Transition Planning and Application Area: Learning (Chart 2)

Transition Planning Assessment Areas:	Application for the Postsecondary Area of:
	Learning
Interests & 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.	Formal education with licensure, certification, or degree Definition: 4 yr college, 2 yr college, vo-tech school, apprenticeship program, military Application: 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 Selected general transition planning assessment Personal and Professional Goals Worksheet (In IATP, p. 137) Informal education Definition: adult basic ed, on-the-job training, community ed classes Application: Review of student file Student interview Parent interview Exploration/Observation of non-formal educational environments Cell 2
Basic Skills for Postsecondary Expectations Definition: Common foundational skills expected of all individuals in the specific post-secondary area.	Literacy (math, reading, writing) 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/auditorily 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 Application: 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 Communication skills Review student file Teacher observations Comprehensive Inventory (Level 2 of TPI, Items 37-40, in IATP, pp. 36-39) Communication Summary Form (record review and/or interview) (in IATP, pp. 140-141) Writing Self-Assessment: Skills and Attitudes (in IATP, pp. 142-143) Comprehensive Receptive and Expressive Vocabulary Test-2 Technology literacy/skills Review student file Situational assessments; observations in classrooms Observations in targeted postsecondary environments World Wide Web Self-Assessment Skill Checklist (in IATP, p. 91) Cell 5
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 accomodations Application: Study Skills Inventory (in IATP, p. 88) Students Styles Questionnaire Personal learning characteristics/learning styles 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 Selected learning styles inventory: CITE Learning Styles Inventory Iowa Choices (Learning Styles Assessments) Piney Mountain Learning Styles Inventory Barsch Learning Styles Inventory Things That Are Difficult for Me (in IATP**, p. 100) Cell 8
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.	Application of knowledge to real life, known situations Definition: Use acquired knowledge to solve problems, design solutions, & complete work think in complex ways and apply knowledge and skills to create unique solutions to complex problems Quadrant B and D of the Rigor and Relevance Framework from the International Center for Leadership in Education as used in the Model Core Curriculum Application: Comprehensive Inventory (Level 2 of TPI, Item 10, (in IATP, p. 17) Application of knowledge to real life, unpredictable situations Teacher observations Cell 11

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