Transcript TLS Network October 9,18 & November 3, 2014

TLS Network
November 18,
December 2, 2014
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This session is intended as a compliment to
the
session. It
will focus on:
Quantifying the vocational expectation for
youth with ID/D Trial Work Experiences
Vocational development and assessment
Data keeping & documentation
Tool selection
The subsequent need for future TA
Definition of DOCUMENT
a archaic : PROOF, EVIDENCE
b : an original or official paper relied on as
the basis, proof, or support of something
c : something (as a photograph or a
recording) that serves as evidence or proof
Measurement
(from Old French, mesurement) is the
assignment of numbers to objects or events. It
is a cornerstone of most natural sciences,
technology, economics, and quantitative
research in other social sciences.
Consent Decree Definitions
A “trial work experience” is the opportunity to
work in a real job in an integrated employment
setting alongside non-disabled coworkers,
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.
TWE
The trial work experience shall be
selected through a person-centered
planning process and shall be
individually tailored to each person.
 At least 2
 60 days in duration:
• in an individualized integrated
employment setting
A “situational assessment” is a vocational
assessment that is administered on-site in
integrated employment settings, where
individuals are evaluated in the performance of
work activities that are typical to the setting
where the assessment is administered.
• One or more in an integrated employment
setting
A “vocational assessment” is an assessment
administered to provide employment-related
information essential to the development of, or revision
of, an individual’s employment related planning
documents, (IEP, ILP, IPE, ISP, where applicable). The
primary purpose of all vocational assessments shall be:
to determine an individual’s interests, strengths, and
abilities, in order to identify a suitable match between
the person and a competitive integrated employment
setting.
Transition Assessment
My Transition Assessments (Include Vocational Assessment & Person Centered
Planning):
Method/Tool:
#1 PCP
Date(s):
Creating the Vision
Person Centered
Planning
General Transition Assessments
& Curriculum Based Assessments
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LCE Competency Rating Scale
The LCE Competency Rating Scale (CRS) provides a valuable method for assessing
each student's competency level through observation and interviews using a
person who knows the student well, such as a teacher or parent. This informal and
brief assessment process offers a relatively high degree of validity, and it may be
used at all instructional levels.
LCE Knowledge Battery
The LCE Knowledge Battery is a criterion-referenced test designed as a pre- and
post-assessment instrument to identify the students instructional needs.
The LCE Knowledge Battery consists of a 468-item multiple-choice test covering all
LCE objectives within each sub-competency. And teachers may choose which subcompetency sections to test students' knowledge levels and instructional needs.
LCE Performance Battery
The LCE Performance Battery goes beyond ascertaining students' knowledge of the
LCE competencies, and actually assesses students' ability to apply the LCE
competencies in their lives. It consists of two alternate forms for each of the 20
competency units. Most items are performance-based and composed as openended questions, role-playing scenarios, card-sorting exercises and other hands-on
activities.
http://www.cec.sped.org/Publications/LCE-Transition-Curriculum
Transition Planning
Inventory- 2 TPI-2
Modified Form for Students with Significant
Support Needs
Assesses:
• Working
• Learning
• Living
http://www.proedinc.com/customer/pro
ductView.aspx?ID=6063
Informal Assessments for
Transition Planning
(Included in TPI-2 Kits)
Informal Assessments for
Transition Planning
• Postsecondary Ed & Training
• Independent Living &
Community Participation
• Employment & Career
Planning
All
Reproducible
Enderle-Severson Transition Rating
Scales (ESTR)
ESTR-III
“Pink”
ESTR-S
“Tan”
https://www.estr.net/
Ten Sigma
Rubrics for Transition IV: for Students with
Severe Disabilities
Transition Surveys the IEP Team Completes
The manual contains surveys that assist IEP teams in
identifying the student's transition strengths and needs.
List of Behavior
Rubrics for Middle
School to Adult
Interacting with Others Workplace Basics
1. Make an appropriate
impression.
2. Get people's attention
appropriately.
3. Greet people politely.
4. Pay attention to speaker.
5. Consider the contributions of
others.
6. Interact fairly with others.
7. Disagree appropriately.
8. Deal safely with others.
9. Interact fairly with others.
10. Interact effectively with
others.
Self-Sufficiency Skills
11. Be trustworthy, honest, and
ethical.
12. Be in control of emotions.
13. Show respect for authority.
14. Listen well.
15. Accept responsibility for
actions.
16. Accept consequences.
17. Respect the diversity of
others.
18. Respect the rights of others.
19. Set and achieve important
goals.
20. Use good judgment.
21. Access community resources.
Self-Management Skills
22. Be organized.
23. Be thorough.
24. Set and meet high quality
standards.
25. Do own share of the work.
26. Make effective decisions.
27. Solve problems effectively.
28. Use time wisely.
29. Take initiative.
30. Advocate for self.
31. Follow verbal directions well.
32. Clean up after self.
33. Use effective money
management.
http://www.tensigma.org/rubricsfortransitionIV
34. Arrive promptly and
prepared.
35. Show a desire to work.
36. Have a positive work ethic.
37. Work well with co-workers.
38. Follow directions promptly.
39. Complete tasks to
expectations and on time.
40. Work well without
supervision.
41. Be a responsible group
member.
42. Negotiate compromises.
43. Follow written instructions
well.
44. Meet deadlines.
45. Resolve conflicts.
46. Find employment
opportunities.
47. Present ideas clearly and
logically.
48. Have an effective resume.
49. Work toward group goals.
Wellness Skills
50. Practice personal
grooming/hygiene.
51. Develop good nutritional
habits.
52. Maintain personal fitness.
53. Manage stress.
54. Maintain healthy
relationships.
55. Practice good citizenship.
56. Respect the environment.
57. Participate in leisure
activities.
58. Participate in regular health
care.
Technology Success
59. Operate a computer with
confidence.
58. Locate information from
many sources.
60. Conduct effective Internet
searches.
61. Manage an email program.
63. Troubleshoot technology
problems.
62. Use a cell phone effectively.
The BRIGANCE® Transition Skills
Inventory (TSI)
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helps educators easily assess independent living,
employment, and additional post-secondary skills
supporting transition planning for middle- and highschool students.
Determine present level of performance in transition
skills
Assess a wide range of student abilities
Develop transition goals and objectives for IEPs that
meet IDEA requirements
Monitor and report progress toward transition goals
Deliver data-driven instruction with the BRIGANCE
Transition Skills Activities
http://www.curriculumassociates.com/products/detail.aspx
?title=BrigTSI
VOCATIONAL & CAREER INTERESTS
Measured Interests
16 Career Clusters
Relationship Between Holland’s Occupational Categories
and GOE Interest Areas
Holland
Occupational Category
Artistic
Investigative
Realistic
Conventional
Enterprising
Social
Holland Codes
GOE
Occupational Interest Areas
1 Artistic
2 Scientific
3 Plants and Animals
04 Protective
5 Mechanical
6 Industrial
7 Business Detail
8 Selling
9 Accommodating*
10 Humanitarian
11 Leading-Influencing**
12 Physical Performing
Envision Your Career
Designed especially to measure career interests in people who have little or no English
skills and/or limited reading and writing abilities. It is based on
Test takers watch videos of various occupations, 66 total. Each test taker will
then fill out a scoring sheet. After viewing each occupation they circle numbers on a
scale of 1 to 5 corresponding to the degree to which they like the occupation.
http://www.disabilitytraining.com/product-info.php?Envision_Your_Career_DVDpid198.html
Wide Range Interest and Occupations Test-2
(WRIOT-2)
The WRIOT-2 consists of 238 full color
pictures shown to individuals to decide
whether they like, dislike, or are
undecided about each job depicted. The
WRIOT-2 does not require reading or
language understanding. The picture
presentation reduces the confusion of
mental images and multiple meanings
that words evoke. The results graphically
show an individual's strength in each of
the 17 Occupational, 16 Interest, and 6
Holland Type Scales. The report can be
provided to the client to assist in their
career choice.
Vocational Interest via Career
Exploration
Personal Preference Indicators
Freehttp://www.nsttac.org/content/transition-assessments-students-severe-and-multipledisabilities-webinar
Differentiated Instruction
Unique Learning System’s curriculum provides a way
for special education instruction to include ALL
students in the same activity, with different levels of
expectation.
Level 1: Students require maximum support.
Increasing participation is the main objective.
Level 2: Students may require picture support and
other direct support in learning and the
demonstration of comprehension.
Level 3: Students can read text, produce simple
writing, perform basic math processes, and can
independently demonstrate comprehension of
modified learning information.
https://www.n2y.com/products/unique
Profile - serves as an indicator of a student's current
abilities in the Preschool -- K-12 Learning, Self Help,
Access and Participation or Transition areas. Each
profile provides suggested levels of support and
strategies for differentiating instruction.
• Checkpoints - provide pre-assessment and postassessment measurements of monthly unit content
and skill learning.
• Benchmarking - assessments enable teachers to
gather baseline data and monitor progress in
selected areas of reading, writing, and math.
• Core Rubrics - addresses transition readiness skills
in the areas of employability, communication, selfadvocacy, daily living, and social strategies.
• Transition Planning - is designed as a future
planning tool for High School and Transition aged
students
Informal “Home- Made” Assessments
Career Development Level Baseline
Awareness, Exploration, Preparation, Assimilation
Independent Living Skills & SelfDetermination
• Choosing Outcomes & Accommodations for
Children (COACH)
• Transition Health Care Checklist
– AIR Self-Determination Scale
– ARC Self-Determination Scale
– http://www.ou.edu/content/education/centers-and-partnerships/zarrow/selfdetermination-assessment-tools.html
• Imdetermined.org
• Employability/Life Skills Assessment =free
http://www.edresourcesohio.org/transition/resources.php?id=2
Employability/Life
Skills Assessment
7/17/2015
Skills Measured- Self-Help, Work Habits, Task Related, Work
Quality, Work Quantity, Relations: Peers & Supervisors,
Work Attitudes
My School Based Preparatory Experiences (Check)
Social Skills Training
Self-Advocacy/ Self-Determination
Career Exploration
Conflict Resolution
Soft Skill Development
Peer & Adult Mentorship
Job Skill Development
Daily Living Skills
Youth Development & Leadership
Assistive Technology
Post School Educational & Community Services
Other:
Assistive Technology Evaluation
Real Choices!
Pictures and Symbols of Actual Work
Sites or Environmental Conditions
West Bay Collaborative Transition & Vocational Services
WORKPLACE OBSERVATION
12. IS THERE ANY
Name: __________________________________Date:_______________
BENDING
REACHING?
Place: ________________________________Job Title: ________________
13. ARE THE WORKERS MOSTLY
STANDING
SITTING?
AS TEAMS OR
A GROUP
ALONE?
Below is a list of things to look for when observing a workplace. Mark all of the boxes that
apply and record your thoughts.
14. DO THE WORKERS WORK
The ENVIRONMENT: What the place looks like
1. IS THE WORK
INSIDE
2. IS THE LIGHTING
BRIGHT
3. DOES THE PLACE HAVE
WINDOWS
OUTSIDE
DIM
BOTH ?
15. DO THE WORKERS
TALK TOGETHER
?
16. DO THE WORKERS WORK WITH
4. IS THE PLACE
NOISY
5. IS THE WORK AREA
CLEAN
KEEP TO
THEMSELVEVES?
THE PUBLIC
WITH CHILDREN?
OVERHEAD LIGHTS ?
AVERAGE
QUIET?
17. IS THE WORK
MOSTLY WITH
INFORMATION
OR DATA
PEOPLE
OR ANIMALS
TOOLS &
MACHINES
DIRTY?
COMMENTS: ______________________________________________________________
6. DO THE WORKERS
STAY IN
ONE PLACE
MOVE FROM
PLACE TO PLACE ?
7. DOES THE WORKPLACE
HAVE AN ODER OR SMELL
YES
NO ?
8. IS THE TEMPERATURE
HOT
AVERAGE
9. IS THE WORK
FAST
THE THINGS I LIKED BEST WERE:
COLD?
THE THINGS I DIDN’T LIKE WERE:
SLOW?
THIS JOB WAS (1= AWFUL TO 10=AWESOME)
10. DO THE WORKERS WORK AT
11. IS THE LIFTING
AT A SET
PACE
LIGHT
AT THEIR OWN
PACE?
HEAVY?
1…….2……3……4…….5……6……7……8……9……10
My Vocational & Related Services
Transition Fair
Integrated Work based Learning Experience
Career Days
Job Shadow
Internships
Business Tour
Part-time Employment
Summer Employment
Volunteering
Work-study
Service Learning
Informational Interviews
Three Types of Skills
Skill Type
Description
Transferable/
 Actions taken to perform a task, transferable to different work
functions and industries
Functional
 Based on ability and aptitude
 Expressed in verbs
 Examples: Organize, Promote, Analyze, Write
Personal
Traits/Attitudes
(Soft-Skills)
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Traits or personality characteristics that contribute to
performing work
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Developed in childhood and through life experience
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Expressed in adjectives
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Examples:
o
o
o
o
Knowledgebased
7/17/2015
Patient
Diplomatic
Results-oriented
Independent
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Knowledge of specific subjects, procedures, and information
necessary to perform particular tasks
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Acquired through education, training, and on-the-job
experience
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Expressed in nouns
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Examples:
o Personnel Administration
o Contract Management
o Accounting
Integrated Trial Work Experiences
*Type
Location
Anticipated Person
dates
Responsible
Completed Total
Days
*Community Based Vocational Experience= CBVE; Situational Assessment in the Community= SAC; Summer
Work Experience= SWE;
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.
7/17/2015
Assessing the Work Environment
• Environmental Job Assessment Measure (EJAM) (free)
• Situational Assessment Form
• Job Analysis Form
• Work Personality Profile
7/17/2015
Free @
http://transitioncoalition.org/transition/assessment_review/view.php?id=18
7/17/2015
Pro-Ed
Student &
Professional
Forms and
computer
version
7/17/2015
Student, Supervisor, & Job Coach Work Site Evaluations
3 versions compared for discrepancies
7/17/2015
Gathering Baseline Data on Current Levels of
Functioning
• Providing the student with a task to complete
• Observing the student’s level of independence in
completing the task
IEP- Present levels of functional performance
• Offer minimal assistance to help student perform
the task
• Gradually increase supports as needed
• This step helps to pinpoint the student’s specific
instructional needs and levels of support needed
Functional Situational Assessment
A Task Analysis consists of a written list
of the discrete steps required to
complete a task, such as doing laundry,
brushing teeth, mopping a floor, setting
a table, maintaining a work setting, etc.
7/17/2015
Student Name:
Date:
Task Analysis for Maintaining Work Area
Task
Retrieve assignment
Materials on work
surface
Complete assignment
Return finished
product/completed
assignment to completed
station
Return additional
materials to
original/proper locations
Clean work area with
spray bottle and rag*
Retrieve next assignment
or request break
Completed
Quality
Comments
1 = poor quality (required 3 or more redirections, use of abusive/inappropriate language, task
completed, but not to criterion)
2 = adequate quality (2 or fewer redirections, task completed to criterion)
3 = good quality (task completed with 1 verbal or visual prompt, task completed at or above
criterion)
http://nsttac.org/sites/default/files/assets/pdf/pdf/transition_guide/TA_wor
k_area_3_.pdf
7/17/2015
http://www.onetonline.org/link/summary/43-5081.04
7/17/2015