Competency+3

Competency 3: Identifying Post Secondary Expectations:
Summary:
 * Guiding Questions:**
 * How defined are the student's short term interests?
 * How motivated is the student to meet his/her short term interests?
 * How defined are the student's long term interests?
 * How motivated is the student to meet his/her long term interests?
 * What is the student's level of performance in skills that are essential for her/his long term interests?
 * What are the future (long-term) areas where the student is likely to achieve age appropriate mastery and what are the areas where the student is likely to have difficulty?
 * Based on the answers to the above questions, is the resulting statement challenging yet feasible?
 * Is the resulting statement outcome based?
 * Is the resulting statement written at a level of specificity appropriate for the student's grade level?

Resources: Iowa Assessment Matrix Career Interest Inventories Find Job and Career Information

Each Iowa student must graduate with the 21st century skills necessary for a productive and satisfying life in a global knowledge-based environment. Descriptions of the new global reality are plentiful, and the need for new, 21st century skills in an increasingly complex environment is well documented. Follow this link to view transitionrelated skills: 21st Century Skills Iowa Core SkillsIowa Core Essential Skills: What students are expected to know and be able to do K-12

Summary: Refer to Competency 1: Incorporating Student Interests and Preferences and the practices of facilitating student involvement, supporting family input, and arranging inclusive IEP meetings. Look at Competency 2: Are thetransitionassessments adequate? Is there a gap in data and is additional assessment needed? Living: Learning: Working:
 * Skill 1: Identify Motivation and Interests:**

Summary: How would you summarize skill levels in the following areas? Living: Learning: Working:
 * Skill 2: Identify Current Capacities**

Transition Planning Chart:Transition Planning Chart This chart is used for summarizing student's current skill levels in the following areas: Summary: In what areas is the student likely to achieve age appropriate levels of mastery, and what areas will he/she likely have difficulty?
 * Area || Very Basic || Basic || Age Appropriate || Advanced || Unknown Inconsistent || Comments ||
 * Daily LivingSkills ||  ||   ||   ||   ||   ||   ||
 * Financial Literacy ||  ||   ||   ||   ||   ||   ||
 * SocialSkillsw/ Peers and Adults ||  ||   ||   ||   ||   ||   ||
 * Anger Management ||  ||   ||   ||   ||   ||   ||
 * Mobility Around Community ||  ||   ||   ||   ||   ||   ||
 * Written Language ||  ||   ||   ||   ||   ||   ||
 * Reading Comprehension ||  ||   ||   ||   ||   ||   ||
 * Consumer Math ||  ||   ||   ||   ||   ||   ||
 * Following Directions ||  ||   ||   ||   ||   ||   ||
 * Work Experience ||  ||   ||   ||   ||   ||   ||
 * Working with Others ||  ||   ||   ||   ||   ||   ||
 * Identified Career Interests ||  ||   ||   ||   ||   ||   ||
 * Skill 3: Identify Projected Mastery Levels: Projecting Future Capacities**
 * Skill 3: Identify Projected Mastery Levels: Projecting Future Capacities**

Projected Mastery Levels Planning Chart: @Projected Mastery Levels Chart Summary: Do the post secondary expectations align with available assessment information? Are the PSE (post secondary expectations) ambitious yet feasible?
 * Area || Very Difficult || Somewhat Difficult || Achieve Age Appropriate Level || Comments ||
 * Daily LivingSkills ||  ||   ||   ||   ||
 * Financial Literacy ||  ||   ||   ||   ||
 * SocialSkillswith Peers and Adults ||  ||   ||   ||   ||
 * Anger Management ||  ||   ||   ||   ||
 * Mobility Around the Community ||  ||   ||   ||   ||
 * Written Language ||  ||   ||   ||   ||
 * Reading Comprehension ||  ||   ||   ||   ||
 * Consumer Math ||  ||   ||   ||   ||
 * Following Directions ||  ||   ||   ||   ||
 * Work Experience ||  ||   ||   ||   ||
 * Working with Others ||  ||   ||   ||   ||
 * Identified Career Interests ||  ||   ||   ||   ||
 * Skill 4: Align Assessment Information and Post Secondary Expectations: Comparing Capacities to Demands**
 * Skill 4: Align Assessment Information and Post Secondary Expectations: Comparing Capacities to Demands**

Living results: Living PSE:

Learning results: Learning PSE:

Working results: Workings PSE:

Questions to Ask: Does the assessment information meet compliance standards? Does the post secondary expectation meet compliance standards? Is the post secondary expectation an ambitious yet feasible long term goal ( does it align with the transition assessment information)?

Planning Post Secondary Outcomes Chart: Planning Post Secondary Outcomes Chart

Expectation Area || Likes || Dislikes || Skills Learning Characteristics || Characteristics of Post Secondary Environment || Potential Post School Activities ||  ||
 * Post Secondary
 * Living ||  ||   ||   ||   ||   ||   ||
 * Learning ||  ||   ||   ||   ||   || [[image:http://www.wikispaces.com/i/editor/insert_table.gif]] ||
 * Working ||  ||   ||   ||   ||   ||   ||

