Virginia DRS Vocational Evaluator ConferenceApril 3 – 4, 2008Woodrow Wilson Rehabilitation CenterFishersville, VA

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Review the following:National/universal definitions of transition,

career and vocational assessmentNational definitions and characteristics of

community based vocational assessment (CBVA)

Fair Labor Standards Act (FLSA) related to assessment, exploration and training

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Discuss the following:Where and by whom CBVA is being provided

currently?Where and by whom will CBVA be provided in

the future?

Share the following:Specific information on a process for

conducting CBVA in transition, including instruction for completing the CBVA, questionnaire and associated forms.

Additional references and resource materials on CBVA. 3

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Transition Assessment relates to all life roles and the supports needed before, during, and after transition to adult life; it serves as an umbrella for career and vocational assessment and evaluation.

Career Assessment relates to life-long career development, which affects life roles, and is ongoing throughout one’s life.

Vocational Assessment and Evaluation relate to the role of the potential worker (and employment).

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“Transition assessment is an ongoing process of collecting information on the student’s 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-making

2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun,

Lombard, and Leconte

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Domains/Content of Transition Assessment & Adulthood

Home and Family

Leisure and

PursuitsEm

ploym

ent

and

Educ

atio

n

Community

InvolvementPhysical andEmotionalHealth

Pers

onal

Res

pons

ibili

ty

and

Rel

atio

nshi

ps

Cronin, M. E. & Patton, J. R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-lifecontent into the curriculum. p 13. Austin TX: PRO-ED.

Self Determination

Conducted within a Career Development Context:

Knowing Where to Begin

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Employment and Education

Domain

The on-going process of collecting information for career development and career planning.

Lifelong processAddresses all aspects of life within career

contextsPeople come to understand themselvesCyclical Process and Content:

Career Awareness Career Exploration Career Preparation Career Assimilation and Change

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A comprehensive, informal process conducted over a period of time, usually involving a multidisciplinary team with the purpose of identifying individual characteristics, rehabilitation, education, training, and placement needs, serving as the basis for planning an individual’s rehabilitation, employment, career development, education, and/or transition program(s), and that provides the individual with insight into vocational and career potential. 11

Three levels: Needs Assessment/ScreeningExploratoryComprehensive Vocational Evaluation

30th Institute on Rehabilitation Issues

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A comprehensive process (with content) that systematically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assist individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation. 30th Institute on Rehabilitation Issues 13

Levels of ServiceLevel III: comprehensive

career assessment/vocational evaluation.

Level II: diagnostic and prognostic, exploration, go onto next level if more information is needed to make decisions.

Level I: make quick decisions; minimal assessment required, go on to next level if more information is required.

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Vocational Evaluators Transition specialists Guidance Rehabilitation counselors Teachers Community service providers Employers or service learning supervisors Employment specialists Vocational Evaluators or Assessment Specialists Parents and family members Youth Others who have relevant experience, vested

interest in the student, and have received some type of orientation or training.

• Levels I and II assessment can be coordinated and collected by anyone, hopefully with the consultation or coordination from someone Certified in Vocational Evaluation (CVE) by the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES)

• Level III assessment should be conducted and coordinated by a CVE. (They can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.)

Individual + Ecology = CongruenceIndividual + Ecology = Congruence17

Examples of an Individual’s Attributes

InterestsLevel of Career DevelopmentLevel of Self DeterminationTemperamentsSkillsPreferencesNeedsStrengths

Examples of Ecological Attributes

EnvironmentsCircumstancesRelationshipsSituationsResources

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Environment 

ObservationsInterviewsLMITask AnalysisTraining AnalysisCommunity Resource SurveyJob Analysis

Congruence 

Behavioral ObservationAssistive TechnologySituational AssessmentOJEOJTVocational ProfilingFollow-up Generalized Skill Assessment

Individual 

ObservationsBackground InformationInterviewsPsychometric TestingWork SamplesWork TasksTransferable Skill AssessmentScreening

 

 

Current

Relevant

Valid

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A holistic assessment of an individual’s interests, needs, and abilities in a job/worksite setting located in the community.

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The systematic observation process for identifying work-related behaviors and performances in a controlled work environment. Real work is most often used to add relevance. The element distinguishing situational assessment from other types of assessment is the capability of systematically varying demands in order to evaluate for work-related behaviors and performances (e.g. social skills, quantity of work, use of materials, work pace). (VEWAA/VECAP Glossary)

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An evaluation technique in which the individual performs actual job duties in a real work situation. Performance is supervised and evaluated by the employer in coordination with evaluation staff. There is a pre-determined beginning and ending date: it is not necessarily intended to result in employment. (VEWAA/VECAP Glossary)

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A temporary job placement or internship designed to provide the individual with real work experience and community contacts where the employer or coworkers assess the individual. Job tryouts: (a) expose the participant to new occupational experiences; (b) assess the individual’s work; (c) expose employers to the potential worker; (d) gather additional data useful for making job placement decisions; and (e) provide the individuals with references and work experience to be documented in a resume. (Neubert & Tilson)

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The systematic process designed to assess individual skills, interests, values, behaviors and performance related to functioning in the community or home (e.g. money management skills, transportation skills, scheduling and organization), defining the level of support needed by the individual. Assessments and resulting recommendations regarding these skills should be based upon a clear analysis and understanding of the skills needed to function at varying levels of independence in the community and home.

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Vocational Appraisal: Integrative Assessment of the Total IndividualLet’s review and discuss the handout

Secretaries’ Commission on Achieving Necessary Skills (SCANS)

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ValuesBehaviors

ValuesBehaviors

Vocational Appraisal

Self Concept & Self

Esteem

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The Secretary's Commission on Achieving Necessary Skills (SCANS) identifies the level of skills required to enter employment, including

define the skills needed for employment;

propose acceptable levels of proficiency; suggest effective ways to assess

proficiency.

http://wdr.doleta.gov/SCANS/

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These workplace essential skills and the associated rating scales can be utilized to measure youth progress, thereby holding the standard expectation for youth with and without disabilities.

Workplace Essential Skills are identified as workplace competencies and foundations skills, also referred to as “Workplace Know-How.”

Teaching the Scans Competencies: http://wdr.doleta.gov/SCANS/teaching/

Competence requires:Basic Skills: reading, writing, arithmetic

and mathematics, speaking and listening;Thinking Skills: thinking creatively,

making decisions, solving problems, seeing things in the mind’s eye, knowing how to learn, and reasoning;

Personal Qualities: individual responsibility, self-esteem, sociability, self-management and integrity.

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Effective workers can productively use:

Resources: allocating time, money, materials, space, staff;

Interpersonal Skills: working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds;

Information: acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information;

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Effective workers can productively use:

Systems: understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems;

Technology: selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.

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The Departments of Labor and Education joined this statement of principle with Policy Guidelines governing the participation of youth with disabilities in employment settings for career exploration, career assessment, and work-related training.

Let’s review and discuss the handoutNational Center for Secondary Education & Transition, Handbook for

Implementing Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act,

http://www.ncset.org/publications/essentialtools/flsa/NCSET_EssentialTools_FLSA.pdf

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1. Youth with disabilities who engage in nonpaid career exploration, career assessment, and work-related training activities are not considered employees of the businesses in which they receive these services only if they can demonstrate compliance with all of the guidelines below. When schools and employers engaging in these WBL activities with youth with disabilities adhere to all of the following guidelines, they do not violate the provisions of the FLSA. 39

2. Participants will be youth with physical and/or mental disabilities for whom competitive employment at or above the minimum wage level is not immediately obtainable and who, because of their disability, will need intensive ongoing support to perform in a work setting.

3. Participation will be for career exploration, career assessment, or work-related training at a worksite placement under the general supervision of public school personnel. 40

4. Worksite placements will be clearly defined components of Individualized Education Programs (IEPs) developed and designed for the benefit of each student. The statement of needed transition services established for the exploration, assessment, training, or cooperative work experience components will be included in the student’s IEP.

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5. Information contained in a student’s IEP will not have to be made available; however, documentation as to the student’s enrollment in the work-based learning program will be made available to the Departments of Labor and Education. The student and his or her parent(s) or guardian(s) must be fully informed of the IEP and the career exploration, career assessment, or work-related training components and have indicated voluntary participation with the understanding that participation in these components does not entitle the student participant to wages or other compensation for duties performed at the worksite placement. 42

6. The activities of the student at the worksite do not result in an immediate advantage to the business. The Department of Labor looks at the following factors to determine if this guideline is being met:

There has been no displacement of employees, vacant positions have not been filled, employees have not been relieved of assigned duties, and the students are not performing services that, although not ordinarily performed by employees, clearly are of benefit to the business.

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The students are under continued and direct supervision by either representatives of the school or by employees of the business. The student receives ongoing instruction and close supervision at the worksite during the entire experience, resulting in any tasks the student performs being offset by the burden to the employer of providing ongoing training and supervision.

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Such placements are made according to the requirements of the student’s IEP and not to meet the labor needs of the business.

The periods of time spent by the students at any one site or in any clearly distinguishable job classification are specifically limited by the IEP.

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6. While the existence of an employment relationship will not be determined exclusively on the basis of number of hours, as a general rule, each component will not exceed the following limitation during any one school year:

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Career Exploration 5 Hours per Job Experience

Career Assessment 90 Hours per Job Experience

Work-Related Training 120 Hours per Job Experience

7. Students are not automatically entitled to employment at the business at the conclusion of their IEP. However, once a student has become an employee, the student cannot be considered a trainee at that particular worksite placement unless in a clearly different occupation.

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Schools and participating businesses are responsible for ensuring that all seven of these guidelines are met. If any of these guidelines are not met, an employment relationship exists, and participating businesses can be held responsible for full compliance with the FLSA.

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One barrier to establishing work based learning is the issue of liability for non-paid experiences.

Provide Employer with basic Fact Sheet regarding Community Based Assessments Include Purpose Employer Expectations Agency Responsibilities Statement that the arrangement is “Not an

Employer/Employee Relationship” and employment is not a requested outcome

Provide information to the employer regarding the Department of Labor Standards

In compliance with IRS Revenue Ruling 65-165 and with standard insurance practice, the Employer-Employee relationship actually exists between your agency and the client who is participating in a Community Based Assessment experience with the following understanding:

Department of Labor Standards (cont’d) The services are for therapeutic or

rehabilitative purposes. The ESO retains final control over the client

and this control is protective. The client is a registered client of your ESO,

and receives token remuneration from your agency.

An ESO staff person will be available to client and employer as needed.

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Situational AssessmentLet’s review and discuss this section of the Guide

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I. Vendor Information

Vendor #:

Vendor Invoice #:

Vendor Name:

Address:

Employment Specialist:

Emp. Spec. Phone #:

Emp. Spec. Email:

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II. Consumer/Billing Data

Consumer: Billing Period:

Social Security #: Hours Currently Authorized:

DRS Case #: Hours Billed:

DRS Counselor: Hours Remaining:

Case Manager: Amt ($) Due:

Service Code: Additional Hours Needed:

Current Authorization #:

Situational Assessment Goal:

SSA Status, Indicate Type and Amount or N/A

III. Site Information (To Be Completed for Each Site)

Date of Assessment:

Job: Employer:

Hours Used: Address:

Integrated Setting: Y or N (If no, explain)

Phone:

Duties & Responsibilities:

Date of Assessment:

Job: Employer:

Hours Used: Address:

Integrated Setting:Y or N (If no, explain)

Phone:

Duties & Responsibilities: 56

IV. Consumer Personnel Profile:

A. Consumer Preferences: (Should address, but not be limited to: part-time vs. full-time, days / shifts desired, environment needed, socialization required / desired, etc.)

B. Consumer Strengths:

C. Consumer Limitations:

D. Barriers to Employment: (Financial, Safety, Transportation, Environment, Medication)

E. Community Resources to Address Barriers:

F. Review of Needs: (Regarding Accommodation, Assistive Technology, and Paratransit)

G. Specific Interpersonal / Behavioral Concerns:

H. Specific Issues Regarding Skill Acquisition: (Including Training Needs and Learning Styles)

I. Work Tolerance for Full / Part-Time:

J. Motivation / Desire for Employment:

K. Recommendations for Referral: (Counseling, Psych. Assessment, etc.)

V. Summary & Recommendations (Include each site, consumer interest in specific job, planned employment outcomes, employment discussion results, and availability of jobs in local area.)

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The outcome of the assessment(s) has been shared with the consumer and/or the DRS Counselor.

 Employment Specialist Date

 SE FORM 1

Maryland Career Assessment Service Options

OpCo, Inc.GWU Intern CBVA Report

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Who is providing CBVAs? Virginia – ESO Employment Specialists, School-based Vocational Evaluators, others?

Maryland –Community Rehabilitation Provider and Independent Certified Vocational Evaluators

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VA DRS uses standard supported employment training procedures as a basis for “situational assessment”. As you satisfied with the community-based vocational assessments (CBVA) conducted by vendors/ESOs?

 Do the situational assessment reports include triangulation?

 Do the situational assessments reports meet youth and counselor needs for training?

Given that national definition identify CBVA as Level III, what qualifications do Virginia ESO situational assessment providers have?

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Revise unpaid work experience practiceRevise situational assessment guidelinesPartner with

Business development managers Placement counselors Job developers School-based vocational evaluators Transition community Career & Tech Ed instructors and work experience

coordinators Woodrow Wilson Rehabilitation Center programs Others?

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“the analysis and measurement of specific behaviors that occur in real environments and are relevant to life and vocational goals” (Halpern & Fuhrer, 1984)

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Involves interaction between behavior and performance, considering environmental conditions and demands

Determines the impact of disability and functional limitations

Identifies the degree of the young person’s acknowledgement and acceptance of disability

Emphasizes supports and accommodations

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Environmental specificity characterizes CBVA and differentiate it from other types of assessment: Measure of what a person can do and

the level of supports needed In particular situations Under certain conditions In light of unique demands

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Assessment serves as a compass not a detailed map.

Youth chart their own courses. Youth have choices in how assessment is

delivered.The assessment process itself is a learning

process. Assessment summary is jointly written and

analyzed by the youth.

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Assessment process takes an ecological approach providing an understanding of relationships among diverse influences on the youth.

Assessment of specific work culture and receptivity of an employment site is as equally important as assessing the individual.

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Characteristics of Authentic Assessment:

People perform, create, produce or “do” Individual performance is the focus Tasks to perform are part of a larger context (e.g.,

curriculum, job, transition activity) People doing the rating use human judgment Higher order thinking and problem-solving skills

are tapped There is no right answer Activities are closely integrated to self-

assessment.

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It is a process that provides real and meaningful feedback for improving Learning Instructional practices Performances and behavior Educational and vocational or career

options Participation with “real world”

performances, requirements, and experiences.

(adapted from Herman, Aschbacher, & Winters, 1992)

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Authentic Assessment occurs when the following is present

prior knowledge, recent learning, or relevant skills to solve realistic, authentic problems

with the opportunity to demonstrate ability to Perform Use processes of learning Apply knowledge in natural environments

and situations

CBVA Situational assessment On-the-job evaluation Job try-out (shop try-out)

Labor market survey Informational interviewing (employers, human

resource staff, etc.) Job analysis

Worksite assessment (identifying barriers and possible accommodations)

Work samplingPortfolios showing chronological examples of

performances and behavior (i.e. learning) 73

To be effective, these methods must be founded on

continual community communicationcollaboration between employers and

evaluatorsparticipation in business partnerships (i.e.

Chambers of Commerce, Rotary Clubs, Virginia Workforce Centers & Councils, Career & Technology Education community)

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Developed by OVR and Pittsburgh Public Schools in partnership with the University of Pittsburgh, Department of Rehabilitation Science

Specific Training ModulesA ManualAdditional resources and tools including job

analysisLets take a look!

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Please expand your learning and dialogue with other transition stakeholders interested in career assessment. Also, obtain supporting resources and share your tools and strategies.

To connect to this work, participate in the www.sharedwork.org interactive website (see instructions on following page).

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To access the site, please follow these simple instructions: Visit www.sharedwork.org; Click on the national

community of practice on transition Take a minute to register (complete requested

information) When in the site, in the left column, click on

Pennsylvania Click on Career and Transition Assessment Click on the button on the top right to “Join this

Mailing List” (this will allow us to email one another directly from the site)

Review the information and respond to the discussion thread 78

Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment by Smith F., Lombard R., Neubert D., Leconte P., Rothernbacher C., & Sitlington, P.  For additional information, please visit www.vecap.org and click on publications, click on National Position Papers

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Assess for Success: A Practitioner's Handbook on Transition Assessment, Stillington, Neubert, Begun, Lombard, Leconte, 2007.

30th IRI: A new paradigm for vocational evaluation: Empowering the VR consumer through vocational information. www.rcep6.org

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Career Assessment: The Ongoing Journey (LeConte 2006): http://sharedwork.org/documents/CATheOngoingJourney1.ppt

Additional tools developed by local transition teams in Pennsylvania, which can found on the Career Assessment Practice Group page of the PA Community on Transition shared work website, located at http://www.sharedwork.org/section.cfm?ms=5&ms2=44&as=143&ShowAll=0&ShowFolder=612#Repository.

Department of Labor: SCANS Resources: http://wdr.doleta.gov/SCANS/

National Center for Secondary Education & Transition, Handbook for Implementing Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act, http://www.ncset.org/publications/essentialtools/flsa/NCSET_EssentialTools_FLSA.pdf

National Collaborative on Workforce and Disability – Youth: Jump Start – Work Based Learning, http://www.ncwd-youth.info/resources_&_Publications/jump_Starts/work_Based_Learning/index.html

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Pamela J. Leconte, Ed.D.George Washington UniversityDepartment of Teacher Preparation and Special Education

Collaborative Vocational Evaluation Training2134 G Street, N.W.Washington, D.C. 20052202-994-1534pleconte@gwu.edu

Joan E. Kester, M.A., CRCHuman Resource Development SpecialistMid-Atlantic Rehabilitation Continuing Education ProgramThe George Washington University2011 Eye Street, NW, Suite 300Washington, DC 20052202-489-7112jkester@gwu.edu

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