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Transition Matrix
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Transition Planning and Application Area: Working (Chart 2)
Transition Planning Assessment Areas:
Application for the Postsecondary Area of:
Working
Interests and Preferences for Postsecondary Expectations
Definition: Interests are those things/activities that evoke curiosity and preferences are those things/activities that are chosen over others. Interests and preferences are used to build future directions and plan for post-secondary expectations.
Work Style Options
Definition: Physical characteristics of the work environment and the management structure of the work environment.
Application:
Review student file
Student interview
Parent interview
Employer interview
Complete or review student work history
Observe or review explorations in the community
Job Site Interest Summary
What’s My Bag?
(in
IATP
, p. 55)
This Is How I See Myself
(in
IATP
, p. 56-57)
Job-Related Interest and Preference Inventory
(in
IATP
, p. 64-65)
Your Employment Selection
Iowa Choices
Career Options
Definition: The USOE 16 career cluster families framework takes all the different careers and jobs in the economy and organizes them according to related occupational and industry areas. See the Iowa Department of Education, Division of Community Colleges and Workforce Preparation Iowa Career Resource Guide, or
Career Clusters.org
, or your local community college website for local variations.
Application:
Review student file
Student interview
Parent interview
Comprehensive Inventory (Level 2 of
TPI
, Items 1 & 2, (in
IATP
, p. 10-11)
Choices Planner
from Iowa Choices, 2006-2007
Administer selected ability and/or interest assessments:
Ability Explorer
ACT’s EXPLORE Program
ACT’s PLAN Program
Armed Services Vocational Aptitude Battery Career Exploration Program
Interest Determination Exploration and Assessment System (IDEAS)
Kuder Career Planning System
Occupational Aptitude Survey and Interest Schedule-3
Pictorial Inventory of Careers DV 2000
Reading-Free Vocational Interest Inventory:2
Self-Directed Search and Finder Form E
WorkKeys Assessments
Wide Range Interest and Occupation Test-2
Cell 3
Basic Skills for Postsecondary Expectations
Definition: Common foundational skills expected of all individuals in the specific post-secondary area.
Core workplace skills (general employability)
Definition: Skills that are required across a number of careers/ occupations/ jobs.
Job seeking
writing resume
resources to locate jobs
applications
job interviews
Job keeping
rules of workplace
understands requirements
basic skills for job
basic technology literacy
ability to work with others
Disability rights under Amercans with Disabilities Act.
Application:
Review student file
Complete or review student work history
Classroom observations or interview/review input from general and special education teachers
Community or school worksite observations
Worksite observations of students currently working
Employer interview
Comprehensive Inventory (Level 2 of
TPI
, Items 3-5 & 20, (in
IATP
, pp. 11-14; 24-25)
Career Portfolio
(in
IATP
, p. 63)
Skills Identification checklist
(in ECP-IAT, p. 61)
Administer selected employability skills assessments:
AccuVision Workplace Success Skills
BRIGANCE Employability Skills Inventory
(selected subtests)
Life Centered Career Education Knowledge & Performance Batteries
(Occupational component)
Wonderlic Basic Skills Test
Work Adjustment Inventor
Cell 6
Attitudes/Habits/Self-Awareness for Postsecondary Expectations
Definition: Attitudes are opinions or general feelings about something. Habits are actions or behavior patterns that are regular, repetitive and often unconscious. Self-awareness is the understanding of one’s strengths and limitations, including awareness of disability. Attitudes, habits, and self-awareness affect performance and functioning in the specific post-secondary area.
Work Ethics/Values
Definition:
Understanding the importance of work and the individual’s role in the workplace
uses appropriate social skills relating to co-workers, customers, and supervisors
follows the rules of the workplace
accepts responsibility for his/her own work and quality of work
attendance and punctuality
etc.
Application:
Review student file
Student interview (using
Values Inventory
in ECP-IAT, pp. 46-49)
Classroom observations
Worksite observations
Interview/review input from general and special education teachers
Complete/review student work history
Employer interview
Collect and review employer evaluations
Work Personality Profile
(in
IATP
, p. 67)
“Satisfactions” You Need
(in ECP-IAT, p. 51)
BRIGANCE Employability Skills Inventory
(selected subtests)
Use of Self Advocacy Skills
Definition:
Makes decisions about self advocacy
requests accommodations as needed
uses accommodations as needed
seeks assistance as needed
Application:
Review student file
Student interview
Teacher interview
Complete/review student work history
Employer interview
Collect and review employer evaluations
Review student work history
Worksite observations
AIR Self-Determination Scale
Arc Self-Determination Scale
Cell 9
Critical Thinking/Application Skills for Postsecondary Expectations
Definition: A process of creative thinking for getting, analyzing and synthesizing information to make decisions and solve problems in each post-secondary area.
Ability to adapt to new tasks/jobs
Definition: Flexible; copes with changes; seeks assistance as needed; accepts feedback.
Application:
Review student file
Student interview
Employer interview
Collect and review employer evaluations
Worksite observations
Worksite observation in situational assessment
Ability to problem solve on the job
Definition: Recognizes problems in the workplace, defines the problem, and devises and implements a plan or process of action.
Application:
Review student file
Student interview
Employer interview
Collect and review employer evaluations
Worksite observations
Worksite observation in situational assessment
Job specific/technical skills
Definition: Skills needed to perform a specific job.
Application:
Review student file
Student interview
Employer interview
Collect and review employer evaluations
Worksite observations
Worksite observation in situational assessment
Review teacher input from Career and Technical Education courses
Cell 12
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