1. Presented by Paige Tidwell, EdS, CRC, CVE, LPC, PVE October 23, 2015 GVEST Macon, GA

2.  What is Transition Assessment-Process or Thing?  Best practices in Transition Assessment  When to start it  Examples of Transition Assessment Practices  Incorporating Career Development & Labor Market Information

4. “…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments…” -The Division on Career Development and Transition (DCDT) of the Council for Exceptional Children Consists of observations, interviewing, situational analysis, subjective assessments, formal/standardized assessments, and meaningful work experiences Assessment data serves as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (IEP).

5.  To develop postsecondary goals, and related transition services and annual goals and objectives for the transition component of the IEP.  To make instructional programming decisions.  To include information in the present level of performance related to a student’s interests, preferences, and needs in the IEP.  To learn about individual students

6. Work Values/Preferences/Temperaments Post-Secondary Training Needs Career Development/Job Interest Academic Ability/Aptitude Work Place Behaviors Job Seeking Skills Work-Place Support Needs Accommodation/Assistive Technology Needs Adaptive Behavior/Independent Living/Safety Learning Style Medical/Psychological Impairments/Needs Sensory Impairments/Needs Community Involvement/Awareness Interpersonal Skills/Social Functioning Self-Determination/Self-Advocacy Money Management/Financial Literacy Parent/Guardian Expectations Transportation/Ability to Drive Disability related benefits/Benefit Counseling Family Life

8. Is Individualized Is Planned & Purposeful Is on-going & evolving Starts early Involves the parent/family & the student Keeps the “End Goal” in mind- Employment Is age appropriate Facilitates informed choice and self-determination Is flexible Incorporate multiple methods of assessment strategies Encourages Self-Evaluation Encourages family participation Avoids duplicating assessments providing same information

9. Beginning at a very young age, completion of chores at home can provide valuable information about interests, ability to complete tasks, supports needed, etc. Comparing academic achievement scores with reported reading/math requirements for different occupations- ( will accommodations/assistive technology improve ability?) During elementary school, middle school, high school-what are the parent’s expectations regarding work? A variety of meaningful work experiences can assist with narrowing job goal, as well as teach the individual about employer expectations and world of work. Assessment planning can identify specific tasks or skills related to the potential job goal & measurable goals can be developed ( i.e. directing others-have them lead activities & observe them multiple times in various situations)  Consider the multiple methods of answering a specific question, but must gather & document information learned

10. Many standardized assessments are not formatted for screen reading software. Always check with testing publisher prior to administering; Although many “subjective” assessments have administration standards and have norming criteria, many allow for readers, are untimed and can be magnified; however, it is best to review the administrators manual or contact publishing company; Work experiences should be as realistic as possible, in the community and consistent with expressed interests. Important to set student up for success related to supports, assistive technology and employer expectations ( regardless if it is paid experience or not).

11. Interest in a career is not enough Need to identify skills, tasks, labor market demands Student expectations Parent/guardian expectations Access to post-secondary training, access to jobs Support needs to carry out job tasks, navigate environment

12. A recent journal article addressing Employer concerns regarding employing persons with Blindness/Visual Impairment:  Can person utilize tools needed to do job?  Does the person have the skills needed to do job? As student’s strengths, interests, and preferences are identified, the student can begin acquiring the Knowledge, Skills, and Abilities necessary for employment. The more confident the individual is in their ability, the more confident the employer will be in hiring them.

13. ONET Online is a valuable resource to identify common tasks, skills and general labor market demand for various jobs. www.onetonline.orgwww.onetonline.org US DOL-Bureau of Labor Statistics has a wealth of information about occupations and outlook to include a site specific for students and teachers http://www.bls.gov/k12/http://www.bls.gov/k12/ www.kids.gov provides good information about occupations and other topics for k-8 th www.kids.gov

14. Career Development is the preferred model for transitioning planning, as it addresses long term goals and needs. The transition assessment process incorporates the 4 stages of Career Development, which can begin in school years. ( Refer to Career Development Checklist handout) Career AwarenessCareer ExplorationsCareer PreparationCareer Assimilation

15. National Collaborative on Workforce and Disability-Youth Development http://www.ncwd-youth.info/topic/assessment Guideposts for Success http://www.ncwd-youth.info/guideposts Career Planning Begins with Assessment Guide for Professionals http://www.ncwd-youth.info/career-planning-begins-with-assessment Division on Career Development and Transition ( DCDT): http://community.cec.sped.org/dcdt/home http://community.cec.sped.org/dcdt/home DCDT’s fact sheet on Occupational Coursework: https://higherlogicdownload.s3.amazonaws.com/SPED/34aee1c1-7ded-4d59-af82- da4af08d5fc4/UploadedImages/DCDT-Occupational-Courses_Delphi_Final.pdf https://higherlogicdownload.s3.amazonaws.com/SPED/34aee1c1-7ded-4d59-af82- da4af08d5fc4/UploadedImages/DCDT-Occupational-Courses_Delphi_Final.pdf

16. Paige Tidwell, EdS, CRC, CVE, LPC, PVE Vocational Specialist University of Georgia/Institute on Human Development and Disability 850 College Station Road, Athens, GA 30602 706-542-3457 paige@uga.edu www.ihdd.uga.edu Please contact me anytime for assessment recommendations or other transition relation questions