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Developed by RI Regional Transition Centers and Rhode Island ­ Transition, Independence, Employment (RITIE) 2002

Your Regional Transition Center offers training, technical assistance and support in conducting vocational assessments. To use this material most effectively, you are strongly urged to contact a center for training. So. RI Collaborative ­ (401) 295-2888, website:, e-mail: [email protected] No. RI Collaborative ­ (401) 658-5790, website:, e-mail: [email protected] East Bay Regional Collaborative ­ (401) 245-2045, e-mail: [email protected] West Bay Regional Collaborative ­ (401) 941-8353 Providence Transition Center ­ (401) 278-0520


Experience has taught us that good educational planning is based in the accurate execution and interpretation of appropriate assessments and/or activities. This is true for school to career transition planning as well. Transition plans built upon accurate, current, and relevant information are most likely to result in positive outcomes. The Individuals with Disabilities in Education Act (IDEA) requires that transition planning for students begin at age fourteen. The Rhode Island regulations further mandate that collection of vocational assessment data also begin at that age. Educators need to be familiar with this subject to guide students and their families through the transition process. This booklet contains guidelines and other information that will help teachers to better understand vocational assessment and its importance in fulfilling the letter and the spirit of transition rules and regulations. After reading this handbook, your knowledge will have increased in the following areas: ! ! ! ! vocational assessment and its role in the transition planning process; definitions and terminology related to vocational assessment; differences in vocational assessment at Levels 1, 2 & 3 and how to determine who needs what, when they need it, and why they need it; the teacher's role in vocational assessment, including: - specific questions to be answered by the evaluations, and - information the teacher and/or case manager can share with the vocational evaluator to improve the process; how to use information from assessments to develop goals and objectives for Individualized Education Plans (IEP) and determine course selections; strategies to develop and use a career transition tracking system; available resources to obtain labor market information; specific vocational assessment tools and services; where to call for help; useful tools.

! ! ! ! ! !


Table of Contents

Rationale for Transition Planning.........................................................................................4 What is Vocational Assessment?...........................................................................................6 Levels of Vocational Assessment Level 1.........................................................................................................................8 Level 2........................................................................................................................9 Level 3.......................................................................................................................10 Vocational Evaluation and Vocational Assessment.............................................................11 Vocational Assessment Terminology...................................................................................11 How Vocational Assessment Helps Teachers and Students...............................................14 How Vocational Assessment Relates to the IEP..................................................................15 Strategies to Organize Information.....................................................................................16 Where to call for help...........................................................................................................16 Bibliography..........................................................................................................................17 Appendices i. ii. Case Studies A, B and C...............................................................................18 Forms Interviews -Student Interview...........................................................................32 -Family Interview.............................................................................36 -Student Transition Worksheet.......................................................40 Resources ­ -Useful Tools in Vocational Evaluation..........................................42 -Resources at RI Regional Transition Centers...............................47 Assessments -Job Readiness Assessment* -Work-Related Classroom Behavior* -Transition Assessment Profile* Tracking Forms -Transition Tracking Sheet..............................................................52 -Vocational Assessment Tracking Sheet.........................................55 -Transition/School to Career Tracking Sheet*

*These forms are not available electronically, but are available from Regional Transition Centers.

iii. iv.



Rationale for Transition Planning

Planning for the future is something that almost everyone does at various times throughout their lives. All high school students are faced with a number of decisions as they make the transition from school to the relatively unfamiliar adult world of work. They must consider educational plans, vocational goals, living arrangements and how to maintain a level of involvement without the support of the school community. For high school students with disabilities, it is vital that this planning and decision-making occur with the help of others and with as much information as possible. This need became evident when results of longitudinal studies indicated that high school graduates with disabilities had higher rates of unemployment or underemployment than their non-disabled peers. How did YOU make your career decisions? Research also showed that students with disabilities Did you discuss your skills and interests with experienced minimal anyone? Did you change your college major? participation in postDid you know career requirements before you secondary education, lack of made your decisions? Would accurate independence in living situations, inability to information have made your decisions easier? participate and recreate in the community, and high crime involvement. History of Transition Regulations In 1984, the Office of Special Education and Rehabilitation Services (OSERS) promoted a policy on transition. In this model, which focused on the employment goal, transition was described as being "an outcome-oriented process encompassing a broad array of services and experiences that lead to employment" (Will, 1984). The 1990 amendments to the Education for All Handicapped Children Act of 1975, changed the name of the law to the Individuals with Disabilities Education Act (IDEA), and had a significant effect on transition services. Transition services for students with disabilities are mandated by Public Law 101-476, IDEA, and its reauthorization of 1999. Transition Services The federal legislation defines transition services as "a coordinated set of activities for a student with a disability that is designed within an outcome-oriented process. This coordinated set of activities promotes movement from school to post-school activities. These post-school activities include post secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation..." The law further states that this "coordinated set of activities shall be based upon the individual student's needs, taking into account the student's preferences and interests. These activities include instruction, community experiences, the development of employment and other post-


school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation." Vocational Assessment Begins by Age 14 In addition to federal regulations 300.31 (see below), Rhode Island's regulations require a vocational assessment to commence with every child with a disability at the age of fourteen (14).

Vocational Assessment and Transition "Vocational/Career Assessment is a strength-based, student-centered process by which information is obtained to assist students in designing individualized education and vocational services to reach their career goals. This includes the use of formal and informal methods to collect information, including: interest inventories student interviews parent interviews skill and aptitude tests on campus and off campus situational assessments work samples vocational evaluations performance in career related courses and other methods Vocational/Career assessment is an ongoing process, not a single test or procedure. The results of Vocational/Career Assessment are shared at IEP meetings. The information obtained through Vocational/Career Assessment should be infused into the design of the student's educational services." - Regulations of the Board of Regents for Elementary and Secondary Education, Governing the Education of Children with Disabilities ­ approved, December 2000. Transition, in simpler terms, means helping students and families to think about life after high school and to identify long-term goals, or where they're going.

Transition Services & Vocational Assessment ­ It's not just a good idea ­ It's the LAW!

Federal Regulation 300.31 Vocational/Career Assessment

When choosing specific vocational assessment instruments, the Team should refer to Section 533 of these regulations.

Transition planning is designing the high school experience to ensure that students gain the skills and connections they need to achieve those goals or how to get there. Since most adolescents don't know "where they're going," vocational assessment helps them to look at themselves, their likes and dislikes, their strengths and needs, and to open their minds to all the possibilities that, in most cases, they didn't know existed for them. View documents cited in full at:, click on "Special Education, federal and state regulations".


What is Vocational Assessment? Vocational Assessment refers to an organized, comprehensive collection of information regarding a student's interests, abilities, aptitudes, and special needs (accommodations). It is on-going, adjusting to a student's changing interests and ideas. While it is mandated that this process begin at age 14, it continues Vocational assessment throughout the student's high school years. Therefore, vocational assessment is not a information should be organized, single test, such as an interest inventory, nor easy to interpret and easily does it take place in a single session. It is the process of reviewing all necessary information to form appropriate plans for future vocational goals. It includes identifying needed information and then obtaining the information from a variety of sources. This information drives the entire transition planning process for vocational (and possibly educational) goals. Since the information gleaned through the vocational assessment process will be used for planning, student and parent input is imperative. This meshes well with student-centered planning processes (such as MAPS ­ Making Action Plans) and weaves a strong transition plan, assuring that student preferences are part of IEP development. The vocational assessment process is individualized and will not be the same for every student. Much depends upon the student's needs and goals. This whole process may be formal or informal, depending upon the student's need and the amount of detailed information required for proper planning. Since this process is individualized, it takes into account the student's language, culture and family. Because the amount of detailed information required for each student will The Vocational Assessment vary, vocational assessment is categorized into 3 should be the foundation for different levels.

updated, adapting to a student's changing interests.

transition planning, directing service delivery and the transition planning process, as well as the entire IEP.

For most students, a Level 1 Assessment will provide enough information for transition planning. (See Chart on the next page.)

Some students will require more specific information than can be obtained within the classroom setting. These students may need the more in-depth testing of Level 2 or Level 3 assessments. They may be referred to an outside agency for a vocational evaluation, which is considered a Level 3 assessment. Vocational Assessment information should be gathered, compiled and organized by a teacher or guidance counselor. Then, it can be used to develop a vocational profile as well as goals and objectives for the IEP. Throughout the assessment process, parents and professionals learn about the student, and the student learns about himself or herself. Students generally emerge from the vocational assessment process with increased self-awareness and a better understanding of their skills.


Vocational Assessment Vocational Assessment Pyramid Pyramid


Level 1 Assessment The primary goal of Level 1 vocational assessment activities is to identify a student's interests, aptitudes and skills in order to plan long-term goals. This process includes: reviewing and compiling all pre-existing student information into a format that is useful for vocational planning; obtaining information regarding interests and abilities; and learning as much as possible about the student from the perspective of parents and teachers, as well as that of the student.

Level 1 Assessment ­

The purpose of gathering this information is to answer gather and analyze questions that will facilitate future vocational planning and current information. career guidance activities. This information can also indicate support services and curriculum modifications that might help to maximize the student's potential for success within a given course of study. For most special needs students, the information compiled through Level 1 Assessment activities will be sufficient to make an appropriate vocational placement and to provide prescriptive recommendations regarding the need for remediation, support services, and/or follow-up. A Level 1 Assessment involves gathering and analyzing existing information, while considering how it might affect vocational planning and decisions. The teacher organizing the information needs to be aware of vocational implications while reviewing special education eligibility data, cumulative records, standardized testing, attendance records, and behavioral assessments and performance. Information from student-centered planning (i.e. MAPS), current levels of performance, and present IEP goals and objectives should also be considered. For most students, this information, along with a student, parent or teacher interview (see sample forms in Appendix) will be enough to set long-term goals and determine the steps necessary to meet those goals. Student, teacher or parent interviews can yield important vocational assessment information. Rather than conducting an interview, some schools send a student or parent questionnaire home prior to the IEP meeting.

Tracking sheets are an easy way to record, organize and document vocational assessment information.

Who is Responsible?

Many districts find it helpful to record information on "tracking sheets," which follow student throughout their high school years. Sample tracking forms are included in the Appendix. These sheets provide a method to document completed steps, compiling information, allowing for students' changing interests and needs, and ensuring information is upto-date. They are also an easy way to access a variety of information at once.

Vocational Assessments are the responsibility of the school district. In most schools, it is the responsibility of the special educator to complete Level 1 assessment activities. Some districts may assign this responsibility to a transition coordinator or guidance counselor. If the assessment process is to provide meaningful information and not just meet the "letter of the law," it is imperative to obtain as much information as possible and to answer as many questions as possible. Since a significant amount of information may already be in the student's file, and the remainder of activities can be completed by existing school personnel,


incorporating Level 1 assessment activities into educational/vocational programming is much less complicated than it may initially appear to be. In view of the potential benefits to students, families and school staff of knowing an individual's strengths, needs, and learning style, it is well worth the effort to compile and organize the information. Level 2 Assessment Among the primary objectives for Level 2 assessment is to obtain more information about learning styles, values, career maturity, and job readiness than obtained during Level 1 activities. This may be accomplished through formal and/or informal instruments specifically designed for these purposes. Level 2 assessment activities may also use work samples and/or work evaluation systems, allowing a more in-depth, hands-on, performance based assessment of interests and abilities. Level 2 assessment can be particularly beneficial to individuals who have difficulty identifying their interests and/or demonstrating their strengths on paper-pencil tests and general ability/aptitude screening instruments most frequently used for Level 1 assessment. It is important to assess an individual's learning style, values, maturity and overall job readiness to facilitate appropriate career planning and placement activities. For most students, this can be obtained through the cumulative data review and the parent/teacher/ student interviews that are part of a Level 1 assessment. Therefore, the use of special instruments may only be necessary for new students, about whom little is known, or to clarify conflicting student information. Work samples and work evaluation systems may be used somewhat more frequently, particularly with special needs students who have significant academic deficits or moderate to severe disabilities. In order to more accurately assess abilities, rather than disabilities, such populations often need the additional time and hands-on testing mode that these instruments provide. Who is Responsible? Educational diagnosticians, counselors, special needs coordinators, special education teachers and school psychologists may be responsible for assessing learning style, values/temperament/personality factors, career maturity, and job readiness. It is strongly recommended, however, that a vocational assessment specialist, or at least a person trained in the use of the particular instrument(s) in question, administer work samples and/or work evaluation systems.


Level 3 Assessment When Level 1 and Level 2 assessments do not provide enough information to identify long-term goals or to make decisions regarding appropriate planning or placement, then a Level 3 assessment may be necessary. A Level 3 assessment is a very detailed, comprehensive, hands-on evaluation of skills, behaviors, and interests, usually completed in a community-based setting, to determine how a student actually performs on a job site. This evaluation builds on previously gathered information to clarify and answer specific and detailed referral questions. In addition to setting goals, this information will help to determine if the student will need any accommodations in a job setting or on a college campus. Level 3 activities may also include the assessment of functional living skills, as well as the use of job simulations, contract work, and other tasks to determine basic prevocational/vocational competencies. Who is Responsible? The special education teacher can assess functional skills. However, the other activities, particularly situational assessment, are difficult within the traditional educational setting. For this reason, Level 3 assessment is usually conducted outside the school environment and is often performed by trained assessment specialists.


Vocational Assessment Compared to Vocational Evaluation Vocational Assessment is required for every student with an IEP, beginning at age 14, continuing throughout high school. For some students, this on-going process may include a vocational evaluation. A Vocational Evaluation is a time-limited, systematic, formal process, conducted by a vocational evaluator to investigate specific employability issues for a particular individual. This evaluation usually uses formal testing instruments and methods and may take place at real or simulated work settings. The primary objective of this evaluation is to provide information regarding a particular individual's vocational skills, interests and aptitudes. This would be considered a Level 3 Assessment. There is usually a written report with recommendations that can be incorporated into a student's IEP. Since most schools do not have the capacity to conduct in-depth vocational evaluations for students, they frequently use the services of outside agencies. The Office of Rehabilitation Services (ORS), the state agency providing vocational services for people with disabilities, can be a valuable partner to schools. If a student is eligible for services with ORS, an in-depth vocational evaluation may be a service that can be purchased. ORS works with a number of approved agencies to provide these services. Vocational Assessment Terms There are a number of terms that describe various aspects of the vocational assessment process. Some common terms are listed here in order to clarify their meaning. Career Exploration - most students in high school will need to participate in some Career Exploration activities. This process exposes an individual to information about the nature and requirements of jobs through experiences and/or exposure to occupational information. Activities may include career research papers or presentations, tours, job shadowing, informational interviews, volunteer work, and internships. Job Shadowing - helps a student explore and gather first-hand information about a particular occupation or industry as the student follows a firm's employee for one or more days. Many districts in Rhode Island participate in the National Ground Hog Job Shadow Program, an activity of state and national School to Career offices. For six weeks in February and March, students have opportunities to participate in job shadow experiences. Informational Interviewing - allows a student to meet with and interview a person to learn about a particular occupation or industry. By talking with that employer, students can learn about job duties, salary, training, and more.

While every student with an IEP is involved in the vocational assessment process, only some students will participate in vocational evaluation.



Areas of Assessment Whether students' skills are evaluated formally or informally, in their schools with their classroom teachers, or in other settings with trained evaluators, aptitudes, learning styles, interests, and work behaviors are among the areas usually assessed. Aptitude - is the capacity to acquire proficiency in an activity with a given amount of formal or informal training. Aptitudes frequently assessed include intelligence, verbal, numerical, spatial, form perception, clerical perception, motor coordination, finger dexterity, manual dexterity, eye/hand/foot coordination, and color discrimination. There are also listings of aptitudes required for various occupations. Learning Style - refers to the environment and method in which an individual learns best. Interest Inventories - are usually Interest inventories are one piece part of the vocational assessment of the vocational evaluation process. They assess an individual's process, but they do not measure preferred interests, and may ask about aptitudes or skills. preferences regarding leisure time activities, school subjects, job values, and expressed vocational goals. Interest inventories are only one piece of the vocational assessment process. Since it measures only interests, not aptitudes or skills, this assessment does not give information about how successful a student might be in a particular job.



Hands-On Work Experience Simulated Work Experience may be part of a situational assessment. This is an imitated work experience that may be located within a school or in a rehabilitation agency. Situational Assessment, another way to assess a student's work-related behavior and skills, is a systematic method of using behavioral observation to assess performance and work related behavior in a controlled work situation. Situational factors in the work environment may be manipulated to determine the effect on the student's performance and behavior. Through a situational assessment, data can be collected on a student's interests, abilities, social/interpersonal skills, and accommodations and needs in school-based and communitybased work sites, and vocational education programs. Community Work Experience, in which some students may participate, is work-based learning in a community business site. It is time-limited and designed to evaluate a student's skills and work behaviors. Similarly, Internships are situations in which students spend specified periods of time in a business to learn about that particular industry or occupation.


Job Placement The results of the vocational assessment can be used to facilitate Job Matching, the process of comparing and matching a student's demonstrated skills, aptitudes and interests to jobs requiring similar skills, aptitudes and interests. Many students with disabilities may be ready to enter Competitive Employment. This is "regular old employment," in which a person is hired, supervised and paid by an employer and no extra support is needed.

Writing goals and objectives related to transition is often confusing. However, vocational assessment, coupled with the student-centered planning process, provides the basis and driving force for goals and objectives.

Supported Employment is an option that provides individualized services and supports to people with disabilities, allowing them to choose, get and keep jobs that match their desires and skills. Examples of available supports include: a job coach to assist with problem-solving or accommodations, individually designed job duties, scheduling, or productivity level adjustments. Accommodations for a person's disability may be made at a job site to allow a person to complete the essential functions (what the person spends most of the time doing) of the job. Accommodations may be simple, such as color coding materials, or may involve assistive technology. A Career Portfolio can become a part of the vocational assessment process and may assist students when they conduct a job search. A career portfolio is a purposeful organization of student-selected documentation of in-school and out-of-school accomplishments, highlighting the student's employability skills. Student-Centered Planning refers to approaches or procedures, such as MAPS (Making Action Plans) or Choosing Outcomes and Accommodations for Children (COACH), which provide an informal, but structured way of planning for an individual. The strengths and preferences of the student are the central focus in a plan to achieve the student's dreams. School to Career Much of this transition information is closely related to the School to Career initiative. School to Career includes school-based learning, work-based learning, and the activities connecting them. School-based learning involves activities that take place primarily in the classroom, such as curriculum projects, guidance activities, career searches, and visits by employers. Work-based learning refers to learning and activities that take place primarily at a work site, such as job shadowing, internships, and training.


Connecting activities link school-based and work-based activities, such as transportation, agreements between schools and employers or post-secondary education, provide equal access to all students, and professional development for teachers. How Vocational Assessment Helps Teachers Information from the vocational assessment process should be the basis for transition planning related to employment. Educational goals may also stem from vocational assessment procedures as students realize training and education requirements for various careers. Goals and objectives for the IEP should flow from the results of the vocational evaluation. As information is discussed, some gaps may become evident and more information may be needed to set goals which, along with the steps necessary to reach them, should be incorporated into the IEP. For a student who participates in a Level 3 Vocational Assessment as part of the process, reports may delineate specific recommendations to be considered when writing the IEP.

Transition plans based upon accurate, current, and relevant assessment information are more likely to be implemented successfully than those that are not based on such data. ­ National Transition Alliance

Certain instructional strategies may emerge as being more appropriate for a student as a result of the vocational assessment process. The process may also facilitate an appropriate placement into a vocational program.

How Vocational Assessment Helps Students The vocational assessment process helps students develop a better understanding of their interests and strengths, especially in non-academic situations. This can help them to set realistic, attainable goals. Students should understand the reasons for taking certain courses and the relationship of courses to their areas of interest. This realization of classwork's relevance often makes students more interested and involved. This information can also help them to be more determined to accomplish those goals and to advocate for themselves when they leave high school. Finally, knowledge of strengths and needs will also help identify accommodations that might be necessary on a job or in educational programs. While employers and colleges will provide reasonable accommodations, students are responsible for requesting any needed accommodations.


How Vocational Assessment Relates to the IEP The vocational assessment process, along with student-centered planning, is a primary source of information for developing the IEP. Vocational assessment provides information regarding the student's present level of performance and can then be used to set long-term goals and short-term objectives. When students are involved in the assessment process, it offers them an opportunity to gather information about various careers. As they learn about different careers and about themselves, they are able to identify careers that might be appropriate matches for them, as well as those that would not. Student involvement in this process also complies with the legislative requirement to consider students' preferences. Information obtained from vocational assessments can assist with course selection and plans of instruction. If students can understand the relevance and importance of what they are learning, they will be more involved in their learning, and motivated to participate in their educational experience. Results of the vocational assessment may also help to: * * * * determine remedial needs; identify the need for modified instructional materials; identify the need for other support services including adaptations of curriculum, methods of instruction, equipment and facilities; provide a data base for guidance and counseling and career development activities for individual students.

Through vocational assessments, students' interests and preferences will be taken into consideration, as required under IDEA.


Strategies to Organize Information The following pages include samples of forms that may help to facilitate the transition process for your students and their families. Though much information about a student is obtained through spontaneous and open communication with him or her, it is important to document as much as possible. Documentation shows students, as well as parents, future teachers, counselors, and other significant people in their lives, their growth throughout the assessment process. While these documents in isolation can capture critical information in certain transition related areas, summarizing the information in tracking forms and summary profiles is helpful in "pulling it all together." Easy access to information about student's transition strengths, needs, preferences, and present levels of performance is critical to teachers' design and development of individual education plans. Where to call for help: For more Vocational Assessment information, call: Career Discovery & Vocational Assessment Centers at Regional Transition Centers Southern RI Collaborative ­ (401) 295-2888 Northern RI Collaborative ­ (401) 658-0390 East Bay Regional Collaborative ­ (401) 245-2045 West Bay Regional Collaborative ­ (401) 941-8353 Providence Transition Center ­ (401) 278-0520 The Paul V. Sherlock Center on Disabilities (formerly: The UAP of RI) Rhode Island College (401) 456-8072 Please feel free to use these forms, in whole or in part, to develop your own forms for your students. The following sample forms have been developed and are being used by: Student Interview ­ Northern RI Collaborative Student/Family Interview ­ Northern RI Collaborative Student Transition Worksheet ­ Southern RI Collaborative Job Readiness Assessment Form ­ Northern RI Collaborative Work-Related Classroom Behavior ­ Southern RI Collaborative Transition Assessment Profile ­ Northern RI Collaborative Transition Tracking Sheet- Southern RI Collaborative Vocational Assessment Tracking Sheet - Southern RI Collaborative Transition/School to Career Tracking Sheet ­ Northern RI Collaborative


Information for this booklet was compiled from the following sources: · Regulations of the Board of Regents for Elementary and Secondary Education, Governing the Education of Children with Disabilities - RI State Regulations ­ approved, December 2000. · Federal Regulations ­ IDEA 1997 · Transition Guide for Washington State ­ University of Washington, September 2000 · "Vocational Assessment," Alliance ­ The Newsletter of the National Transition Alliance, Volume 2 Number 2, September 1997 · "Vocational Assessment: A Guide for Parents and Professionals," Transition Summary, National Information Center for Children and Youth with Disabilities, Number 6, December 1990 · Vocational Assessment, Center for Innovations in Special Education, College of Education, Columbia, MO, 1991-92 · Vocational Assessment of Secondary Special Needs Students, Illinois State Board of Education, 1998 Directions for Completing the Transition Tracking Sheet Rationale: In preparing students to transition from school to adult life, it is important that students engage in as many transition opportunities as possible. Just as it is necessary to plan for the student's participation in any activity, it is crucial that his or her participation be documented and that some form of evaluation be conducted to measure growth. The rationale for one's participation in any activity must be purposeful and based on a variety of factors such as; student and family preference, recommendations from a vocational evaluation, and/or mastery of previous activities. Each transition activity should build upon another, and keeping good documentation helps in planning a successful transition. Directions: To insure that a student's record of participation in vocational and transition activities is maintained, the student's case manager should record the dates beside each activity the student has completed. Blank spaces have been provided for other activities not listed. If documentation, evaluation, or other written material is available concerning an activity, please indicate the location of such material by referring to the location key and indicating location in the "LOC" block. In addition, record any agencies involved in the development or delivery of transition services in the "Agency Linkages" spaces. This entire tracking sheet should be reviewed and updated annually at the student's IEP, copied and kept in the student's main special education record. The case manager needs to maintain an updated copy. Case Mangers should also maintain copies of any protocols, tests, evaluations, documents, etc., as a result of activities that the student may want to place in his or her transition portfolio.


APPENDICES CASE STUDY - A Student: Peter M. Smith

Background Information: Peter was found eligible for special education services in 6th grade. He was diagnosed with Attention Deficit Disorder, and is taking medication. Strengths: Average cognitive ability (WISC-III) Very sociable student with several close friends Reading & Math - close to grade level (3-4 months below) Needs: Visual motor and visual memory skills Handwriting skills - does not do well on paper-and-pencil tasks Study skills - grades are barely passing Organizational skills Family Background: Peter lives with his mom, dad and older brother. They are generally supportive; good communication between home and school. No history of disabilities in his family. Other: Peter likes sports. He plays on basketball and baseball teams within his community, but is not involved with any teams at school. He is very competitive with his brother. Peter also likes to play the drums. Goals on his IEP for 8th grade were to improve his organizational skills and study skills; he is receiving assistance in a resource room setting. Classroom accommodations allowed: · Use of a computer for writing tasks · Extended time for writing tasks, (i.e. extra time for essay questions, not for multiple choice formats) including the state assessments. · Take tests in an alternate environment (i.e. resource room) to reduce distractibility. 8th grade meeting: Prior to his next IEP meeting, his teacher sends home a notice stating that Transition Planning will be discussed. She includes a transition-related questionnaire for his parents to think about prior to the meeting. Peter's teacher also obtains information from his general education teachers regarding his progress, strengths and skills.

Family input is an important part of transition planning.


Peter's teacher takes some time during his resource period to discuss the upcoming IEP meeting. Due to time constraints, she adapts the MAPS process to get information about Peter's thoughts, goals, plans and fears regarding his future. She asks him some questions regarding his ideas for future plans related to work, education and living. She realizes Peter hasn't really thought much about his long-term plans. When asked about his interest in attending college, he shrugs his shoulders; he sees himself working, but doesn't know what type of job he would like. He "guesses" he will live on his own. Results of end-of-8th grade IEP Meeting: Since Peter is unsure about college, courses selected are those that will be necessary to meet college entrance requirements, including Algebra I. He will take a wood shop class for Fine Arts Requirement. Goals, objectives, and activities allow Peter to: 1. Continue to improve organizational skills, through continued use of daily agenda, clean/organize backpack, bringing necessary materials to class, and work on time management (which will be crucial to Post-Secondary Education) 2. Begin some vocational exploration & participate in related 8th grade activities Real Life Fair, Ground Hog Job Shadow Day (Part of School to Career), participate in 8th grade visit to the area Career & Tech Center 3. Begin a Career Portfolio - part of his English class requirement

It is important to get input from the student. A MAP is only one process that does this.

The possibility of a student attending college must be considered in course selection.

Although not all activities will be available in all schools, it is important that career exploration take place.

9th grade meeting: Prior to the meeting, Peter's teacher again sends home a notice and a questionnaire to Peter's parents. She also contacts Peter's teachers and again meets with Peter to prepare for the meeting. He participated in the Job Shadow program and shadowed a carpenter. With him, Peter found out some information about boat building, which seemed interesting. Peter expresses interest in attending a Career & Tech Center, possibly in Carpentry. He expresses fear in not being able to get a job when he graduates. Parents expressed concern about Peter frequently staying out late with his friends and that he is showing even less interest in school. They are wondering if college will be the best choice for him. According to his wood shop teacher, Peter seems to have a good grasp of the methods required to complete a project. He gets excited about new projects and does fairly well at thinking through the steps required. He usually can't wait to get started. Then he tends to rush through a project, just to get it done or he will just lose interest and leave it without wanting to complete the project. This teacher also said that Peter still needs reminders to get started and he doesn't like to clean up after himself. He has difficulty with measuring and cutting accurately. He doesn't pay close enough attention to details & his cuts are frequently off. He feels that Peter is capable of improving his skills and using tools correctly. He can follow safety rules, but cannot use a micrometer. He learns best through demonstration and practice.

Classroom teachers have a great deal of vocational assessment information.


Results of end-of-9th grade IEP meeting: Although the aptitude testing didn't show any area of specific strength, Peter has exhibited some aptitude in mechanical ability and spatial perception in his wood shop class. These skills were also used and demonstrated through a science project he worked on. The team will explore the possibility of Peter attending Chariho Career & Technical Center, where boat building is offered. Since the designated Tech Center for his school does not offer this program, Peter is eligible to attend the closest center that offers this program, which is Chariho. Goals & Objectives: 1. Continue exploring areas of vocational interest, specifically boat building, and marine trades. 2. Improve math skills, specifically those related to areas of vocational interest - measuring, using and converting fractions & decimals. 3. Continue to work in the resource room on organizational skills, related to both academic areas and in the shop area. 4. Peter will use a calculator when necessary and accommodations for extended time on writing portions of tests and alternate environment for testing. 5. Peter will review pre-employment skills, (interviewing, filling out applications, and writing a resume). These skills will be covered in his English class (resume writing) and business class (interviewing and applications). These skills will also be reinforced in the resource room. 6. Appropriate activities will be documented in his career portfolio. 7. Realizing that more information is needed, Peter is referred to the Guidance Office to complete the Choices Program. Prior to 10th grade meeting: Peter's teacher again prepares for the meeting by talking to Peter, contacting his teachers, and sending home a questionnaire to his parents. Peter did not attend Chariho. He decided he would rather attend school in his home district with his friends. Results of the end-of-10th grade meeting: More information Discussion at this meeting revealed: is needed. The specific interest Parents are even more concerned that he has lost interest in school inventory may Evidence of lack of interest in being seen in his class work vary. Doctor has recommended a change in medication. According to results of Choices interest inventory, Peter had SOME interest in the Mechanical and Industrial areas. There were no areas where Peter's answers classified as HIGH interest. Within these areas, he scored highest in sub-areas related to Vehicle and Equipment Operation/Control and Production Work. Goals, objectives & activities: Peter's goal is to live independently in the community at some point. Upon graduation from high school, he will be able to continue to live in his parent's house, though they may require him to pay rent when he becomes employed. He will need help in setting up and managing a budget, and will need transportation. After discussion, Peter and his parents realize that he is already able to do a lot of things for himself. There may some activities he needs to work on, but the team feels he will be able to learn these skills at home. Transportation will be important and Peter will take Driver's


Ed. this year. Since Peter's family will be available to provide support, no further goals are needed in this area. In the area of post-secondary education, Peter and his parents no longer feel that college is in Peter's best interest. He is still expressing interest in working in the marine trades, either boat building or repair, and he still has some interest in marine engine repair. A referral to the Office of Rehabilitation was discussed, but Peter was not referred because the IEP Team agreed that he had few functional limitations related to employment. Instead, it was agreed that Peter become familiar with services available at NetWORKri. Peter also stated interest in securing a summer job. In addition to NetWORKri, it was suggested that he contact the Dept. of Environmental Management to work outdoors. Specific activities 1. Explore post high school training programs available in Peter's areas of interest. Peter will meet with his guidance counselor. His teacher suggested New England Tech and MotoRing as area schools that offer training in Marine Mechanics. 2. Visit the NetWORKri for his area. Peter may also use their services to help him secure a part-time job for the summer. 3. Peter will be taking Driver's Education classes this year. If he needs assistance with this, he will be able to use the support provided through the resource room. 4. Peter will also be enrolled in a math class that includes budgeting and financial planning as part of the curriculum. 5. Peter will also be referred to the Work Study Coordinator to see if an internship or part-time job could be arranged in an area related to his stated goals. This will also help him to see the connection between school and his career goals. He will find out specific information regarding marine mechanics, boat repair, and boat building.

This could be through informational interviews, job shadows, site visits, or career research. ORS assesses "Functional limitations" and their significance related to employment

It is important that Peter be aware of resources in the area. He may visit NetWORKri, representatives may visit his class, or other options may be utilized to get him the information.

6. Continue to work on organization skills as he has in the past.

7. Appropriate activities will be documented in his career portfolio. End of 11th Grade - Prior to meeting: Teacher again meets with Peter and discusses Peter's current ideas and goals related to transition (student interview). Forms are also sent home to Peter's parents and to his teachers, including the Work Study coordinator. Peter was able to participate in the Work Study program from January to May. He was placed at a boat yard and was able to assist with some of the prep work involved in getting boats ready to go into the water. He did some sanding and painting and assisted with some basic engine work. According to reports from the employer, Peter liked doing a variety of work. He showed up on


time everyday. He was willing to try new things, followed directions given, but did need some supervision and reminders to stay on task. The need to follow projects through to completion to ensure customer satisfaction was stressed. He seemed to enjoy the work and was able to get along well with other employees. Results of end-of-11th grade meeting: 1. Group agrees that the plan for Peter is graduation at the end of next year. Since this will be the end of special education services for Peter, this will be considered a change in placement. 2. He is considering attending school beyond high school. Testing will be updated to ensure appropriate documentation of his disability. 3. He completed Driver's Education, has license and wants to start saving to buy a car and pay for his insurance. 4. He had a successful work experience with DEM and hopes to return there this summer. He worked with the maintenance crew within the state park. 5. Peter and his family will investigate financial aid to attend post-secondary training. 6. Peter will be able to explain his disability, the effect it has upon his school and work performance. 7. Appropriate activities will be documented in his career portfolio. End­of-12th grade - Prior to IEP meeting: His teacher meets with Peter to discuss Peter's current ideas and plans related to Transition. Forms are also sent to Peter's parents and teachers to gather their ideas and thoughts. Results of End-of-12th grade meeting: Peter has decided he will go to school in the fall on a part-time basis, enrolling in a program in marine mechanics. He has informed his advisor at school that he has a disability. All necessary documentation is in order and he will receive services through their Disability Support Office. He has been bringing his portfolio to job interviews and meetings at schools. One person that he talked with was impressed with his experience and goals and helped him get connected with a job for the summer at a boatyard. Peter, who is now 18, will take responsibility for seeing that he is registered with the draft board and registered to vote. He has bought a used car, which he has been driving to school and to work this past year. He is comfortable living at home and will continue to do so at this time.


CASE STUDY - B Student: Juan Background Information: Juan was found eligible for special education services at age 4 through an early childhood screening process. He demonstrated general developmental delays, with a significant weakness in language skills. In third grade, he was placed in a self-contained classroom due to behavior difficulties. Borderline IQ. Juan has exhibited anxiety issues around school performance, peer relationships, sleep difficulties, and family conflicts. There are excessive absences from school. He is receiving counseling one day per week through a community mental health center and is taking Prozac. Strengths: Bilingual Needs: Study skills ­ earns barely passing grades Organization and sequential skills Language skills - Significantly Below Average Receptive and Expressive Family Background: Lives with mother and younger brother and sister in a large city Father is uninvolved Not involved in any community groups or organizations Has very few friends Other: Spends time fixing bikes, playing Nintendo, and listening to music Juan is currently receiving SSI Meeting at 14 years of age: Prior to the IEP meeting, Juan's teacher sends home a notice stating that Transition Planning will be discussed at the IEP meeting. A transition-related questionnaire is included. Teacher meets with Juan prior to the meeting and goes over the questions on the Student Interview. Vocational Research Interest Inventory Results: Areas of interest - Protective, Humanitarian, Plants and Animals Goals & activities · Visit to the area Career & Technical Center · Apply for summer job through Community Action Program · Career exploration activities - Participate along with the rest of his class in "Stuck with your Career" Activity and other activities described in Career Awareness/Language Arts Curriculum - A New Standards Approach - Middle Level (Developed by Career


Awareness/Language Arts Curriculum Committee for junior high and middle schools in Warwick, West Warwick and East Greenwich) 15 years of age: Grades from 9th grade are still barely passing Participates in MAPS process ­ determine that he needs more career exploration. Goals and objectives are written into the IEP to reflect his needs: 1. Work experiences ­ such as job shadow, tours, guest speakers 2. Course selection to include Industrial Technology, Algebra, and Computer Tech 3. Career portfolio preparation 4. Additional Level I and Level II vocational assessments Has begun working in the school store and really likes the stock/inventory aspect of the job. He is able to keep accurate records and is very trustworthy. Applies for and gets summer job through community Action Program. Travel training to learn how to take the bus is discussed and will be initiated next year. Counseling services continue 16 years of age: Referral to ORS for a Level 3 vocational evaluation. As part of the vocational evaluation, Juan participates in an on-site situational assessment in the community provided by a community agency. Agency provides additional travel training so Juan can take a RIPTA bus to work site. IEP team discusses results of vocational evaluation - High interest in Mechanical and Industrial. As a result, Juan is going to take additional Industrial Tech classes next year. He is especially interested in working on tractor trailer/diesel engines. He will also be investigating all aspects of the automotive trade to include mechanic, dispatch, sales, service, and auto body repair. Counseling services continue 17 years of age: Continue work-based learning site within the community. Juan is working at a local car dealership. He has experienced several different aspects of the trade and still seems interested in mechanics, although he does not possess many of the necessary skills. He was recently placed in the tool crib and expressed a real interest in this area. He will also be placed in the Parts/Service Department next week. The teacher assistant has become a liaison between the job and school. Weekly phone calls and monthly visits ensure the connection between work-based and school-based learning. Academic skills required on the job are being reinforced at school, especially in the area of math.

Not all schools have community support available. Some schools contract with private agencies to provide this service. IEP Team needs more specific information regarding Juan's skills, especially regarding handson ability.


Mother wants to stop work-based learning. She feels he is not being paid for the work he is doing and is being taken advantage of. When the facts of the situation are explained to Juan and his mom, Juan starts to get angry, but explains to mom that he wants to continue placement and does not want to stay in school all day long. The school staff explains that he is receiving credit and the company would not hire Juan at this point as he is still not doing all of the tasks required of an employee. He is still learning. Mother agrees that Juan can remain on job site. Counseling services continue

It is important for students to begin making their own decisions and advocating for themselves.

18 years of age: Juan has been hired at the dealership. He is working in the Parts and Service Department and his biweekly evaluations have been excellent. An agreement between the company and the school has been signed and include learning objectives to meet industry standards. He leaves school 3 days per week to go to the job site. The Teacher Assistant continues to check up on him - now every 2 weeks. Mother wants Juan to the leave job so it doesn't affect his SSI check. IEP team explains work incentive program to mom - she still feels it will jeopardize his benefits and wants him to quit. Juan tells his mother that he will receive MORE money by working, even though his SSI check might be lower. He tells his mother he isn't going to quit his job. Counseling services continue 19 years of age: Juan is only in school for English and PE -- All other activities are community-based. He has made friends with a co-worker who agrees to give him a ride home at night. This allows him to work until 9:00 instead of 6:30, when the last RIPTA bus leaves. Now, his friend has gotten a new job and Juan is again working only until 6:30. ORS counselor discusses PASS plan, where Juan can set aside money from his SSI check. This would allow him to save money for a car of his own. Juan is very interested in this and will pursue getting his license. Teacher assistant is still providing some assistance to Juan. Discuss possibility of PASS plan to include paying for continued job coaching after Juan leaves school. ORS counselor says that the agency will continue to provide funding for that service. His teacher will assist him with budgeting and working out a savings plan to buy a car. Counseling services continue 20 years of age: Juan graduates from high school. He was in high-risk category of dropping out, but has made it through and completed his high school program. He has a job, with support from Office of Rehabilitation Services. He also has a driver's license and is saving for a car. He is still receiving counseling services.



Student: Sandra Background Information: Sandy has been receiving special education services since birth in an Early Intervention program. She has been diagnosed as Developmentally Delayed, with weaknesses in expressive language. She takes medication for seizures and has not had one since the middle of eighth grade. She enrolled in a public school in Kindergarten and has been included in the regular classroom for some of her subjects. She is now at the high school in a self-contained classroom for academic subjects and is included in all non-academics subjects. She receives adaptive Phys. Ed. Strengths: Personable Has many friends Gets along with everyone Helps out around the house Active in the community Broad Reading ­ 3rd grade Broad Math ­ 2.5 grade Needs: Expressive language Skills to follow oral instruction Extra time to complete tasks Fine motor task instruction Modified academic instruction Family background: Sandra lives with her mother and two younger siblings. Her family is very supportive and is interested in exploring her vocational options as soon as possible. She has been active in her church youth group since 7th grade and enjoys working with the elderly. She volunteers at the senior center with her youth group. Meeting at 14 years of age: Sandy is in a self-contained classroom and is quite anxious about going to the high school next year. She has become attached to the teacher assistant and is resistant to change. Sandra's mother completed the family portion of the Student/Family Interview form as a means to begin transition planning. The following issues were noted: ! Competitive employment after graduation is a wish for the mother and Sandra. Mom is not sure if it will be possible. ! Medical concerns regarding seizure activity are still troubling Mom. She does not want Sandra to have a seizure on-the-job and be injured.


! !

Chores/tasks done at home ­ sweeps daily, feeds dog, makes bed Still needs instruction in hygiene/grooming, transportation, safety, interpersonal skills, time management, and self-advocacy- these are all concerns of the mother.

Sandy completed the Student Interview. The results were: Top five jobs ­ teacher, nurse, teacher assistant, and physical therapist

MAPS training is available. Your local collaborative can put you in touch with the trainers

The team completed a MAP to determine Sandra's needs, dreams and fears. The results of the MAP indicate that Sandra is rather unsure of her career options and needs more hands-on job exploration to help her choose a career path. Sandra has expressed some concern about the consistency of her support and being in the places where she needs to be in high school. Her dreams include working in a field where she can help others and live on her own someday. Transition Goals ! Transition to the high school will occur in September ­ will participate in the adaptive PE class at the high school for the rest of the year with the same PE instructor. Teacher Assistant will accompany her to ease the transition. ! Vocational exploration is essential. Her experiences are limited to activities around the home and at school. ! Time management skills will be addresses because she will be changing classes at the high school. ! Speech therapy to address her expressive language needs will continue.

15 years of age: Sandra's first year at the high school was successful. She participated in Art, Cooking and Health classes with the teacher assistant. She was in self-contained classes for her academic courses. Sandra's class participated in Work Explorers for the second half of the year, placing her in several different work settings for exploration twice a week. She then had connecting activities at the school to tie the experiences to learning. In addition, she has been volunteering at the senior center for a second year. Her duties include passing out dessert, filling glasses with water and setting up for the next day. She has also gone to special functions like birthday parties to assist when she is needed. Transition Goals ! Expand career exploration ! Complete the Level I Vocational Assessment: Interest Inventory, Ability testing, and student observations at job shadowing experiences ! Collect all data and put on a tracking sheet ! Start a career portfolio ! Review results of the vocational assessment and other vocational information at the next IEP meeting and develop new IEP goals based on the assessment results.


If there are no specific work programs at the school, students can be placed in several work experiences: Job shadowing Guest speakers Mentoring Field trips and much more...

Tracking sheets can be found in the appendices or you can create your own.

16 years of age: Sandra had another successful year at the high school. She has made some progress in her ability to express her likes/dislikes. She is in the second year of Work Explorers and has been going to several locations to job shadow including: ! Lloyd's Bakery ­ bag rolls, fold pastry boxes, restock shelves ! Dog Wash ­ observe grooming and washing, restock supplies, sweep ! Sheraton ­ set-up for banquets ! Days Inn ­ followed a housekeeper for two hours ! The Hospice Center ­ organizing supplies, restocking nursing kits, transporting patients within the building The Office of Rehabilitation Services (ORS) Counselor has met with Sandra and her mother and an application has been initiated. Sandra attended the ORS Orientation where she learned about the services they provide. The Level I Vocational Assessment information showed that Sandra has a strong interest in Personal Services, Humanitarian, and Accommodating. She expressed interest in Elderly Care, Hospital Work, and Child Care. Transition Goals ! Level 3 vocational assessments will be done this summer at the Regional Vocational Assessment Center at the Regional Educational Collaborative. Specific questions to be answered ­ - Sandra's ability and stamina to work full time. - Sandra's potential for employment in the health care field. - Sandra's ability to complete work task independently. - Sandra's ability to express her needs and ask questions on the job. ! Incorporate results of Vocational Assessment in course work at school ! Expressive language ­ needs speech therapy in order to express her needs and preferences, communication on the job ! Hygiene/grooming instruction ! Travel training to encourage use of public bus ! Interpersonal skills ­ has become too dependent on teacher assistant, design strategies for Sandra to become more self directed ! Career exploration will continue in areas of interest ! Enroll in CPR class in the Family & Consumer Science Dept.


17 years of age: Sandra was deemed eligible for services through ORS. This summer, Sandra was able to go to the two-week session at the Regional Vocational Assessment Center to complete a Level 3 Vocational Assessment. The results of the Vocational Assessment are as follows: ! Work setting ­ indoors, not noisy ! Work Activities ­ minimal judgment, formal social contact for reinforcement ! Motivators ­ one-to-one attention, praise, interaction with people ! Physical requirements ­ sitting, minimal lifting, work with hands ! Work day ­ 3-5 hours with breaks ! Work Characteristics ­ routine, work at own pace, predetermined amount of work ! Training Assistance ­ familiar job coach, behavioral boundaries established to accept assistance and criticism, frequent feedback, one-to-one training and close monitoring ! Support with expressing her preferences, concerns and questions ! Suggested vocational exploration work activities ­ retail, food service, nature/plants, health care and animals Retail store ­ clothes hanger, tagging, stock Food service ­ bakery assistant, salad and dessert assembly, table set-up, banquet set-up, buffet attendant Animal worker ­ pet store stock person, daily care for animals, dog day care assistant Health care ­ central supply, dietary At school, Sandra was in the third year of Work Explorers. She was able to do several two-week work experiences at different businesses. The vocational interests from the level 3 assessments were incorporated when deciding the placements. She worked in the following locations: ! TJ Maximus ­ putting clothes on hangers, putting clothes back on racks from the fitting room ! ! ! ! ! ! ! The PT Center ­ organizing supplies, putting therapy data sheets in order by date, cleaning equipment Targette ­ tagging items and stocking shelves Rosey's Pastry Shop ­ restocking shelves West End Nursing Center ­ assisted recreation coordinator in conducting patient activities, organizing arts and craft supplies Rossi's Deli ­ salad and vegetable prep, table set-up, restocking Venus DeMeo ­ banquet set-up Pups-R-Us - walk, water, and feed dogs at day care center


Sandra is still in the chorus and volunteering at the senior citizen center on weekends. Transition Goals ! Continue speech therapy in order to express likes/dislikes ! Get a part-time job over the summer; ORS will provide a job coach, if needed ! Continue with career exploration ! Add information to Career Portfolio ! Identify and instruct strategies to improve interpersonal relationships in the workplace ! Travel training 18 years of age: Sandra has been working for one month over the summer as an aide in the local nursing home. She works 2 hours a day, 3 times a week. She will continue working there on the weekends when school begins. Her duties include passing out food in the dining room, assisting at parties, and setting up the dining room. She has expressed how much she likes working with the elderly, but she tends to talk too much and ignore her work duties. She needs to be reminded at least 3 times a day to get back to work. She has not communicated her preferences verbally but indicated her dislikes through avoidance and her likes through enthusiasm. Sandra also participated in travel training this summer and took the bus to the senior center where she also volunteers twice a week. This year's program at school will allow her to go out to work 4 periods a day, three times a week. She will continue to work at several different settings within the community. She will have a job coach and will take a public bus to most settings. She is taking her academic classes in the self-contained classroom and had begun creating a career portfolio to include pictures of places she has worked. She is involved in the chorus, Special Olympics, and is still volunteering at the senior center. Transition Goals ! Increased community based work experiences in order to expand options ! Add information to Career Portfolio ! Increased work shifts to determine potential for a full day's work ! Ability to demonstrate time concepts ! Speech therapy to increase expressive language ! Refer Sandra to the Division of Developmental Disabilities ! Conduct all necessary evaluations to ensure application package to DDD is complete ! Increase work day ! Continue with social skills training ­ workplace relations


19 years of age: Sandra is now working as a paid intern at the local senior citizen center. She is responsible for setting up the dining areas for lunch, putting bread in the baskets, filling water glasses upon request, and refilling the utensil drawers. She works three times a week, 3 hours a day. She seems to like the job and gets along very well with all of the employees and the customers. She has learned to work and socialize appropriately within the work setting. She has been determined eligible for services with DDD after graduation. The IEP team has met and determined that Sandra has met the requirements for graduation and as of this spring, she will have met her transition goals. As a result, the IEP team has determined that Sandra should graduate this June. Transition Goals ! Continue to develop her Career Portfolio ! Continue to implement community based instruction ! Coordinate the transfer of services to the DDD funded adult service agency chosen by Sandra and her family ! Explore additional career options ! Continue with social training and expressive language therapy 20 years of age: Graduated from high school this year. She is employed full time, with supports from DDD. She will continue to volunteer at the senior center on weekends.


Student Interview/Questionnaire Student Name Current Address Date of Birth A. Interviewer Date

List five (5) jobs you would like to have when you graduate from high school. Please place your first choice in line 1, your second in line 2 and your third in line 3. 1. 2. 4. 5. _____________________________________

3. _____________________________________


Are there any reasons why you cannot work? If yes, please list them. (Allergies, medications, physical restrictions, etc.) _________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________


What do you do in your spare (leisure) time? (hobbies, sports) __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________


List part time or full time jobs you have held. (newspaper carrier, mowing yards, babysitting, etc.) __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________


I. Interests and Activities

1. Do you have any jobs at home?______________ What are they? __________________ _________________________________________________________________________________ 2. What jobs do you think you would like to do and could do well? _________________ ______________________________________________________________________________ 3. What jobs do you think you would not like? ____________________________________ ______________________________________________________________________________

II. Occupational and Career Awareness

4. Name three jobs available in a supermarket. ______________________________ ____________________________________ ______________________________

5. How would you find out about job openings? ___________________________________ ______________________________________________________________________________ 6. What do employers look for when they are hiring people? _______________________ ______________________________________________________________________________ 7. What are some reasons that people are fired from jobs?___________________________ ______________________________________________________________________________ 8. What would an employer like about you? _______________________________________ ______________________________________________________________________________ What would an employer not like? _____________________________________________ ______________________________________________________________________________ 9. What should you do if you are going to be late or absent from work? ______________ ______________________________________________________________________________


10. Have you ever filled out a job application? _________________ Where? ____________ ______________________________________________________________________________

III. Work and Classroom Preferences

11. What classes do you like best? ________________________________________________ Which do you like least? _____________________________________________________ 12. Would you rather work indoors, outdoors, or would either be OK? (please circle one) A. Indoors B. Outdoors C. Either

12. Do you like to work by yourself, or with a group? ______________________ 14. While working, would you rather sit most of the time or move around? _____________

15. Please check any working conditions that would make you uncomfortable. ___Hot ___Cold ___Wet ___Noisy ___ Other (specify)

IV. Educational Interests

16. What are your plans after high school? __ Not sure __ College __ Part time work __ Military service __ Full time work __ Trade/Professional school

17. If you would like to enroll in a vocational training program, what areas interest you? ___Auto Body ___Child Care ___Machine Shop ___Health ___Computer Science ___Word Processing ___Electronics ___Building/Construction ___Electricity ___Auto Tech ___Graphics ___Other:__________________

V. Functional Skills

18. If you lived by yourself and had a job, what are some things you would have to pay for each month? _________________________________________________________________________________ 19. How much do groceries cost for two people each week if they cook at home? __________ 20. Can you use a telephone? _______________ How do you dial emergency?_____________


21. If you had a job, how would you get to work? _____________________________________ Can you drive? _______________________ 22. Do you shop for yourself? _____ Name some things you buy for yourself: __________

______________________________________________________________________________ Family 23. How does your family feel about you working? _________________________________ _________________________________________________________________________________ 24. What job would they like you to do? ____________________________________________ _________________________________________________________________________________


Student's Family Interview/Questionnaire Information from the student/family interview questionnaire will guide students, families schools, and other agencies as they work together to prepare students' transition to the world of work, further education, and community living. It may be helpful if the student and other family members complete questionnaires separately, and compare and discuss ideas before the IEP meeting. Sharing completed questionnaires with other committee members will increase their understanding of the student's plans and ideas for the future. Student Name ________________________________________________ Date______________ Social Security Number_______________________________ Date of Birth _______________ Current Address ___________________________________________________________________ Current Telephone Number _________________________________________________________ Expected date of graduation/school completion _______________________________________ Parent's/Guardian's name __________________________________________________________

I. Vocational Needs 1. After graduation from school, what career path would you like the student to follow: ___ Competitive Part-Time Employment ___ Vocational School/Training ___ Competitive Full-Time Employment ___ Adult & Continuing Ed. Program ___ Supported Employment ___ Two-year college ___ Sheltered Employment ___ Four-year college ___ Other_______________________ ___ Military What kind of jobs seem most interesting to the student?__________________________ ____________________________________________________________________________ 3. What kind of jobs does the student most dislike?_________________________________ ____________________________________________________________________________ 4. What vocational training programs do you prefer for the student? __________________ ____________________________________________________________________________ 5. What jobs do you not want the student to do? ____________________________________ ____________________________________________________________________________ 6. What medical concerns, if any, do you have about the student's vocational placement? ______________________________________________________________________________




What skills does the student need to develop to reach career goals? ________________ ______________________________________________________________________________


In what vocational education classes would you like the student to enroll? __________ _______________________________________________________________________________


What job do you see the student doing after school is completed? ___________________ _______________________________________________________________________________


Further Education

(Please answer the following if the student is considering attending college, business or trade school; if not, skip to Section III.)

1. Beyond high school, what education would you like your son or daughter to obtain? ___ Business School ___ Adult and Continuing Education ___ Trade School ___ Two-year College ___ Apprenticeship ___ Four-year College ___ Graduate Study What career(s) would further education prepare the student to enter, or would the student need assistance to decide on a specific career? ___________________________ _____________________________________________________________________________ 3. What does the student like most about school assignments? ______________________ ______________________________________________________________________________ 4. What does the student like least about school assignments? ________________________ _______________________________________________________________________________ 5. What skills does the student need to be a better student? ___________________________ _______________________________________________________________________________ 6. What living arrangements do you foresee for the student in further education or training ­ living at home and commuting, or living away from home in a dormitory or other living arrangement? _______________________________________________________________________________ 7. What are your concerns about the student's ability to commute to classes or live in a dormitory? _______________________________________________________________________________ 37



What kind of on-campus help will the student need to get the most from classes? _______________________________________________________________________________

9. III.

What kind of financial aid will you need? ________________________________________

Personal Management/Living Arrangements 1. What chores or responsibilities does the student presently have at home? ______________ _______________________________________________________________________________


What other tasks would you like the student to be able to perform at home?____________ _______________________________________________________________________________


After graduation from school, what living situation do you foresee for the student? ___ At home ___ Foster Home ___ Apartment with support ___ Group Home ___ Independent apartment ___ Other________________________________


In which independent living areas does the student need instruction? __ Clothing care __ Sex education __Meal preparation & nutrition __ Household management __Hygiene/grooming __Transportation/mobilityskills __Health/first aid __Consumer skills __Community awareness __Measurement __Safety __Self-advocacy __Interpersonal skills __Time management/organization __Parenting/child development __Other__________________


Leisure and Recreation Needs 1. In what leisure or recreational activities does the student participate alone? _________ _______________________________________________________________________________ 2. In what leisure or recreational activities does the student participate with your family? _______________________________________________________________________________ 3. In what leisure or recreational activities does the student participate with friends? _______________________________________________________________________________ 4. In what other leisure or recreational activities would you like the student to participate? _______________________________________________________________________________



What are leisure or recreational activities in which you do not want the student to participate? _______________________________________________________________________________


In order to develop more leisure interests and skills, what classes would you recommend for the student? _______________________________________________________________________________


Financial 1. As an adult, what financial support will the student have? (Please check all that apply.) ___ earned income ___ unearned income ___ insurance ___ food stamps ___ general public assistance ___ trust/will ___Medicaid ___supplemental security income ___ other______________________________________________________________________


General 1. When transitions were made in the past, such as from one school to another, what problems, if any, were encountered? _____________________________________________________________________________ _____________________________________________________________________________ 2. What other agencies currently provide services for the student, or are expected to do so after graduation? ______________________________________________________________________________ ______________________________________________________________________________


How would you like the school district to help you plan for your son's or daughter's living, working, and educational needs after high school is completed? _______________________________________________________________________________ _______________________________________________________________________________


Please use the space below for any additional comments.


Student Transition Worksheet Student Name: Grade: Date:

Look at each of the following areas and describe yourself in each box. This activity will help you to include what you think you you'll be doing after high school in your Individual Education Plan (IEP). DREAMS INTERFERENCE

If you could have the perfect life, what would it be? Where would you live? Who would you live with? What would you do for a living? What would you do for fun? What would stop your dreams from coming true?


If someone asked you what you do well, what would you say? You can include school subjects, hobbies, musical abilities, or any other things you consider to be strengths.


If someone asked you what areas you might need help with, what would you say? These can be school subjects that are difficult, or areas in which you might need some extra help.



Think about what kind of job you would like to have when you finish school? Would you need some help in getting or keeping a job? Would you need to go to school to get the job?


Do you plan to attend college? Trade school? Military school? Any other kind of school? Will you need financial aid? Will you need help to fill out forms and applications? Will you need help with the subjects?


Where do you eventually plan to live? At home? In an apartment? With friend Alone? Other? Would you have any problems living on your own?


What do you like to do for recreation? Do you have a driver's license, so you can go where you'd like to go? Do you need someone to help you find things to do?

(Adapted from Carol Brown, Exeter/W. Greenwich Schools


USEFUL TOOLS IN VOCATIONAL EVALUATION Interest Inventories: · Multimedia Career Center (MCC): a highly interactive IBM computer program which incorporates sound, video and graphics in its presentation. There are four main components in this program: Interest Inventory -- asks detailed questions about favorite school subjects / work settings / education preferred, etc. Career Analysis -- generates a printout of jobs correlated to information student enters in interest inventory. Career Exploration -- lets students find out more about skills, education, and tasks involved in careers of interest. Career Planning -- for useful job hunting and/or higher education planning. Pictorial Inventory of Careers (PIC): a video (VCR tape) presentation of various clips of careers that students rate whether they like or dislike. Can be administered to a group of students at once, results yield top three career cluster areas of interest. Vocational Implications of Personality (VIP): this IBM computer program asks students to answer 75 personality related questions and then places them into one of seven personality categories. From this information, a list of appropriate jobs is created. (For example, a student may fall into "Designer" category, and therefore Architect would be one suggested occupation). Wide Range Interest-Opinion Test: consists of 450 pictures arranged in combinations of three. Student manually marks a score sheet rating their most preferred choice and their least preferred choice of the same three pictures. Scoring is done with transparencies that assist in plotting student choices on a graph, which is then interpreted to reveal areas of interest. Self-Directed Search: a self-administered, self-scored, and self-interpreted careercounseling tool. It has two parts, an Assessment booklet and an Occupational Classification booklet. Students answer questions regarding personal aspirations, preferred activities, measured competencies and skills, and preferred occupations. Scoring requires counting the number of answers in separate categories, creating a Summary Code, which is then crossreferenced with the Occupational Classification booklet to determine compatible occupations to be explored. Self -Esteem Inventories (SEI) (CPP): designed to measure attitudes toward the self in social, academic, family and personal areas of experience. Using a 58-statement inventory, evaluees manually mark whether the statement describes how they feel about certain areas (like me / unlike me). Scoring key assists in evaluating answers and determining level of self-esteem.








Guilford-Zimmerman Interest Inventory (CPP): a general survey of interests listing types of activities to be rated on a scale of Definite Dislike to Definite Like. Opinions to the 150 statements are marked manually on a score sheet and given a numerical value. These are added together to create a value that is used to determine major interests for further exploration. The Values Scale (CPP): contains 106 items and scores for 21 values, both independent and interrelated. Asks evaluee to rate the importance of the various values or satisfactions that most people seek in their lives. Rated on a scale of Little or No Importance to Very Important, these views reveal intrinsic and extrinsic values not always assessed by existing measures.


· Career Pathways: a series of videos and lesson plans designed to assist students in selecting career paths based on their interests. Each video offers information about employment opportunities, job descriptions and qualifications, expected wages and an employment outlook. Student activity worksheets consist of a career preview section, pre-test and post-test (around video viewing) and a career choice review. Teacher's guide offers lesson plans to help develop career exploration activities. Career areas available: Industrial Technology Health Occupations Agri-Science Occupations Learning Styles Test: · Vocational Learning Styles Inventory (VLSI): presented in both IBM computer format and on a VCR videocassette. In the IBM version, students are asked to answer 75 questions related to how they prefer to learn and work (For example, if they prefer to study in a brightly lit vs. less lit room, alone vs. with friends, auditory vs. visual presentation of materials, etc.). Arts & Communications Culinary Arts & Food Services Engineering Technology

Aptitude Tests: · APTICOM: quickly and easily assesses vocational aptitudes (clerical skills, finger/manual dexterity, visualization, etc.), occupational interests and work related math and language skills. Format is an upright machine in which the student inserts a probe to answer multiple choice questions (computerized version - CareerScope). Test takes approximately 1 and 1/2 hours to administer. CareerScope: software version of APTICOM. Students use keyboard to answer questions rather than probe. Same testing timeframe and scoring procedure as APTICOM. Functional Skills Test: a battery test developed by SORICO of basic work skills such as measuring, counting, telling time, comparing, etc. Format is paper and pencil. Function is to give Vocational Evaluator baseline information on student's abilities. Teachers can administer this before student begins evaluation, if possible.





Talent Assessment Program (TAP): hands-on assessment battery of ten action instruments (using tools, build models, etc.) designed to measure the innate characteristics necessary to work in industrial, technical and professional technical trades, both skilled and non-skilled. Occupational Aptitude Survey and Interest Schedule (OASIS 2): consists of two parts, answered and scored manually: Aptitude Survey: a five-section survey of Vocabulary (40), Computation (30), Spatial Relations (20), Word Comparison (100), and Making Marks (160) for Manual Dexterity measuring. Interest Schedule: offers job titles (120) and job activities (120) to be rated by whether student thinks he/she likes, dislikes or feels neutral about each title or activity. Scores then offer insight to possible areas of interest for further exploration.



Kaufman Functional Academic Skills Test (K-FAST) (AGS): a short, individually administered measure of a student's ability to demonstrate competence in reading and mathematics, as applied to daily life situations. Composed of two sections, Reading (29) and Mathematics (20), questions are related to activities outside of the school setting (for example, reading labels on cans or prescriptions, follow recipe directions, understand a budget, etc.). Using both visual and auditory factors, the evaluator shows a picture of items to be counted or text to be read and also asks questions verbally. Response may be either verbal or by pointing to the items on the easel (visual stimuli). There is no time limit for the test, although the manual suggests a 15 to 25 minute allotment for completion. Guilford-Zimmerman Aptitude Survey (CPP): consists of six areas of testing: Verbal Comprehension and General Reasoning, Numerical Operations and Perceptual Speed, and Spatial Operations and Spatial Visualization. Each test has an individual booklet and answers are scored. Tests should take approximately 2 hrs to complete (1 hr 35 min for test taking and 25 minutes for explanation).


Multi-Purpose Programs The programs listed below incorporate all aspects of evaluation, from interests and abilities inventories to detailed career exploration activities. · Guidance Information System (GIS): is a computerized evaluation of a student's interests and abilities and an exploration of possible careers based on inventory scores. There are three major sections: Ability Explorer - Questions such as how well student thinks he/she could do certain activities (144), how well he/she has done certain activities in the past (112) and what grades he/she received in school courses in the past (92). Scored on a basis of Well to Poor or Grade Received, these questions help determine student's strengths and weaknesses.


Career Decision-Making System (CDM) - consists of 125 questions about job preferences and values, favorite school subjects, future educational plans, interests and abilities and jobs he/she may like or dislike. Results are compiled and a report reflects choices in categories noted above. Offers job clusters for further exploration, based on results. Choosing a Career - allows a student to explore a chosen career in either the general public field or in the armed forces. Categories offer more detailed information in such areas as salary, skills and/or education needed, enlistment status, etc. Skills and standards offers prepared letters of request to specific organizations and personnel to obtain information about skills required in specific fields of interest. Schools, Financial Aid and Apprenticeships - contains databases with information on Apprenticeships and Intern programs, Vocational-Technical programs and schools, twoyear and four-year colleges and universities, graduate schools, financial aid and other educational opportunities. Career and Education Portfolio Activities - offers a series of six sections, with individual activities, allowing students to develop a plan of action, followed with step-by-step assistance. Students may choose to make a career portfolio, create a personal profile, write summary pieces, design a plan for choosing a career, explore career choices and plans, or create an adult portfolio. Within these activities, students will learn how to write a resume or a letter of application, develop interviewing skills, request more information about specific careers, or just find out more about available options, based on their interests. · Choices : a program which allows an in-depth exploration of specific career fields and offers post-secondary institution information. Each section is designed to elaborate on such areas as interests, occupational requirements for skills and/or education, military careers, etc. Beginning with an Interest Checklist, evaluee begins to build a career path for the future. Also includes, A Medley of Choices, a small manual of lesson plans designed to assist students in their exploration of occupations and interests. Interest Checklist - helps to identify career areas related to interests. 144 questions elaborate on interests in a variety of natures: Artistic, Social/Business, Business Detail, Humanitarian, Scientific, Industrial, Persuasive, Mechanical, Nature, Accommodating, Physical Performing, and Authority. Results are scored both textually and graphically. Occupations - offers a list of occupations that correlate with the results of the Interest Checklist. More detail may be obtained for each specific occupation, namely: description, skills clusters, licensing requirements, education, schools which offer programs in student's state, areas of specialized study (i.e.: Mathematics, Language, etc.), earnings and national employment outlook. Post-Secondary Schools - offers an extremely detailed profile of two-year and four-year institutions across the U.S. Schools may be accessed by specifics such as state, size, programs of study / majors, etc.


Financial Aid / Scholarships - presents information about obtaining Financial Aid and types of aid available. · Choices, Jr.: similar design to Choices, but geared toward middle school rather than high school students. It focuses more on the importance of career exploration than on postsecondary schools. Uses a variety of activities to be rated on a scale of 1 to 7 (from Interested to Not at all to I'd love it!). Other areas ask for information about student's considered educational plans to favorite school subjects. Work Samples At some Career and Technical Centers, different work samples are set up at the Evaluation Centers. Each station has all the materials necessary to complete a given task, explained over a headset, accompanied by a small screen filmstrip. Work samples may include: Woodworking Graphic Design Cosmetology CAD Health Care Drafting Food Service Office Services Electronics Data Entry Machine Trades Travel and Tourism Engine Repair Each sample takes about 2 hours to complete. Students may spend up to two days at the center during an evaluation.


Vocational Assessment Resources - RI Regional Transition Centers Title/Author Description Location* N, P, W

APTICOM -Multi-dimensional, general purpose vocational assessment and guidance system, for adolescents and adults reading at or above the 4th grade level, driven by a dedicated microcomputer. Assessment batteries (Aptitude, Interest and Educational Skills Development) are founded upon U.S. Department of Labor job matching constructs, and vocational recommendations generated by the system are consistent with the U.S. Department of Labor's occupational Exploration. Automatically times and scores assessment instruments, then synthesizes aptitude and interest results in order to identify viable job families(Work Groups). Results on the Educational Skills Development Battery (work-related math and language achievement tests) are then compared against occupational standards for representative high growth/high demand job titles within the work group. A Day in the Life/Instruction & Assessment Barriers to Employment Success Inventory Basic Skills Around the House/Young, E. - Modules on telephone, telling time, writing checks, calendars and more Basic Skills In Following Directions/Young, E. -Students learn how to follow directions, using common household tasks Basic Work Skills Bennet Mechanical Comprehension Test, (BMCT)/Bennet, G.K., The Psychological Corporation -Measures performance-related aptitude in jobs requiring understanding of mechanical principles; paper & pencil; approximate reading level: 6th grade. Brigance -Extensive selection of criterion referenced assessments that provide opportunities to evaluate reading, writing, speaking, listening, comprehending and computing skills needed when seeking employment; also serves as a curriculum guide, providing teaching sequences for pre-employment and employability skills Career Assessment Battery (CAB)/Piney Mountain Press -Computerized & paper/pencil/video versions gather student preferences and selfratings in varied vocational planning areas; suggests occupational groups & careers Career Choices/Bingham -A guide for teens and young adults; includes setting goals and planning; teacher guide and student workbooks Career Decision-Making Systems: Revised/Harrington, O'Shea -Grades 7-12, college and adults (*E. Bay site: Level 1-4th grade, and Level 2-8th grade reading levels). Assessment of career interests that involves clients in steps to improve self-understanding of values and abilities needed for successful career choices and development. Focuses on school subjects pertinent to career areas; provides links to college majors and training programs. Interpretive material provides directions for career exploration in selected Career Areas and lets clients expand career exploration to more jobs in other areas.






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Career Exploration Inventory/Liptak -Testing tool Career Game, The-Career Explorer & Red Hot Jobs/Rick Trow Productions -Interest inventory & career exploration workbooks; middle school level; Counselor Tools Software generates job reports based on results. Career Guidance Inventory/Educational Guidance, Inc. (Grades 7-college) -Measures comparative strength of students' interests in trades, services, and technologies. Scores reported for 14 engineering-related occupations (e.g., carpentry, masonry, technology), and 11 non-engineering related occupations (e.g., communications, medical technology). Career Pathways, Instructional Model/CCRI -Activity Guide and lesson plans for students to develop career skills and choose a career path. Career Pathways: Skill Building Instructional Model/CCRI -A curriculum that helps students discover their career interests, preferences and developing skills; focused on 6 strands: Career/Occupational Skills, Personal Skills, Interpersonal, Applied Technology and Understanding Systems. Career Targets/COIN Educational Products - Middle school (COIN, Jr.) and high school (COIN Basic Skills & Career Interest Survey) interest inventory & career planning guides. Booklet or computer versions. Careers & You Career Scope/ Vocational Research Inst - Computerized version of Apticon - no motor aptitude CHOICES COACH ­ Choosing Outcomes & Accommodations for Children/Giangreco, M.F., et. al. Comprehensive Inventory of Basic Skills Conflict Resolution Activities for Secondary Students Demystifying Job Development/Hoff, D. Designing Secondary Education and Training Programs for Students with Special Needs/Kiernam, W.E. -Complete program guidebook with instructions, sample forms from vocational evaluation to job placement. Dream Catchers - Developing Career & Educational Awareness/Lindsay, N. -Workbook, Activities Workbook & Teacher's Guide to career development Employability Skills Enhanced Guide for Occupational Exploration Environmentally Referenced Vocational Evaluation/Antosh, A., Sienko, D. -Vocational assessment tool with complete, step-by-step instruction, combining survey and observation Exploring Careers




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First Job Experience Group Interest Sort (GIS)/The Conover Company -Interest survey that clusters various job interests Guide for Occupational Exploration Guide for Occupational Exploration Inventory/Farr, J.M. How to Choose the Right Career Informational Interviewing: A Foot in the Door Interest Inventories: A Counselor's Handbook/Illinois Bd. of Ed. -A review of the most commonly used interest inventories Job Readiness Assessment Form Job Related Social Skills Job Search Education Job Survival Skills Kaufman Functional Academic Skills Test (K-FAST)/Kaufman A, & Kaufman, N. -individually administered, nationally normed measure of student ability to demonstrate competence in reading & mathematics, applied to daily life


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Learning Styles Inventory/Piney Mountain Press - 7 to Adult (*E.Bay site: Skills Assessment Module) N, W, E -Assesses 9 areas: auditory language, visual; language, auditory numerical, visual numerical, auditory-visual-kinesthetic, group learner, social learner, oral expressive, and written expressive. Available in audio-visual presentation and vocational versions. Vocational version also considers environmental and working conditions. Learning/Working Styles Inventory Lessons for Life Life Centered Career Education (LCCE)/Council for Exceptional Children -Competency units; Curriculum resources Life Skills Activities for Secondary Students with Special Needs Making Action Plans (MAPS)/Furney, K. -Person-centered transition planning strategies Multimedia Learning/Working Styles/Piney Mountain Press -Standardized multimedia computerized inventory; analyzes results and profiles students in areas related to instruction, environment, and activities. Multimedia Occupational GOE Assessment Program OASIS-2-Occupational Aptitude Survey & Interest Schedule/PRO-ED -Assists 8th-12th grade students in vocational and self-exploration, career development and organization of occupational information searches. 49 P P N, W, E


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OASYS/Vertek, Inc. -Vocational evaluation computer database and job matching system Occupational Clues/JIST -Interest inventory for high school students with 5-6th grade reading level Occupational Outlook Handbook O*NET/Dictionary of Occupational Titles/Farr, J.M. & Ludden, L. -Occupational information reference for 1200 occupations, cross-referenced, with information about earnings, education, tasks, skills, related jobs, etc. Pictorial Inventory of Careers/Cambridge Educational, Talent Assessment, Inc. -Career inventory video Pictorial Inventory of Careers (PICDV2000)/ Cambridge Educational, Talent Assessment, Inc. -Career Inventory video, with CD-ROM scoring & report Picture Inventory of Careers (COPS-PIC)/Knapp-Lee, L. -A brief interest inventory, systematically measures job activity preferences, referenced to clusters of meaningfully related occupations. Simplified format; virtually no reading. Putting Words to Work: Workplace Skills/Board Game Reading FREE Vocational Interest Inventory/Becker, R. -Interest inventory for those unable to read Ross Information Processing Assessment (RIPA-2), 2nd edition/Ross-Swain, D. -Assesses Traumatic Brain Injury regarding cognitive-linguistic defecits SDS Career Explorer/Holland and Powell -Self-administered test to help students, clients or employees find occupations that best suit their interests and abilities. Self-Directed Search (SDS), Holland, J.L. -Assesses interests as well as personality traits Self Esteem & Life Skills, I, II & Activities/ Social Skills Strategies Student Personality Profile Supporting Meaningful Employment Video Guide to Career Exploration Video Guide to Occupational Exploration Vocational Assessment of Secondary Special Needs Students/Illinois State Board of Education -A hands-on, practical manual to set up vocational evaluation programs, includes many sample forms.

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Vocational Decision-Making Interview-Revised (VDMI-R)/Cherlinsky, T & Chandler, S. -Structured interview, focusing on aspects of vocational decision-making important to individuals with disabilities: Decision-making Readiness, Employment Readiness, Self-Appraisal; identifies problem areas and strengths, helps facilitate career development. Vocational Evaluation: A systems approach/RI Office of Rehabilitation Services -Rehabilitation Service's guide to vocational evaluation process and function. Vocational Implications of Personality/Talent Assessment, Inc., Cambridge Educational Vocational Interest Temperament & Aptitude System (VITAS)/Work samples -Contains 21 independent work samples based on 16 Work Groups. Samples include: laboratory, engineering and craft technology, production work, quality control, financial detail, oral communication, etc. Requires training to administer. Vocational Research Interest Inventory -Measures 12 interest areas tied to the GOE and DOT. Provides individuals with a profile analysis; contains separate pre-vocational and vocational norms. Two versions: paper/pencil and software compatible with Apple/PC. Available in Spanish. Wide Range Interest-Opinion Test/Jastak -Written test Wonderlic Basic Skills Tests (WBST)/Wonderlic, Inc. -Verbal & quantitative tests, similar to SAT format; measure General Educational Development (GED); 5th grade reading level. Results can be used in Career Targets high school planning guide. Working in Teams/Board Game Young Person's Occupational Outlook Handbook You're on Your Own/Board Game


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ASSESSMENTS Job Readiness Assessment Form Work-Related Classroom Behavior Transition Assessment Profile TRACKING FORMS Transition/School to Career Tracking Sheet (These assessment and tracking forms are not available electronically. Contact your Regional Transition Collaborative for a copy.)



Student Name: ________________________________________________________ Case Manager: _________________________ Dates Revised: _______________________ Documentation Location Key: C-Classroom file MF-Sp.Ed.Main file G-Guidance file ND ­ No documentation available Employment

Student is able to state needs and/or accommodations in this area Career Exploration Career Research Career Portfolio Job Shadowing Transition/Job Fair Informational Interview Vocational Assessment Interest Inventory Aptitude Testing Voc. Evaluation Situational Assessment Work Experience Volunteer Service Learning Internship Supported Employment Part-Time Job Full-Time Job Visit NetWORKri Visit Agency Trade Show Agency Linkages Apply to ORS Apply to DDD Other:



Post Secondary Ed. and Training

Student is able to state needs and/or accommodations in this area Course of Study: Review College Guides Request Accommodations Take PSAT Take SAT Take ASVAB Financial Aid Application



Independent Living

Student is able to state needs and/or accommodations in this area Housing Develop Long Range Goal Look for Apartment/Dorm Financial Get Bank Account Develop a Budget Health and Leisure Assistive Technology needs addressed Medical Insurance Guardianship/Will/Trust Apply for SSI Apply for PASS



Community Participation

Student is able to state needs and/or accommodations in this area Transportation Travel Training Mobility Training Public Transportation Private Transportation Sign up for Drivers Ed. Obtain Drivers License Obtain State ID Citizenship Register to Vote Register for Draft Investigate Adult Ed. Investigate Comm. Rec. Advocacy Support Group



Investigate College/Training Program Visit College/Train Prog. Apply to College/Training

Agency Linkages

Agency Linkages

Agency Linkages

*See page 17 for rationale and directions. 52


Student Name: _______________________________________________________


Comments/Other Plans & Activities



Post Secondary Ed. and Training Comments/Other Plans & Activities



Independent Living Comments/Other Plans & Activities



Community Participation Comments/Other Plans & Activities




VOCATIONAL ASSESSMENT TRACKING SHEET Student : _________________________________ Case Manager: ____________________ Anticipated Graduation Date: _________ Start date ______________ Documentation Location Key: C ­ Classroom file


MF ­ Main Sp. Ed. file

INFORMAL ASSESSMENT Interviews: Parent ____ Student ____ Teacher ____ Career Portfolio

G ­ Guidance file

ND ­ No documentation



Test: __________________ __________________ Results:

Test: ______________________ Results: High: Low: Comments

DATE:________________ Loc. _________________ Test: __________________ __________________ Results:

DATE:________________ Loc. _________________ Test: _____________ Results: High: Low: Comments

Test/Source: ______________ _________________________ Check Sensory Preferences: Vis'l____ Aud____ Tact'l____ Kinesthetic____ No Pref ____ Abstract____ Concrete____ Organizational ____ Sequential ____ Global____ DATE:________________ Loc. _________________ Test/Source: ______________ _________________________ Check Sensory Preferences: Vis'l____ Aud____ Tact'l____ Kinesthetic____ No Pref ____ Abstract____ Concrete____ Organizational ____ Sequential ____ Global____ DATE:________________ Loc. _________________ Test/Source: ______________ _________________________ Check Sensory Preferences: Vis'l____ Aud____ Tact'l____ Kinesthetic____ No Pref ____ Abstract____ Concrete____ Organizational ____ Sequential ____ Global____ DATE:________________ Loc. _________________ Test/Source: ______________ _________________________ Check Sensory Preferences: Vis'l____ Aud____ Tact'l____ Kinesthetic____ No Pref ____ Abstract____ Concrete____ Organizational ____ Sequential ____ Global____ DATE:________________ Loc. _________________

SITUATIONAL ASSESSMENT/WORK EXPERIENCE Date: Location: Supervisor: Results/Report:

Student Centered Plan: (ex: MAP) DATE:________________ Loc. _________________ Interviews: Parent ____ Student ____ Teacher ____ Career Portfolio

DATE:________________ Loc. _________________ Date: Location: Supervisor: Results/Report:

DATE:________________ Loc. _________________

DATE:________________ Loc. _________________ Test: __________________ __________________ Results:

DATE:________________ Loc. _________________ Test: _____________ Results: High: Low: Comments

Student Centered Plan: (ex: MAP) DATE:________________ Loc. _________________ Interviews: Parent ____ Student ____ Teacher ____ Career Portfolio

DATE:________________ Loc. _________________ Date: Location: Supervisor: Results/Report:

DATE:________________ Loc. _________________

DATE:________________ Loc. _________________ Test: __________________ __________________ Results:

DATE:________________ Loc. _________________ Test: _____________ Results: High: Low: Comments

Student Centered Plan: (ex: MAP) DATE:________________ Loc. _________________ Interviews: Parent ____ Student ____ Teacher ____ Career Portfolio

DATE:________________ Loc. _________________ Date: Location: Supervisor: Results/Report:

DATE:________________ Loc. _________________

DATE:________________ Loc. _________________

DATE:________________ Loc. _________________

Student Centered Plan: (ex: MAP) DATE:________________ Loc. _________________

DATE:________________ Loc. _________________

DATE:________________ Loc. _________________



Student : ____________________________________________________________________________________________________

LOCATION KEY: C- Classroom file

MF ­ Main Sp. Ed. file

G ­ Guidance Office file

ND ­ No documentation available

In preparation for the IEP, the following information should be viewed in order to inform the IEP team: LEVEL I ASSESSMENT:





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