention to courses of study, course selections, and extracurricular activities. Review student files or portfolios also to see if student/family preference patterns related to postsecondary informal education or training have been documented from any previous assessment effort.  Interview student to elicit interests and preferences related to choices and decisions about postsecondary informal education and training options. Interview format may be brief with direct questions related to choices affecting informal postsecondary education.

10.  Interview parent(s) to elicit their interests and preferences related to choices and decisions about postsecondary informal education and training options. Interview format may be brief with direct questions focused on their preferences that will affect informal postsecondary education choices.  Guide student and parent(s) in exploring informal educational environment options to assess the match between the student's postsecondary informal education options and his/her preferences, learning interests, strengths, and challenges. Specific exploration of accommodations available should be part of the process.

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

12.  Literacy skills  Definition:  Reading  decoding  fluency  comprehension  vocabulary  Writing  physical  conventions  format/genre  tool for learning  Speaking  interpersonal communication—intelligibility  level of speech  pace  coherence  presentations to groups

13.  Listening  receive  interpret  respond to messages/auditory presented information  establish and enhance relationships  Quantitative  math—apply math concepts  apply methods of estimation  problem solving  communication reasoning and proof  make connections and representations  interpret data  Technology literacy  appropriate technology  application to task  use local district standards

14.  Review student file Observation of student in targeted post secondary environments

15.  Selected achievement or academic ability tests: Iowa Tests of Educational Development Woodcock-Johnson Tests of Academic Achievement-III ACT; ACT Online Prep SAT; SAT Prep COMPASS ASSET BRIGANCE Inventory of Basic Skills

16.  Review student file and records, focusing on transcript, teacher grades, subject matter grade variations, and student performance measures (e.g., state or district assessments, national standardized assessments, etc.). Special attention should be given in the record review to student performance in any dual credit classes, advance placement test performance, and honors programs.  Conduct formal or informal observations of student in targeted postsecondary environments (e.g., dual credit classes, extracurricular competitions in postsecondary settings, college mentoring programs, or master classes in the performing arts). Document observations in the student’s file or portfolio.

17.  Administer selected achievement or academic ability tests as needed for the postsecondary education planning process. The scores permit comparisons among broad areas of achievement at each testing, and they provide a basis for assessing student growth within each test area from one testing to the next. Because the test norms provide descriptive information not affected by atypical characteristics of the local school population, the faculty can view students' achievements, as can students themselves, against a background of a broad and representative student population. Some options for doing this include the following instruments:  Iowa Tests of Educational Development www.education.uiowa.edu/itp/ited/  Woodcock-Johnson® III NU Tests of Achievement www.riverpub.com  ACT; ACT Online Prep www.act.org  ACT’S COMPASS System www.act.org/compass  ACT’S ASSET System www.act.org/asset  SAT; SAT Prep www.collegeboard.com  BRIGANCE® Inventory of Basic Skills-Revised www.curriculumassociates.com

18.  Communication skills Review student file Teacher observations  Technology literacy/skills Review student file Situational assessments; observations in classrooms Observations in targeted postsecondary environments

19.  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 post-secondary area.

20.  Study/test-taking behaviors  Definition: Time management note taking skills organizational skills self-monitoring use of study/testing strategies use of accommodations

21.  Definition: Study Habits (organization, settings, follow through/task completion, self initiative, etc.) (diligence, accuracy of work, latency in starting) testing attitudes/behaviors (anxiety, persistence, accuracy, etc) learning style preferences disability awareness

22.  All information for this PowerPoint came from:  http://transitionassessment.northcentralrrc.o rg/index.php?option=com_content&view=cat egory&layout=rt_fresco:frescoblog&id=2&Ite mid=101 http://transitionassessment.northcentralrrc.o rg/index.php?option=com_content&view=cat egory&layout=rt_fresco:frescoblog&id=2&Ite mid=101