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Interests and Preferences 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 2: Interests and Preferences for Postsecondary ExpectationsFormal education with licensure, certification or degree 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.
Administer a general transitions planning inventory that contains quick screening information on postsecondary education goals and skills, along with other areas of interest for postsecondary outcomes (e.g., Living and Working). Two recommended options for general screening are the Enderle-Severson Transition Rating Scale-J (ESTR-J) or the Transition Planning Inventory (TPI) for students with mild to moderate learning disabilities or students with physical or sensory disabilities.

The ESTR-J is published by ESTR Publications, 1907 18th St. S., Moorhead, MN 56560, www.estr.net
The TPI is published by PRO-ED, Inc, 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Administer Personal and Professional Goals Worksheet from Informal Assessments for Transition Planning (IATP), p. 137.

IATP (Clark, Patton, & Moulton, 2000) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com
Informal education 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.