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Regional Career Assessment Specialists
ADVANTAGES
➢Career Planning
➢Self-Advocacy
➢Information for the IEP Transition Statement
➢Linkage with Career & Technical Education Programs
➢Linkage with Job Training Opportunities
➢Supporting documentation for eligibility
determination with Adult Service Providers
STUDENTS SERVED
• Students with Disabilities ➢mild to moderate: SLD, EBD, ID, HI, MD➢10th grade
• Students without Disabilities➢CBI: identified as “at risk” (attendance, academics & behavior)➢9th grade
• Students with Disabilities ➢11th or 12th grade ➢Students with referrals to adult agencies such as OOD or DD
• With parental consent in order for students to be pulled from academic classes, during the school day & receive Career Assessment evaluation.
CAREER ASSESSMENT REPORT
➢Identifies employability skills, strengths, preferences,
interests & needs
➢Recognizes current habits in educational setting (study
skills, organization habits, timeliness & attendance)
➢Includes observations & interviews
➢Includes Records Review
➢Addresses “Functional Capacity” areas
FUNCTIONAL CAPACITY AREAS
➢Communication
➢Interpersonal Skills
➢Mobility
➢Self-Care
➢Self-Direction
➢Work Skills
➢Work Tolerance
RESULTS
• Career Assessment Report available to:➢Student
➢Parents
➢IEP/CBI Teacher
➢School Counselors
➢School Psychologists
➢Career & Technical Education Instructor
➢Job Training Coordinator
➢Adult Service Providers
• Career Resource Folder is given to each student & includes:➢Information Relevant to Students’ Strengths, Interests, Needs
Preferences & Goals
• IEP Meeting
COLLABORATION BETWEEN:
➢Intervention Specialists (IEP Teachers)
➢Career Based Intervention (CBI) Teachers
➢Job Training Coordinators (JTC)
➢Career & Technical Education Instructors
➢Adult Service Providers
ASSESSMENT TOOLS
INTERVIEW/PERFORMANCE/OBSERVATION
OBSERVATIONS
➢Interview Skills
➢Posture & Stance
➢Listening Skills/Following Directions
➢Work Speed
➢Stamina & Endurance
RECORDS REVIEW:
State & District Data
• Measures of Academic Progress (administered 3 times each school year)
➢Reading
➢Math
Evaluation Team Report (ETR):
• Summary of Assessment Results
• Description of Educational Needs
• Implications for Instruction and Progress Monitoring
RECORDS REVIEW:
IEP
• Vision Statement
➢Future Goals
• Transition Statement
➢Section 4: Post Secondary Transition
Statement of Transition Service Needs that focus on
Course of Study
Results of Age-Appropriate Transition Assessment Data
➢Section 5: Post Secondary Transition Services
Post Secondary Education & Training
Employment
Independent Living, Leisure & Community Involvement
*Suggestions for IEP Sections 4 & 5 are written and provided to IEP
teachers as part of the Career Assessment Report
INTERESTS
➢Learning Styles
➢Leisure Time Activities
➢Community Involvement
➢School Activities, Teams, Groups & Clubs
➢Talents
➢Likes & Dislikes
Jobs
Tasks
Environments & Settings
CAREER INTEREST SURVEY
➢Health & Human Services
➢Business Marketing & Finance
➢Construction
➢Education & Training
➢Hospitality & Tourism
➢Information Technology
➢Manufacturing & Transportation
➢Arts & Communication
Identifies activities, personal qualities, school subjects & leisure activities
students like and matches them with a career area.
EDUCATIONCURRENT & FUTURE
• Organizational Skills
➢Folders, notebooks, papers, locker, book bag
• Study Habits
➢Keeping track of homework
➢Studying for tests
• Academics
➢GPA
➢Report Card
➢Credit Accumulation
➢Barriers to Graduation (failed credit & fees)
INTERVIEW:
ORGANIZATIONAL SKILLS & STUDY HABITS
• Show:
➢If student brought back pack or folders they are asked to
show how they organize their school work.
➢How they keep track of homework papers (upcoming
assignments that are due soon & homework assignments
that have been returned to the student) & other school
work (notes, tests, study guides)
➢How they keep track of homework assignments (school
planner, calendar on phone, homework notebook)
• Student tells:
➢How they study & get ready for tests
➢Ways they prefer to study (alone or with a partner)
➢Where they study (at home, at school)
EMPLOYABILITY SKILLS
• Experience: employment, volunteering, home responsibilities
• Interests
• Abilities
➢Money counting & calculations
➢Time telling (analogue) & calculations (backwards/forwards)
➢Interpersonal skills
• Attendance/Behavior (In-School & Out-of-School Suspensions)
• Communication
➢Interpersonal skills (teacher input through “Behavior Rating Scale”,
observations, interview)
➢Written (job application, school work)
• Handwriting
• Typing
➢Technology skills/access: computer, cell phone
Money
➢Recognition
➢Counting
➢Given
➢Received
➢Making
Change
➢Estimates
*An
educational
set of money
is used in this
evaluation
*No calculator
used for this
assessment
Money Calculation Norms-continuously adding data to improve norms-
Time➢Analogue time telling
➢Analogue time
calculations
➢15 minute break
➢30 minute break
*An analogue clock is
used in this evaluation
*No calculator used for
this assessment
Time➢Digital Time Calculations
➢20 minute break
➢45 minute break
➢backward time
calculations
*No calculator
used for this
assessment
INTERACTIONS WITH CO-WORKER & SUPERVISORS
➢Following Directions
➢Requesting Assistance
➢Handling Criticism & Correction
➢Initiative & Work Ethic
➢Handling Teasing & Provocation
➢Cooperative Work Behaviors
(multiple choice/5 questions per domain)
Student Interest Form for Career & Technical
Education Programs
Describe your career goals:
1. Explain why you are
interested in the program you
are requesting
1. Explain how completing the
program would help you
when you graduate from high
school
Evaluated for:
➢Content
➢Quantity
➢Punctuation
➢ Spelling
➢Grammar
➢Capitalization
ONLINE:
TYPING SPEED TEST
One minute
test to
determine
words per
minute
typed.
PAPER/PENCIL:
JOB APPLICATION
ONLINE:
OHIO MEANS JOBS
➢ Students can create a “backpack” and store all
assessment results
○ Career Cluster Inventory
■ middle school and high school students
○ Career Profile
■ high school students
● Results: Holland’s Code○ People who choose to work in an environment similar to
their personality type are more likely to be successful
and satisfied.
➢ Search for information about jobs (similar to O’Net)
➢ Practice interview skills
○ record responses and replay for students to self-
assess
HOLLAND CODE CORRELATION
➢Links Holland Code results from the Career
Profile assessment on OMJ to Career
Clusters
CAREER CLUSTER MATRIX
➢ Interests, Skills, & Aptitudes
➢ Career Connections
○ career outcomes for each program
ASSESSMENT
TASK & JOB INVENTORY
➢Analysis of tasks at entry level jobs in the Akron
community are presented to students in order to
determine student preferences & interests
➢This inventory addresses “Jobs”, “Job Duties” &
“Work Environments”
➢Students identify all areas that appeal to them &
that they would be willing to try
Worker PreferencesEnvisionIT resource
The Ohio State University Nisonger Center. (2012-2017). Scaling-Up EnvisionIT: A Model for
Teaching 21st Century Skills. Columbus, Ohio.
Worker Values
The Ohio State University Nisonger Center. (2012-2017). Scaling-Up EnvisionIT: A Model for
Teaching 21st Century Skills. Columbus, Ohio.
LEARNING STYLES INVENTORIES
• V.A.R.K. (Visual, Auditory, Reading & Writing, Kinesthetic)
➢16 prompts with 4 choices (one from each domain)
➢Student chooses as many as apply
•I Like Your Style
➢ 24 prompts
➢ Likert scale “Often, Sometimes, or Seldom”
•C.I.T.E. (Center for Innovative Teaching Experiences)
Inventory
➢ 45 questions
➢ Likert scale 1-4 (most like me to least like me)
VocFit
" Job matching is the collaborative, data-based decision-making process used by transition
teams to determine the best fit between an individual’s abilities and preferences and the
job’ s environmental and occupational demands” -Persch et al., 2015a
Vocational Fit Assessment
● Valid and reliable assessment of student abilities & internship demands
Demands & Abilities Transforming Algorithm
● Consistent, efficient, & trustworthy data processing
Job Matching Reports
● Novel decision support system identifies the pros and cons of each potential
job match.
● Reveals areas of need for goal setting and skill development
QUESTIONS
???????
Comments
….
THE END
Thank you
for your time and attention!
Dr. Emily Parker and Susan Plas M.Ed.
[email protected] [email protected]
Career Assessment Specialists for
Akron Public Schools
