1. Career Development Scope & Sequence: From Awareness to ITWE’s

2. The goal for our kids, all kids! 2

3. Professional Beginnings 3

4. Today we will… 0 introduce career development theory & process in relation to youth and transition; 0 identify phases of career development, standards and indicators related to career development ; 0 review tools and documentation methods; within the framework of the Career Development Plan 4

5. Exercise 1 5 Choose your Viznug

6. Ready! 6

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8. 8 Your Viznug! Viznugs you like Viznugs available Viznugs that like you

9. Identify, demonstrate, apply 9

10. What is Career Development? 0 Career development is “ a continuous lifelong process of developmental experiences that focus on seeking, obtaining and processing information about 0 self, 0 occupational education alternatives, 0 life styles and 0 role options.” (Hansen, 1976 as cited in Morningstar, 1997, p.315) 0 The process by which youth get to know their strengths and interests, learn how different jobs connect with those interests, and build these career planning and management skills is called career development. NCWD 10

11. 11 https://vimeo.com/115884530

12. Career Development Phases are linear but it is a lifelong process and is individual, unique & cumulative  Career awareness  Career exploration  Career preparation  Career assimilation 12

13. Pre-K thru 5678910111212+ Awareness (Identify) Exploration (Demonstrate) Preparation (Apply) Career Development Approximation; each individual will be unique

14. Professional Beginnings 14

15. McDonalds Woopie GoldbergRachael McAdams 15 OR

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17. 1. Career Awareness 17

18. Career Awareness 0 Discovering the existence of work 0 Learning about opportunities, education, and skills needed in various occupational pathways to choose a career that matches one’s strengths and interests 0 Should begin in early childhood Through middle school 18

19. Characteristics of Career Awareness:  Provide school-wide comprehensive and systematic opportunities to learn about various careers via job shadowing, internships, guest speakers, industry tours, Career Technical Education classes, or career fairs.  Identify skills and qualifications required for occupations aligned with core content areas.  Embed career awareness in the general curriculum to teach about occupations related to the core content areas.  Make explicit connections between academic skills and how those skills are used in various careers throughout all general education classes.  Provide systematic, age appropriate student assessment of career awareness (e.g., interest inventories, aptitude tests) for students to learn about their preferences and aptitudes for various types of career. Provide instruction in how to obtain a job in chosen career path. Operational Definitions and Essential Program Characteristics of the 16 Predictors identified in Test, Mazzotti (2009) 19

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21. Awareness in the Career Development Plan My Vocational & Related Services Transition FairCareer DaysJob Shadow Business TourVolunteering Service LearningInformational Interviews My School Based Preparatory Experiences Social Skills TrainingSelf-Advocacy/ Self-Determination Job Skill Development Daily Living Skills Youth Development & LeadershipAssistive Technology 21

22. Activity Performance Criteria - Class will make job site visits or field trips to observe people working across the career categories: in the school building, within the school district, and within the local community. Students will identify examples of each of the 6 criteria across all of the career categories. - Class will identify the region’s resources and geographic characteristics that support the different local jobs available. - Students will identify how technology is used on job sites. - Using an observation form or worksheet, each student will correctly identify 5/6 of the characteristics for each job site visit. - After visiting each job site, students will use a map of natural resources and a standard highway & city map to identify at least 2 features that support each job (city, transportation, farms). - Identify at least 1 technology item and how it is used. 22 Sample Awareness Activities

23. Dunkin Donuts MadonnaJennifer Aniston 23

24. 0 Sections of CDP: My Transition Assessments (Include Vocational Assessment & Person Centered Planning): Method/Tool: Date(s): MAP My Interests & Preferences My Expressed Area of Interest My Job Preferences Recommendations from my Career Development team 24

25. Grocery Clerk OprahTom 25 OR

26. 2. Career Exploration 0 Interacting physically, emotionally, and behaviorally with various aspects of work in different occupational or career areas with the objective of increasing self-knowledge and developing realistic occupational goals 0 Preferences 0 Ability, strengths, skills, learning styles, values, special needs and accommodations regarding work 26 Assess for Success: Handbook on Transition Assessment by Patricia L. Stitlington, Debra A. Neubert, Wynne Begun, Richard C. Lombard, and Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children Should occur middle school through mid high school

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28. Career Exploration Continued 28

29. Exploration in the Career Development Plan My Vocational & Related Services Transition FairIntegrated Work Based Learning Experience Career DaysJob Shadow InternshipsBusiness Tour Part-time EmploymentSummer Employment VolunteeringWork-study Service LearningInformational Interviews My School Based Preparatory Experiences Social Skills TrainingSelf-Advocacy/ Self-Determination Career ExplorationConflict Resolution Soft Skill DevelopmentPeer & Adult Mentorship Job Skill DevelopmentDaily Living Skills Youth Development & LeadershipAssistive Technology Post School Educational & Community Services 29

30. What’s your TRUE COLOR? 30

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32. 3. Career Preparation 0 Acquiring career & vocational related knowledge and skills. The goals of this phase includes: 0 Identifying and developing transferable and vocationally specific skills 0 Continuing to develop employability or soft skills Assess for Success: Handbook on Transition Assessment by Patricia L. Stitlington, Debra A. Neubert, Wynne Begun, Richard C. Lombard, and Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children Should occur mid high school through exit 32

33. Self- management Skills help you adapt to a new situation. They include your personality, ability to get along with others, ability to learn, ability to make decisions, and ability to communicate effectively “Soft Skills” related to emotional intelligence 33

34. Transferable Skills are Aptitude and knowledge acquired through personal experience such as schooling, jobs, classes, hobbies, sports, etc. Basically any talent developed and able to be used in future employment. For example: 0 Managing time & stress 0 Public speaking 0 Meeting goals 0 Cooperating 34

35. Hard Skills are Proficiency in a foreign language A degree or certificate Typing speed Machine operation Computer programming Writing 35 Essentially, any skills that can be measured, such as on a test, are considered hard. Most aspects of administrative, technical, and accounting knowledge involve hard skills. That means basically any career choice requires you to know at least some hard skills.

36. Skills Employers Want 36

37. Preparation in the Career Development Plan My Vocational & Related Services Integrated Work Based Learning Experiences InternshipsBusiness Tour Part-time EmploymentSummer Employment VolunteeringWork-study Service LearningInformational Interviews My School Based Preparatory Experiences Social Skills TrainingSelf-Advocacy/ Self-Determination Career ExplorationConflict Resolution Soft Skill DevelopmentPeer & Adult Mentorship Job Skill DevelopmentDaily Living Skills Youth Development & LeadershipAssistive Technology Post School Educational & Community Services 37

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39. Ice Cream Server Queen LatifahAmy Poehler 39

40. The Building Blocks of Work 0 Element: Smallest step of work activity in a given job without measuring movements or mental activity. 0 Task: A collection of elements that accomplishes some major purpose of the work. 0 Position: Collection of tasks constituting the work activities of a particular worker. 0 Job: A group of similar positions in an establishment. 0 Occupation: Group of jobs across establishments requiring common tasks to achieve common objectives, using similar tools and methods 0 Industry (Profession): Groups of closely-related occupations that relate to the production of a particular product or service 40

41. JOB/POSITION, TASK, AND ELEMENT ARE RELATIVE TO AN INDIVIDUAL WORKER’S DUTIES  MORE COMPLEX------------------LESS COMPLEX  AS TASKS BECOMES MORE COMPLEX, ELEMENTAL DESCRIPTIONS BECOME MORE GENERAL. AS TASKS BECOME SIMPLER, ELEMENTAL DESCRIPTIONS FOCUS ON SMALLER PARTS OF THE JOB 41

42. The Trial Work Experiences 0 Should be the end point of an individuals’ Career Development Plan 0 Close to school exit with the goal of moving into paid employment ASAP 0 Two- sixty day experiences  In one job, position, or group of tasks  Can be a combination of SAC, Summer Work, Integrated Work Based Experiences, Internships  EMPLOYMENT 42

43. Trial Work Experience =TWE is the opportunity to work in a real job in an integrated employment setting alongside non-disabled co-workers, customers, and/or peers, with the appropriate services and supports for a sufficient period of time to establish whether an individual’s interests, skills and abilities are well-suited for the particular job, but for no shorter than 60 days. The trial work experience shall be selected though a person centered planning process and shall be individually tailored to each person. Integrated Trial Work Experiences *TypeLocation Anticipated dates Person Responsible CompletedTotal Days *Community Based Vocational Experience= CBVE; Situational Assessment in the Community= SAC; Summer Work Experience= SWE; 43

44. Tips for the ITWE 0 Trial Work Experience documentation should be formal and consistent in order to reflect a student’s performance in a specific occupation or collection of specific tasks. It is recommended that job descriptions, job analysis, task analysis, and multiple methods of assessment and performance measures be utilized during the TWE. Information gathered should reflect not only the student’s overall performance, but their level of interest, preferred tasks, level of independence, effective training and monitoring methods, documented improvements, and other aspects of the workplace related to their experience. 0 If a TWE is completed in multiple work sites, the job titles should be closely related and include many common tasks. Information regarding job titles and tasks can be found using tools such as O*NET. 0 http://www.onetonline.org/ 44

45. Sales Clerk Receive, store, and issue sales floor merchandise. Stock shelves, racks, cases, bins, and tables with merchandise and arrange merchandise displays to attract customers. May periodically take physical count of stock or check and mark merchandise. Checker Stocker, Checker/Stocker, Clerk, Dairy Clerk, Grocery Clerk, Night Stocker, Sales Support Specialist, Stock Clerk, Stocker, Store Clerk TASKS 0 answer customers' questions about merchandise and advise customers on merchandise selection. 0 Stamp, attach, or change price tags on merchandise, referring to price list. 0 Stock shelves, racks, cases, bins, and tables with new or transferred merchandise. 0 Compare merchandise invoices to items actually received to ensure that shipments are correct. 0 Itemize and total customer merchandise selection at checkout counter, using cash register, and accept cash or charge card for purchases. 0 Transport packages to customers' vehicles. 0 Take inventory or examine merchandise to identify items to be reordered or replenished. 0 Receive, open, unpack and issue sales floor merchandise. 0 Clean display cases, shelves, and aisles. 0 Design and set up advertising signs and displays of merchandise on shelves, counters, or tables to attract customers and promote sales. 0 Pack customer purchases in bags or cartons. 0 Requisition merchandise from supplier based on available space, merchandise on hand, customer demand, or advertised specials. 45

46. Food Server; Non-restaurant Serve food to individuals outside of a restaurant environment, such as in hotel rooms, hospital rooms, residential care facilities, or cars. Sample of reported job titles: Diet Aide, Dietary Aide, Dietary Assistant, Dietary Service Aide, Food Service Assistant, Food Service Worker, Room Server, Room Service Server, Server, Tray Server TASKS 0 Examine trays to ensure that they contain required items. 0 Place food servings on plates or trays according to orders or instructions. 0 Monitor food distribution, ensuring that meals are delivered to the correct recipients and that guidelines, such as those for special diets, are followed. 0 Load trays with accessories such as eating utensils, napkins, or condiments. 0 Clean or sterilize dishes, kitchen utensils, equipment, or facilities. 46

47. Definition: Work experience is any activity that places the student in an authentic workplace, and could include: work sampling, job shadowing, internships, apprenticeships, and paid employment. Paid employment can include existing standard jobs in a company or organization or customized work assignments negotiated with the employer, but these activities always feature competitive pay (e.g., minimum wage) paid directly to the student by the employer. Operational Definitions and Essential Program Characteristics of the 16 Predictors identified in Test, Mazzotti (2009) Paid Employment/ Work Experience 47

48. GAP Sales Assistant Jim CaryKanye West 48

49. Characteristics:  Provide opportunities to participate in job shadowing, work-study, apprenticeships, or internships. **Consider work study, apprenticeships, and internship environments that are culturally sensitive to students from different cultural backgrounds.  Provide instruction in soft skills (e.g., problem solving, communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation).  Provide transportation training, including the use of public transportation and job-site and community safety.  Conduct job performance evaluations by student, school staff, and employer.  Provide instruction in obtaining (e.g., resume development) and maintaining a job.  Develop a process for community-based employment options in integrated settings with a majority of co-workers without disabilities. 49

50.  Conduct situational vocational assessments to determine appropriate job matches.  Develop a process to enable students to earn high school credit for paid employment work experience.  Link eligible students to appropriate adult services (e.g. Vocational Rehabilitation, Developmental Disabilities Services) services prior to exiting school that will support student in work or further education.  Involve appropriate adult services (e.g., Vocational Rehabilitation or job coach when needed) in the provision of community-based work experiences.  Use age-appropriate assessments to ensure jobs are based on students’ strengths, preferences, interest, and needs. Ensure employment training placements offer opportunities for (1) working 30+ hours/week, (2) making minimum wage or higher, with benefits, and (3) utilizing individualized supports and reasonable accommodations. 50

51. 4. Career Assimilation Post School Requires many skills & competencies, particularly the ability for lifelong learning and adaptability. Individuals must be prepared for changes in work methods. Being able to blend into the workforce as a team player who can self-initiate. Assess for Success: Handbook on Transition Assessment by Patricia L. Stitlington, Debra A. Neubert, Wynne Begun, Richard C. Lombard, and Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children. 51

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