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 postsecondary expectations.

Formal education with licensure, certification, or degree

Definition: 4 yr college, 2 yr college, vo-tech school, apprenticeship program, military

• 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

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.

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.

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

• Review of student file• Student interview• Parent interview• Exploration/Observation of non-formal educational environments

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.

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.

Basic Skills for Postsecondary Expectations

Definition: Common foundational skills expected of all individuals in the specific post-secondary area.

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

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

• Review student file• Observation of student in targeted post secondary environments

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

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.

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

Communication skills • Review student file • Teacher observations Technology literacy/skills • Review student file • Situational assessments; observations

in classrooms • Observations in targeted

postsecondary environments

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.

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

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

All information for this PowerPoint came from:

http://transitionassessment.northcentralrrc.org/index.php?option=com_content&view=category&layout=rt_fresco:frescoblog&id=2&Itemid=101