Career Assessment Specialists, Susan Plas & Emily Parker present on Career Assessment. It is not one assessment but rather a process of identifying a career profile for students based on their preferences, interests, needs & strengths
3. ADVANTAGES
➢Career Planning
➢Self-Advocacy
➢Information for the IEP Transition Statement
➢Linkage with Career & Technical Education Programs
➢Linkage with Job Training Opportunities
➢Supporting documentation for eligibility
determination with Adult Service Providers
4. STUDENTS SERVED
• Students with Disabilities
➢mild to moderate: SLD, EBD, ID, HI, MD
➢10th grade
• Students without Disabilities
➢CBI: identified as “at risk” (attendance, academics & behavior)
➢9th grade
• Students with Disabilities
➢11th or 12th grade
➢Students with referrals to adult agencies such as OOD or DD
• With parental consent in order for students to be pulled
from academic classes, during the school day & receive
Career Assessment evaluation.
5. CAREER ASSESSMENT REPORT
➢Identifies employability skills, strengths, preferences,
interests & needs
➢Recognizes current habits in educational setting (study
skills, organization habits, timeliness & attendance)
➢Includes observations & interviews
➢Includes Records Review
➢Addresses “Functional Capacity” areas
7. RESULTS
• Career Assessment Report available to:
➢Student
➢Parents
➢IEP/CBI Teacher
➢School Counselors
➢School Psychologists
➢Career & Technical Education Instructor
➢Job Training Coordinator
➢Adult Service Providers
• Career Resource Folder is given to each student & includes:
➢Information Relevant to Students’ Strengths, Interests, Needs
Preferences & Goals
• IEP Meeting
8. COLLABORATION BETWEEN:
➢Intervention Specialists (IEP Teachers)
➢Career Based Intervention (CBI) Teachers
➢Job Training Coordinators (JTC)
➢Career & Technical Education Instructors
➢Adult Service Providers
11. RECORDS REVIEW:
State & District Data
• Measures of Academic Progress
(administered 3 times each school year)
➢Reading
➢Math
Evaluation Team Report (ETR):
• Summary of Assessment Results
• Description of Educational Needs
• Implications for Instruction and Progress Monitoring
12. RECORDS REVIEW:
IEP
• Vision Statement
➢Future Goals
• Transition Statement
➢Section 4: Post Secondary Transition
̵ Statement of Transition Service Needs that focus on
Course of Study
̵ Results of Age-Appropriate Transition Assessment Data
➢Section 5: Post Secondary Transition Services
̵ Post Secondary Education & Training
̵ Employment
̵ Independent Living, Leisure & Community Involvement
*Suggestions for IEP Sections 4 & 5 are written and provided to IEP
teachers as part of the Career Assessment Report
13. INTERESTS
➢Learning Styles
➢Leisure Time Activities
➢Community Involvement
➢School Activities, Teams, Groups & Clubs
➢Talents
➢Likes & Dislikes
̵ Jobs
̵ Tasks
̵ Environments & Settings
14. CAREER INTEREST SURVEY
➢Health & Human Services
➢Business Marketing & Finance
➢Construction
➢Education & Training
➢Hospitality & Tourism
➢Information Technology
➢Manufacturing & Transportation
➢Arts & Communication
Identifies activities, personal qualities, school subjects & leisure activities
students like and matches them with a career area.
15. EDUCATION
CURRENT & FUTURE
• Organizational Skills
➢Folders, notebooks, papers, locker, book bag
• Study Habits
➢Keeping track of homework
➢Studying for tests
• Academics
➢GPA
➢Report Card
➢Credit Accumulation
➢Barriers to Graduation (failed credit & fees)
16. INTERVIEW:
ORGANIZATIONAL SKILLS & STUDY HABITS
• Show:
➢If student brought back pack or folders they are asked to
show how they organize their school work.
➢How they keep track of homework papers (upcoming
assignments that are due soon & homework assignments
that have been returned to the student) & other school
work (notes, tests, study guides)
➢How they keep track of homework assignments (school
planner, calendar on phone, homework notebook)
• Student tells:
➢How they study & get ready for tests
➢Ways they prefer to study (alone or with a partner)
➢Where they study (at home, at school)
21. Time
➢Analogue time telling
➢Analogue time
calculations
➢15 minute break
➢30 minute break
*An analogue clock is
used in this evaluation
*No calculator used for
this assessment
23. INTERACTIONS WITH CO-WORKER & SUPERVISORS
➢Following Directions
➢Requesting Assistance
➢Handling Criticism & Correction
➢Initiative & Work Ethic
➢Handling Teasing & Provocation
➢Cooperative Work Behaviors
(multiple choice/5 questions per domain)
24. Student Interest Form
for Career & Technical
Education Programs
Describe your career goals:
1. Explain why you are
interested in the program you
are requesting
1. Explain how completing the
program would help you
when you graduate from high
school
28. ONLINE:
OHIO MEANS JOBS
➢ Students can create a “backpack” and store all
assessment results
○ Career Cluster Inventory
■ middle school and high school students
○ Career Profile
■ high school students
● Results: Holland’s Code
○ People who choose to work in an environment similar to
their personality type are more likely to be successful
and satisfied.
➢ Search for information about jobs (similar to O’Net)
➢ Practice interview skills
○ record responses and replay for students to self-
assess
30. CAREER CLUSTER MATRIX
➢ Interests, Skills, & Aptitudes
➢ Career Connections
○ career outcomes for each program
31. ASSESSMENT
TASK & JOB INVENTORY
➢Analysis of tasks at entry level jobs in the Akron
community are presented to students in order to
determine student preferences & interests
➢This inventory addresses “Jobs”, “Job Duties” &
“Work Environments”
➢Students identify all areas that appeal to them &
that they would be willing to try
32. Worker Preferences
EnvisionIT resource
The Ohio State University Nisonger Center. (2012-2017). Scaling-Up EnvisionIT: A Model for
Teaching 21st Century Skills. Columbus, Ohio.
33. Worker Values
The Ohio State University Nisonger Center. (2012-2017). Scaling-Up EnvisionIT: A Model for
Teaching 21st Century Skills. Columbus, Ohio.
34. LEARNING STYLES INVENTORIES
• V.A.R.K. (Visual, Auditory, Reading & Writing, Kinesthetic)
➢16 prompts with 4 choices (one from each domain)
➢Student chooses as many as apply
•I Like Your Style
➢ 24 prompts
➢ Likert scale “Often, Sometimes, or Seldom”
•C.I.T.E. (Center for Innovative Teaching Experiences)
Inventory
➢ 45 questions
➢ Likert scale 1-4 (most like me to least like me)
35. VocFit
" Job matching is the collaborative, data-based decision-making process used by transition
teams to determine the best fit between an individual’s abilities and preferences and the
job’ s environmental and occupational demands” -Persch et al., 2015a
Vocational Fit Assessment
● Valid and reliable assessment of student abilities & internship demands
Demands & Abilities Transforming Algorithm
● Consistent, efficient, & trustworthy data processing
Job Matching Reports
● Novel decision support system identifies the pros and cons of each potential
job match.
● Reveals areas of need for goal setting and skill development
37. THE END
Thank you
for your time and attention!
Dr. Emily Parker and Susan Plas M.Ed.
eparker2@apslearns.org splas@apslearns.org
Career Assessment Specialists for
Akron Public Schools
