Virginia DRS Vocational Evaluator Conference April 3 – 4, 2008 Woodrow Wilson Rehabilitation Center Fishersville, VA 1
Objectives Review the following: � National/ universal definitions of transition, career and vocational assessment � National definitions and characteristics of community based vocational assessment (CBVA) � Fair Labor Standards Act (FLSA) related to assessment, exploration and training 2
Objectives Discuss the following: � Where and by whom CBVA is being provided currently? � Where and by whom will CBVA be provided in the future? Share the following: � Specific information on a process for conducting CBVA in transition, including instruction for completing the CBVA, questionnaire and associated forms. � Additional references and resource materials on CBVA. 3
4
Types of Assessment � Transition Assessment relates to all life roles and the supports needed before, during, and after transition to adult life; it serves as an umbrella for career and vocational assessment and evaluation. � Career Assessment relates to life-long career development, which affects life roles, and is ongoing throughout one’s life. � Vocational Assessment and Evaluation relate to the role of the potential worker (and employment). 5
What is Transition Assessment? “Transition assessment is an ongoing process of collecting information on the student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning and working environments” All stakeholders participate in the process of inform ation-gathering and decision-m aking 2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2 nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte 6
Domains/Content of Transition Assessment & Adulthood Home and Family Self Determination Physical and Emotional Health Cronin, M. E. & 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.
Domains/Content of Transition Assessment & Adulthood Employment and Education Domain Conducted within a Career Development Context: Knowing Where to Begin 8
What is Career Assessment? The on-going process of collecting information for career development and career planning. � Lifelong process � Addresses all aspects of life within career contexts � People come to understand themselves � Cyclical Process and Content: � Career Awareness � Career Exploration � Career Preparation � Career Assimilation and Change 9
Assess within a Career Development Context Awareness Growth, Change & Exploration Expansion Assimilation Preparation 10
What is Vocational Assessment? � A comprehensive, informal process conducted over a period of time, usually involving a multidisciplinary team with the purpose of identifying individual characteristics, rehabilitation, education, training, and placement needs, serving as the basis for planning an individual’s rehabilitation, employment, career development, education, and/ or transition program(s), and that provides the individual with insight into vocational and career potential. 11
What is Vocational Assessment? � Three levels: � Needs Assessment/ Screening � Exploratory � Comprehensive Vocational Evaluation 30 th Institute on Rehabilitation Issues 12
What is Vocational Evaluation? � A comprehensive process (with content) that systematically uses w ork, either real or sim ulated , as the focal point for assessment and vocational exploration, the purpose of which is to assist individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation. 30 th Institute on Rehabilitation Issues 13
Levels of Transition, Career & Vocational Assessment Levels of Service � Level I I I : comprehensive Level career assessment/ vocational III evaluation. � Level I I : diagnostic and prognostic, exploration, go Level II onto next level if more information is needed to make decisions. � Level I : make quick Level I decisions; minimal assessment required, go on to next level if more information is required. 14
Who Provides Three Levels of Services? Vocational Evaluators � Transition specialists � Guidance � Rehabilitation counselors � Teachers � Community service providers � Employers or service learning supervisors � Employment specialists � Vocational Evaluators or Assessment Specialists � Parents and family members � Youth � Others who have relevant experience, vested � interest in the student, and have received some type of orientation or training.
For Vocational Assessment • Levels I and II assessment can be coordinated and collected by anyone, hopefully with the consultation or coordination from someone Certified in Vocational Evaluation (CVE) by the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) • Level III assessment should be conducted and coordinated by a CVE. (They can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.)
Framework for Transition and Career Assessment Exam ples of an I ndividual’s Exam ples of Ecological Attributes Attributes � Interests � Environments � Level of Career Development � Circumstances � Level of Self Determination � Relationships � Temperaments � Situations � Skills � Resources � Preferences � Needs � Strengths Individual + Ecology = Congruence 17
Environmen t Individual Observations Observations Interviews Background Information Congruence LMI Interviews Task Analysis Psychometric Testing Behavioral Observation Training Analysis Work Samples Assistive Technology Community Work Tasks Situational Assessment Resource Survey Transferable Skill OJE Job Analysis Assessment OJT Screening Vocational Profiling Follow-up Generalized Skill Assessment 18
Triangulation of Methods and Information Current Relevant Valid
20
21
Community Based Vocational Assessment � A holistic assessment of an individual’s interests, needs, and abilities in a job/ worksite setting located in the community. 22
Situational Assessment The systematic observation process for identifying work-related behaviors and performances in a controlled work environment. Real work is most often used to add relevance. The element distinguishing situational assessment from other types of assessment is the capability of systematically varying demands in order to evaluate for work-related behaviors and performances (e.g. social skills, quantity of work, use of materials, work pace). (VEWAA/ VECAP Glossary) 23
On-the-Job Evaluation An evaluation technique in which the individual performs actual job duties in a real work situation. Performance is supervised and evaluated by the employer in coordination with evaluation staff. There is a pre-determined beginning and ending date: it is not necessarily intended to result in employment. (VEWAA/ VECAP Glossary) 24
Job Try-out (Shop Try-out) A temporary job placement or internship designed to provide the individual with real work experience and community contacts where the employer or coworkers assess the individual. Job tryouts: (a) expose the participant to new occupational experiences; (b) assess the individual’s work; (c) expose employers to the potential worker; (d) gather additional data useful for making job placement decisions; and (e) provide the individuals with references and work experience to be documented in a resume. (Neubert & Tilson) 25
Functional Skills Assessment The systematic process designed to assess individual skills, interests, values, behaviors and performance related to functioning in the community or home (e.g. money management skills, transportation skills, scheduling and organization), defining the level of support needed by the individual. Assessments and resulting recommendations regarding these skills should be based upon a clear analysis and understanding of the skills needed to function at varying levels of independence in the community and home. 26
Community Based Vocational Assessment Job Try-out Situational On-the-Job Assessment Evaluation (Shop Try-out) • Most • Least controlled, controlled, manipulated manipulated and observed and observed by the by the Vocational Vocational Evaluator Evaluator 27
Triangulation in Community Based Vocational Assessment Worker Employer/ Evaluator Coworker 28
What to Assess � Vocational Appraisal: Integrative Assessment of the Total Individual � Let’s review and discuss the handout � Secretaries’ Commission on Achieving Necessary Skills (SCANS) 29
Recommend
More recommend
