Drake 274
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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
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• 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
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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.
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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
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Review of student file
 • Student interview
 • Parent interview
 • Exploration/Observation of
non-formal educational
environments
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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.
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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.
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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
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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
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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
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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.
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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
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Communication skills
• Review student file
• Teacher observations
Technology literacy/skills
• Review student file
• Situational assessments; observations in
classrooms
• Observations in targeted postsecondary
environments
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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.
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Study/test-taking behaviors
Definition:
• Time management
• note taking skills
• organizational skills
• self-monitoring
• use of study/testing strategies
• use of accommodations
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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
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