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1、1edweek.org 2Far too many drop out of high school (30% or more)Youth remain dependent on IEP teams to make decisions (too few self-determine or advocate)Youth have few opportunities for community-based work experiences during schoolYouth have difficulty adjusting after exiting high schoolMost are un
2、employed or underemployed after high schoolMost continue dependence on their familiesThus outcomes from federal and state investments are unclear or negativethis is why we need assessment for transition-age youth.3Assessment cant solve all these problems, but it helps us pay attention!Assessment can
3、 help identify potential strengths, barriers, accommodations, and resources.4“Transition assessment is an ongoing process of collecting information on the students strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environmen
4、ts”All stakeholders participate in the process of All stakeholders participate in the process of information-gathering and decision-makinginformation-gathering and decision-making2019 Corwin Press. Assess for Success: A Practitioners Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neube
5、rt, Begun, Lombard, and Leconte 45Domains/Content of Transition Assessment Domains/Content of Transition Assessment & Adulthood& AdulthoodHome and FamilyLeisure and PursuitsEmployment and EducationCommunity InvolvementPhysical andEmotionalHealthPersonal Responsibility and RelationshipsCronin, M. E.
6、& Patton, J. R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-life content into the curriculum. p 13. Austin TX: PRO-ED.Self Determination5Coordinated Transition ServicesCoordinated Transition ServicesAt no point in the service delivery s
7、ystem is there more need for seamless coordination between multiple public agencies than when the student is transitioning out of high school and into the adult employment and life.Community-Based Assessment naturally involves and supports partnerships between schools, DORS, CRPs, and employers. Fos
8、tering these partnerships leads to better services for transitioning students and provides a foundation for competitive employment outcomes.The value that employers see in the youth is the foundation of these students future careers, and the clearly demonstrates the validity of this model. Definitio
9、n: A holistic assessment of an individuals interests, needs, and abilities in a job/worksite setting located in the community. Community Based Assessment is an umbrella term depicting a category of methods, which may include: - situational assessment - on-the-job evaluations - job try-outs/trialsVEW
10、AA/VECAP GlossaryThis type of assessment must take place in a community setting in which the individual is integrated with peers without disabilities. Community Based Assessment cannot occur within a rehabilitation facility or “enclave” setting (loses validity).Community based assessment is function
11、al assessmentInvolves interaction between behavior and environmental conditions and demands Determines the impact of disabilityUltimate measurement in natural environmentPersonal involvement is critical to self-understanding, investment and successUse Input from client/youth, DORS, School-Based Pers
12、onnel, and Family-WHAT ARE MAIN INTERESTS DESIRES FOR EMPLOYMENT RECOMMENDATIONS FROM PREVIOUS ASSESSMENTS ?- WHAT TYPE OF ENVIRONMENT WOULD FIT WELL WITH THIS CLIENT? WHAT MATCHES THEIR TESTED LEARNING STYLE AND STATED WORKER PREFERENCES?TYPES OF CONTACTS:Warm Contacts! Cold Walk-InsCold CallsDont
13、forget to do your homework on the employer!GOOD SITES TO CONSIDERLarge establishments which have multiple types of jobs (allows site to be used for variety of job tasks & for future assessments)Employers who pride themselves in community outreach, service projects, and positive public relationsNon-p
14、rofits and other organizations who typically host volunteers-Compliment the employer on the companys values, great reputation, friendly atmosphereWhy did you choose them over their competition?Explain the valuable impact that they can have on youth being assessedDifferentiate between “assessment” an
15、d “job”Be sure to use references (if you have conducted an assessment in a similar type of business, tell them how much the employer enjoyed it)Ask for a Job DescriptionAsk to conduct a Job Analysis (when convenient for them, not you)-Dont ask, dont tellDont raise this topic unless the employer does
16、!Provide employer with a basic fact sheet about CBAInclude PurposeEmployer ExpectationsAgency ResponsibilitiesStatement explaining that the arrangement is “not an employer/employee relationship” and that employment is not a requested outcome-If the employer brings up liability, be prepared: (1) Quot
17、e Department of Labor Standards(2) state that “In compliance with IRS Revenue Ruling 65-165 and with standard insurance practice, the Employer-Employee relationship actually exists between CRP and the client who is participating in a Community Based Assessment experience with the following understan
18、ding:-The services are for therapeutic or rehabilitative purposes-The CRP retains final control over the client and this control is protective-The client is a registered client of your CRP, and is voluntarily participating in the assessment-A CRP staff person will be available to client and employer
19、 as needed-Schedule approximately 2-3 days on the job site, 3-6 hours per day (depends on what is appropriate for the client and acceptable to the employer)Set up the assessment in order to sample a variety of duties within a specific position & at various times (i.e., busy times and slower times)Ar
20、range for time to receive some supervisor and coworker feedback during the assessmentBalancing Act be un-intrusive, yet gather as much data as possible!-OBSERVATION OBSERVATION OBSERVATION!Observe client & take as many notes as possibleObserve & document environment, job, and task designPinpoint str
21、engths, difficulties, coping strategies, etc.Observe & document interactions with others (supervisor , coworkers, and customers are equally important)Obtain feedback from supervisor and coworker(s)Complete any necessary forms/paperwork with employer while there (avoid the burden of having to schedul
22、e yet another visit)-Personally thank everyone involved at work siteHave the client thank everyone involved (this goes a LONG way!)Be sure to leave the area as you found itHave a dialogue with the client about how they liked the assessment (get specific likes, dislikes, “easy” vs “hard”)Provide the
23、client with some preliminary feedback about their performance (try to focus on positive)-Send a follow-up thank you to the employer (card, letter, email, etc.)Praise a specific coworker or manager involved. Without disclosing confidential information, comment on how this assessment has helped the li
24、fe of the client/youth.Maintain this employer relationship!Do NOT wait until the next time you want/need to use them for an assessment to make contact. Send them a useful article about something they mentioned having an interest in; send them a congratulatory card/email if their company does somethi
25、ng newsworthy; think of ways that you may be able to assist them (hint this could be by referring a qualified individual for future job openings. Hmmm.-Developed by OVR and Pittsburgh Public Schools in partnership with the University of Pittsburgh, Department of Rehabilitation ScienceSpecific Traini
26、ng Modules - videosA ManualAdditional resources and tools 1.Evaluate the environment independent of the student (job analysis)2.Interview the worksite supervisor independent of student (CBA Questionnaire)3.Interview the student independent of supervisor (CBA Questionnaire)4.Compare interviews scores
27、 to determine discrepancies and workplace issues5.When writing the final report, be sure to include background data and other assessment data gathered prior to the CBA (i.e., interest inventories, learning style inventories, work preferences, etc.) Based on the Secretarys Commission on Achieving Nec
28、essary Skills (SCANS), Dept. of Labor Completed by worksite supervisors Used as a teaching tool to increase self-awareness Shared with IEP Team & DORSCommunity Based Assessment provides valuable information that cannot necessarily be obtained through other types of assessmentCBA should be part of an
29、 ongoing assessment process for transitioning youthCBA can open doors to other employment-related opportunitiesCareer Exploration Activities (i.e., job shadowing, informational interviewing, work-site tours, volunteering, mentoringPaid Employment! 25VECAPVECAPVocational Evaluation and Career Assessm
30、ent Professionalsvecap.org VEWAAVEWAAVocational Evaluation and Work Adjustment Associationvewaa.org26Career planning begins with assessment: A guide for professionals serving youth with educational and career development challenges. (October 2019). Washington, DC: National Collaborative on Workforce
31、 Development for Youth, Institute for Educational Leadership. ncwd-youth/Sitlington, Neubert, Begun, Lombard, & Leconte. (2nd edition). (in press). Assess for Success: A practitioners guide for transition assessment. CA: Sage Publications27Miller, Lombard, & Corbey. (2019). Transition assessment: Pl
32、anning transition and IEP development for youth with mild to moderate disabilities. Boston, MA: Pearson/Allyn and Bacon.Transition Planning Inventory (Clark & Patton) proedinc/productAnsell-Casey Life Skills Assessment/Test wareseeker/a-ansell-casey-life-skills-assessment/Enderle-Severson Transition
33、 Rating Scale estr/28National Association of State Directors of Special Education, The IDEA Partnership, National Community of Practice on Transition (ideapartnership.org) (sharedwork.org) National Center on Secondary Education & Transition (ncset.org) National Secondary & Transition Technical Assis
34、tance Center (nsttac.org) National Dropout Center for Students with Disabilities (ndpc-sd.org/) National Post-School Outcome Center (psocenter.org/) 29Career Planning Begins with Assessment (ncwd-youth/a-z) NSTTAC (nsttac.org) Age Appropriate Transition Assessment GuideFact Sheet on Age Appropriate
35、Transition AssessmentTool Kit for Indicator 13DCDT Fact Sheet on Transition Specialist Competencies (dcdt.org)29Marsha L. LeggMarsha L. LeggDirector of Career Development & Transition ServicesHumanim, Inc.1701 N. Gay StreetBaltimore, MD 21213mlegghumanim410-381-7171 (office)410-563-5188 (fax)410-736-8428 (cell)谢谢你的阅读v知识就是财富v丰富你的人生 更多精品资请访问更多精品资请访问 更多品资源请访问更多品资源请访问
