Text Size

Community Living Preferences Assessment (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 1: Community Living PreferencesStudent/family preferences for type and location of living situation after high school Review student files or portfolios to see if student/family preferences have been documented from any previous assessment effort.
Interview student to elicit preferences for living situations after high school. Interview format may be brief with direct questions related to type and location of living situations. Open-ended questions may be difficult for some students. If so, use a list of types of places that are options for living and general environments of these places (see lists in Definitions of Labels under Living, Cell 1)
Interview parent(s) to elicit their preferences for their child's living situations after high school. Interview format may be brief with direct questions related to type and location of living situations. Open-ended questions may be difficult for some parents. If so, use a list of types of places that are options for living and general environments of these places (see lists in Definitions of Labels under Living, Cell 1)
Community-based exploration of living situation options. Following a personal visit or classroom activities related to living options, follow up with a student interview regarding preferences.
Have student and family complete Student and Home Forms respectively of Section II of the Transition Planning Inventory (TPI) This provides information on post-secondary goals concerning living situations, along with post-secondary Learning and Working goals. It also provides documentation of student and home participation in transition planning.
The TPI (Clark & Patton, 1997, 2006) is published by PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 78757, www.proedinc.com