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1、Why do we need career & transition assessment?,1,edweek.org,2,Status of youth with disabilities:,Far too many drop out of high school (30% or more)Youth remain dependent on IEP teams to make decisions (too few self-determine or advocate)Youth have few opportunities for community-based work experienc
2、es during schoolYouth have difficulty adjusting after exiting high schoolMost are unemployed or underemployed after high schoolMost continue dependence on their familiesThus outcomes from federal and state investments are unclear or negativethis is why we need assessment for transition-age youth.,3,
3、How Can These Outcomes be Changed?,Assessment cant solve all these problems, but it helps us pay attention!Assessment can help identify potential strengths, barriers, accommodations, and resources.,4,Transition Assessment,“Transition assessment is an ongoing process of collecting information on the
4、students strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments”All stakeholders participate in the process of information-gathering and decision-making2019 Corwin Press. Assess for Success: A Practitioners Handbook
5、on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte,4,5,Domains/Content of Transition Assessment & Adulthood,Home and Family,Leisure and Pursuits,Community Involvement,Physical andEmotionalHealth,Personal Responsibility and Relationships,Cronin, M. E. & Patton, J
6、. R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-life content into the curriculum. p 13. Austin TX: PRO-ED.,Self Determination,5,Coordinated Transition ServicesAt no point in the service delivery system is there more need for seamless c
7、oordination between multiple public agencies than when the student is transitioning out of high school and into the adult employment and life.Community-Based Assessment naturally involves and supports partnerships between schools, DORS, CRPs, and employers. Fostering these partnerships leads to bett
8、er services for transitioning students and provides a foundation for competitive employment outcomes.The value that employers see in the youth is the foundation of these students future careers, and the clearly demonstrates the validity of this model.,Why Use Community Based Assessment?,Definition:A
9、 holistic assessment of an individuals interests, needs, and abilities in a job/worksite setting located in the community. Community Based Assessment is an umbrella term depicting a category of methods, which may include: - situational assessment - on-the-job evaluations - job try-outs/trialsVEWAA/V
10、ECAP Glossary,Community Based Assessment,This type of assessment must take place in a community setting in which the individual is integrated with peers without disabilities. Community Based Assessment cannot occur within a rehabilitation facility or “enclave” setting (loses validity).,“Community Ba
11、sed”,Community based assessment is functional assessmentInvolves interaction between behavior and environmental conditions and demands Determines the impact of disabilityUltimate measurement in natural environmentPersonal involvement is critical to self-understanding, investment and success,Communit
12、y Based Assessment for Transition,So How the Heck Is This Done?,Use Input from client/youth, DORS, School-Based Personnel, and Family-WHAT ARE MAIN INTERESTS DESIRES FOR EMPLOYMENT RECOMMENDATIONS FROM PREVIOUS ASSESSMENTS ?- WHAT TYPE OF ENVIRONMENT WOULD FIT WELL WITH THIS CLIENT? WHAT MATCHES THE
13、IR TESTED LEARNING STYLE AND STATED WORKER PREFERENCES?,STEP 1 Identify Type of Job & Environment To Target,TYPES OF CONTACTS:Warm Contacts! Cold Walk-InsCold CallsDont forget to do your homework on the employer!GOOD SITES TO CONSIDERLarge establishments which have multiple types of jobs (allows sit
14、e to be used for variety of job tasks & for future assessments)Employers who pride themselves in community outreach, service projects, and positive public relationsNon-profits and other organizations who typically host volunteers-,STEP 2 Identify Potential Employers,Compliment the employer on the co
15、mpanys values, great reputation, friendly atmosphereWhy did you choose them over their competition?Explain the valuable impact that they can have on youth being assessedDifferentiate between “assessment” and “job”Be sure to use references (if you have conducted an assessment in a similar type of bus
16、iness, tell them how much the employer enjoyed it)Ask for a Job DescriptionAsk to conduct a Job Analysis (when convenient for them, not you)-,STEP 3 “Schmooze” the Employer!,Dont ask, dont tellDont raise this topic unless the employer does!Provide employer with a basic fact sheet about CBAInclude Pu
17、rposeEmployer ExpectationsAgency ResponsibilitiesStatement explaining that the arrangement is “not an employer/employee relationship” and that employment is not a requested outcome-,Addressing Liability Concerns,If the employer brings up liability, be prepared: (1) Quote Department of Labor Standard
18、s(2) state that “In compliance with IRS Revenue Ruling 65-165 and with standard insurance practice, the Employer-Employee relationship actually exists between CRP and the client who is participating in a Community Based Assessment experience with the following understanding:The services are for ther
19、apeutic or rehabilitative purposesThe CRP retains final control over the client and this control is protectiveThe client is a registered client of your CRP, and is voluntarily participating in the assessmentA CRP staff person will be available to client and employer as needed-,Addressing Liability C
20、oncerns,Schedule approximately 2-3 days on the job site, 3-6 hours per day (depends on what is appropriate for the client and acceptable to the employer)Set up the assessment in order to sample a variety of duties within a specific position & at various times (i.e., busy times and slower times)Arran
21、ge for time to receive some supervisor and coworker feedback during the assessmentBalancing Act be un-intrusive, yet gather as much data as possible!-,STEP 4 Coordination with Employer,OBSERVATION OBSERVATION OBSERVATION!Observe client & take as many notes as possibleObserve & document environment,
22、job, and task designPinpoint strengths, difficulties, coping strategies, etc.Observe & document interactions with others (supervisor , coworkers, and customers are equally important)Obtain feedback from supervisor and coworker(s)Complete any necessary forms/paperwork with employer while there (avoid
23、 the burden of having to schedule yet another visit)-,STEP 5 Assessment Time,Personally thank everyone involved at work siteHave the client thank everyone involved (this goes a LONG way!)Be sure to leave the area as you found itHave a dialogue with the client about how they liked the assessment (get
24、 specific likes, dislikes, “easy” vs “hard”)Provide the client with some preliminary feedback about their performance (try to focus on positive)-,STEP 6 Wrap-up the Day,Send a follow-up thank you to the employer (card, letter, email, etc.)Praise a specific coworker or manager involved. Without discl
25、osing confidential information, comment on how this assessment has helped the life of the client/youth.Maintain this employer relationship!Do NOT wait until the next time you want/need to use them for an assessment to make contact. Send them a useful article about something they mentioned having an
26、interest in; send them a congratulatory card/email if their company does something newsworthy; think of ways that you may be able to assist them (hint this could be by referring a qualified individual for future job openings. Hmmm.-,STEP 7 Follow-up with Employer,Developed by OVR and Pittsburgh Publ
27、ic Schools in partnership with the University of Pittsburgh, Department of Rehabilitation ScienceSpecific Training Modules - videosA ManualAdditional resources and tools,Community Based Assessment for Transition Training CD,Evaluate the environment independent of the student (job analysis)Interview
28、the worksite supervisor independent of student (CBA Questionnaire)Interview the student independent of supervisor (CBA Questionnaire)Compare interviews scores to determine discrepancies and workplace issuesWhen writing the final report, be sure to include background data and other assessment data ga
29、thered prior to the CBA (i.e., interest inventories, learning style inventories, work preferences, etc.),Steps to completing the CBA,Community Based Assessment for Transition,Monthly Worksite Progress Reports,Based on the Secretarys Commission on Achieving Necessary Skills (SCANS), Dept. of Labor Co
30、mpleted by worksite supervisors Used as a teaching tool to increase self-awareness Shared with IEP Team & DORS,Community Based Assessment provides valuable information that cannot necessarily be obtained through other types of assessmentCBA should be part of an ongoing assessment process for transit
31、ioning youthCBA can open doors to other employment-related opportunitiesCareer Exploration Activities (i.e., job shadowing, informational interviewing, work-site tours, volunteering, mentoringPaid Employment!,SUMMARY,25,Assessment Resources,VECAPVocational Evaluation and Career Assessment Profession
32、alsvecap.org VEWAAVocational Evaluation and Work Adjustment Associationvewaa.org,26,Assessment Resources,Career planning begins with assessment: A guide for professionals serving youth with educational and career development challenges. (October 2019). Washington, DC: National Collaborative on Workf
33、orce Development for Youth, Institute for Educational Leadership. ncwd-youth/Sitlington, Neubert, Begun, Lombard, & Leconte. (2nd edition). (in press). Assess for Success: A practitioners guide for transition assessment. CA: Sage Publications,27,Assessment Resources,Miller, Lombard, & Corbey. (2019)
34、. Transition assessment: Planning transition and IEP development for youth with mild to moderate disabilities. Boston, MA: Pearson/Allyn and Bacon.Transition Planning Inventory (Clark & Patton) proedinc/productAnsell-Casey Life Skills Assessment/Test wareseeker/a-ansell-casey-life-skills-assessment/
35、Enderle-Severson Transition Rating Scale estr/,28,National Transition Technical Assistance Efforts,National Association of State Directors of Special Education, The IDEA Partnership, National Community of Practice on Transition (ideapartnership.org) (sharedwork.org) National Center on Secondary Educ
36、ation & Transition (ncset.org) National Secondary & Transition Technical Assistance Center (nsttac.org) National Dropout Center for Students with Disabilities (ndpc-sd.org/) National Post-School Outcome Center (psocenter.org/),29,National Publications,Career Planning Begins with Assessment (ncwd-you
37、th/a-z) NSTTAC (nsttac.org) Age Appropriate Transition Assessment GuideFact Sheet on Age Appropriate Transition AssessmentTool Kit for Indicator 13DCDT Fact Sheet on Transition Specialist Competencies (dcdt.org),29,Contact Information,Marsha L. LeggDirector of Career Development & Transition ServicesHumanim, Inc.1701 N. Gay StreetBaltimore, MD 21213mlegghumanim410-381-7171 (office)410-563-5188 (fax)410-736-8428 (cell),QUESTIONS,谢谢你的阅读,知识就是财富丰富你的人生,更多精品资请访问,更多品资源请访问,
