TheStartonSuccessCareerTransitionProject成功的職業(yè)生涯轉(zhuǎn)換的項(xiàng)目啟動課件

1、 By: Marsha Legg Director,Career Development & Transition Services Humanim Improved Employment Outcomes Resulting from Community-Based Assessment第1頁，共32頁。Why do we need career & transition assessment? 2 第2頁，共32頁。3Status of youth with disabilities:Far too many drop out of high school (30% or more)You

2、th 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 unemployed or underemployed after high schoolMost continue dependenc

3、e on their familiesThus outcomes from federal and state investments are unclear or negativethis is why we need assessment for transition-age youth.第3頁，共32頁。4How Can These Outcomes be Changed?Assessment cant solve all these problems, but it helps us pay attention!Assessment can help identify potentia

4、l strengths, barriers, accommodations, and resources.第4頁，共32頁。5Transition Assessment“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 env

5、ironments”All stakeholders participate in the process of information-gathering and decision-making2019 Corwin Press. Assess for Success: A Practitioners Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte 5第5頁，共32頁。6Domains/Content of Transition Assessme

6、nt & AdulthoodHome and FamilyLeisure and PursuitsEmployment and EducationCommunity InvolvementPhysical andEmotionalHealthPersonal Responsibility and RelationshipsCronin, M. E. & Patton, J. R. (1993). Life skills instruction for all students with special needs: A practical guide for integrating real-

7、life content into the curriculum. p 13. Austin TX: PRO-ED.Self Determination6第6頁，共32頁。Coordinated Transition ServicesAt no point in the service delivery system is there more need for seamless coordination between multiple public agencies than when the student is transitioning out of high school and

8、into the adult employment and life.Community-Based Assessment naturally involves and supports partnerships between schools, DORS, CRPs, and employers. Fostering these partnerships leads to better services for transitioning students and provides a foundation for competitive employment outcomes.The va

9、lue that employers see in the youth is the foundation of these students future careers, and the clearly demonstrates the validity of this model.Why Use Community Based Assessment?第7頁，共32頁。Definition:A holistic assessment of an individuals interests, needs, and abilities in a job/worksite setting loc

10、ated 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/trialsVEWAA/VECAP GlossaryCommunity Based Assessment第8頁，共32頁。This type of assessment must take place in a communi

11、ty 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”第9頁，共32頁。Community based assessment is functional assessmentInvolves interaction between b

12、ehavior and environmental conditions and demands Determines the impact of disabilityUltimate measurement in natural environmentPersonal involvement is critical to self-understanding, investment and successCommunity Based Assessment for Transition第10頁，共32頁。So How the Heck Is This Done?第11頁，共32頁。Use I

13、nput from client/youth, DORS, School-Based Personnel, 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?STEP 1 Identif

14、y Type of Job & Environment To Target第12頁，共32頁。TYPES OF CONTACTS:Warm Contacts! Cold Walk-InsCold CallsDont 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 assessment

15、s)Employers who pride themselves in community outreach, service projects, and positive public relationsNon-profits and other organizations who typically host volunteers-STEP 2 Identify Potential Employers第13頁，共32頁。Compliment the employer on the companys values, great reputation, friendly atmosphereW

16、hy did you choose them over their competition?Explain the valuable impact that they can have on youth being assessedDifferentiate between “assessment” and “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

17、 for a Job DescriptionAsk to conduct a Job Analysis (when convenient for them, not you)-STEP 3 “Schmooze” the Employer!第14頁，共32頁。Dont ask, dont tellDont raise this topic unless the employer does!Provide employer with a basic fact sheet about CBAInclude PurposeEmployer ExpectationsAgency Responsibili

18、tiesStatement explaining that the arrangement is “not an employer/employee relationship” and that employment is not a requested outcome-Addressing Liability Concerns第15頁，共32頁。If the employer brings up liability, be prepared: (1) Quote Department of Labor Standards(2) state that “In compliance with I

19、RS 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 understanding:The services are for therapeutic or rehabilitative purposesThe

20、 CRP retains final control over the client and this control is protectiveThe client is a registered client of your CRP, and is voluntarily participating in the assessmentA CRP staff person will be available to client and employer as needed-Addressing Liability Concerns第16頁，共32頁。Schedule approximatel

21、y 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)Arrange for time to receive some s

22、upervisor and coworker feedback during the assessmentBalancing Act be un-intrusive, yet gather as much data as possible!-STEP 4 Coordination with Employer第17頁，共32頁。OBSERVATION OBSERVATION OBSERVATION!Observe client & take as many notes as possibleObserve & document environment, job, and task designP

23、inpoint strengths, 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

24、 to schedule yet another visit)-STEP 5 Assessment Time第18頁，共32頁。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 lik

25、es, dislikes, “easy” vs “hard”)Provide the client with some preliminary feedback about their performance (try to focus on positive)-STEP 6 Wrap-up the Day第19頁，共32頁。Send a follow-up thank you to the employer (card, letter, email, etc.)Praise a specific coworker or manager involved. Without disclosing

26、 confidential information, comment on how this assessment has helped the life 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 inter

27、est in; send them a congratulatory card/email if their company does something 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.-STEP 7 Follow-up with Employer第20頁，共32頁。Developed by OVR and Pittsburgh P

28、ublic Schools in partnership with the University of Pittsburgh, Department of Rehabilitation ScienceSpecific Training Modules - videosA ManualAdditional resources and tools Community Based Assessment for Transition Training CD第21頁，共32頁。Evaluate the environment independent of the student (job analysi

29、s)Interview the worksite supervisor independent of student (CBA Questionnaire)Interview the student independent of supervisor (CBA Questionnaire)Compare interviews scores to determine discrepancies and workplace issuesWhen writing the final report, be sure to include background data and other assess

30、ment data gathered prior to the CBA (i.e., interest inventories, learning style inventories, work preferences, etc.)Steps to completing the CBA第22頁，共32頁。Community Based Assessment for Transition第23頁，共32頁。Monthly Worksite Progress Reports Based on the Secretarys Commission on Achieving Necessary Skil

31、ls (SCANS), Dept. of Labor Completed by worksite supervisors Used as a teaching tool to increase self-awareness Shared with IEP Team & DORS第24頁，共32頁。Community Based Assessment provides valuable information that cannot necessarily be obtained through other types of assessmentCBA should be part of an

32、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! SUMMARY第25頁，共32頁。26Assessment ResourcesVECAPVocationa

33、l Evaluation and Career Assessment Professionals VEWAAVocational Evaluation and Work Adjustment Association第26頁，共32頁。27Assessment ResourcesCareer planning begins with assessment: A guide for professionals serving youth with educational and career development challenges. (October 2019). Washington, D

34、C: National Collaborative on Workforce 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 Publications第27頁，共32頁。28Assessment ResourcesMiller, Lombard, & Corbey. (2019). Transition assessment: Planning transition and IEP development for youth with mild to moderate disabilities. Boston, MA: Pear