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Basic Skills for Postsecondary Expectations (Chart 3)

Transition Planning Assessment AreasWhat are we AssessingHow can you assess it and how can you access the suggested data collection or assessment sources?
Cell 5: Basic Skills for Postsecondary ExpectationsLiteracy 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:
Communication Skills Review student files or portfolios to see if any information related to communication skills have been documented from any previous assessment effort.
Conduct formal or informal observations of student communication skills at school that are related to current and future education and training demands. Document observations in the student’s file or portfolio.
Administer the Comprehensive Inventory of Transition Knowledge and Skills, Items 37-40, pp. 36-39. This inventory is Level 2 assessment from the Transition Planning Inventory (TPI) kit. These items provide an expanded list of communication skills sub-competencies based on four communication skills items of the TPI: speaking, listening, reading, and writing. The checklists appear in Informal Assessments for Transition Planning (IATP). A school representative, parent(s), and student may complete one or more of the four checklists together or independently until reaching consensus.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer the Communication Summary Form from Informal Assessments for Transition Planning (IATP), pp. 140-141 by reviewing student records and interviewing the student’s parent(s). This checklist is an informal assessment that covers traditional communication and technology communication behaviors.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer the Writing Self-Assessment: Skills and Attitudes form from Informal Assessments for Transition Planning (IATP), p. 143. This brief 2-part self-assessment is designed to provide a student’s view of his/her own writing skills and feelings about performing written tasks.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer the Comprehensive Receptive and Expressive Vocabulary Test-2 (Oral and Written Language Scales). The CREVT-2 has both expressive and receptive subtests and is based on the most current theories of vocabulary development. The test identifies students who are significantly below their peers in oral vocabulary proficiency and outlines relative strengths and weaknesses.

The CREVT-2 is published by LinguiSystems, Inc., 3100 4th Avenue, East Moline, IL 61244
www.linguisystems.com
Technology literacy/skills Review student file and records, focusing on teacher grades in career academy courses related to technology, student performance in any dual credit classes related to technology or requiring technology skills, and student performance on the 8th Grade District Technology Literacy Assessment.
Conduct situational assessment observations in classrooms or technology stations to determine student skills in selecting appropriate technology and applying skills.
Conduct formal or informal observations of student in targeted postsecondary environments (e.g., dual credit classes, extracurricular competitions in postsecondary settings, technology academies, or college technology mentoring programs) to ascertain student’s technology skills. Document observations in the student’s file or portfolio.
Administer the World Wide Web Self-Assessment Skill Checklist from Informal Assessments for Transition Planning (IATP), p. 91. This checklist is an informal self-assessment that covers general technology awareness and skills at three different levels.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Autism Spectrum Disorder For students with Autism Spectrum Disorder, complete the Social Responsiveness Scale (SRS) by John N. Constantino, M.D.. This is 65-item rating scale that measures the severity of symptoms that impact social awareness, social information processing, capacity for reciprocal social communication, and social anxiety/avoidance. There are forms for both a teacher and a parent to complete. Individuals who have education, training, and work experience specific to ASD treatment can administer, score, and interpret the SRS. It is available from Western Psychological Services, 12031 Wilshire Boulevard, Los Angeles, CA 90025-1251, phone 800-648-8857, http://portal.wpspublish.com