By: Marsha Legg Director,Career Development & Transition Services Humanim

Improved Employment Outcomes Resulting from Community-Based Assessment

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www.edweek.org

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◦ Far too many drop out of high school (30% or more)◦ Youth remain dependent on IEP teams to make

decisions (too few self-determine or advocate)◦ Youth have few opportunities for community-based

work experiences during school◦ Youth have difficulty adjusting after exiting high

school◦ Most are unemployed or underemployed after high

school◦ Most continue dependence on their families

Thus outcomes from federal and state investments are unclear or negative—this is why we need assessment

for transition-age youth.

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Assessment can’t solve all these problems, but it helps us pay attention!

Assessment can help identify potential strengths, barriers, accommodations, and

resources.

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“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 information-gathering and decision-making

2007 Corwin Press. Assess for Success: A Practitioner’s Handbook on Transition Assessment, 2nd ed., by Stillingtion, Neubert, Begun, Lombard, and Leconte

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Domains/Content of Transition Assessment & Adulthood

Home and Family

Leisure and

PursuitsEm

ploym

ent

and E

ducatio

n

Community Involvement

Physical andEmotionalHealth

Perso

nal

Respo

nsib

ility

and

Rel

atio

nshi

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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.

Self Determination

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Coordinated Transition Services

At 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 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 value that employers see in the youth is the foundation of these students’ future careers, and the clearly demonstrates the validity of this model.

Definition:

A holistic assessment of an individual’s interests, needs, and abilities in a job/worksite setting located 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/trials

VEWAA/VECAP Glossary

This type of assessment must take place in a community 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 assessment is functional assessment

Involves interaction between behavior and environmental conditions and demands

Determines the impact of disability Ultimate measurement in natural environment Personal involvement is critical to self-

understanding, investment and success

Use Input 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?

TYPES OF CONTACTS:◦ Warm Contacts! ◦ Cold Walk-Ins◦ Cold Calls

Don’t forget to do your homework on the employer!!!

GOOD SITES TO CONSIDER◦ Large establishments which have multiple types of jobs (allows

site to be used for variety of job tasks & for future assessments)◦ Employers who pride themselves in community outreach, service

projects, and positive public relations◦ Non-profits and other organizations who typically host volunteers

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Compliment the employer on the company’s values, great reputation, friendly atmosphere◦ Why did you choose them over their competition?

Explain the valuable impact that they can have on youth being assessed

Differentiate 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 for a Job Description Ask to conduct a Job Analysis (when convenient for them, not

you)

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Don’t ask, don’t tell◦ Don’t raise this topic unless the employer does!

Provide employer with a basic fact sheet about CBA◦ Include Purpose◦ Employer Expectations◦ Agency Responsibilities◦ Statement explaining that the arrangement is “not an

employer/employee relationship” and that employment is not a requested outcome

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If the employer brings up liability, be prepared: (1) Quote Department of Labor Standards

(2) state that “In compliance with IRS 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 purposes- The CRP retains final control over the client and this control is protective- The client is a registered client of your CRP, and is voluntarily participating in the

assessment- A CRP staff person will be available to client and employer as needed

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Schedule approximately 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 supervisor and coworker feedback during the assessment

Balancing Act – be un-intrusive, yet gather as much data as possible!

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OBSERVATION… OBSERVATION… OBSERVATION!!!

Observe client & take as many notes as possible Observe & document environment, job, and task design Pinpoint 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 to schedule yet another visit)

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Personally thank everyone involved at work site

Have the client thank everyone involved (this goes a LONG way!)

Be sure to leave the area as you found it

Have a dialogue with the client about how they liked the assessment (get specific likes, dislikes, “easy” vs “hard”)

Provide the client with some preliminary feedback about their performance (try to focus on positive)

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Send a follow-up thank you to the employer (card, letter, email, etc.)◦ Praise a specific coworker or manager involved. Without disclosing

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 interest 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….

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Developed by OVR and Pittsburgh Public Schools in partnership with the University of Pittsburgh, Department of Rehabilitation Science

Specific Training Modules - videos A Manual Additional resources and tools

1. Evaluate the environment independent of the student (job analysis)

2. Interview the worksite supervisor independent of student (CBA Questionnaire)

3. Interview the student independent of supervisor (CBA Questionnaire)

4. Compare interviews scores to determine discrepancies and workplace issues

5. When writing the final report, be sure to include background data and other assessment data gathered prior to the CBA (i.e., interest inventories, learning style inventories, work preferences, etc.)

• Based on the Secretary’s Commission on Achieving Necessary Skills (SCANS), Dept. of Labor

• Completed by worksite supervisors

• Used as a teaching tool to increase self-awareness

• Shared with IEP Team & DORS

Community Based Assessment provides valuable information that cannot necessarily be obtained through other types of assessment

CBA should be part of an ongoing assessment process for transitioning youth

CBA can open doors to other employment-related opportunities◦ Career Exploration Activities (i.e., job shadowing,

informational interviewing, work-site tours, volunteering, mentoring

◦ Paid Employment!!

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VECAPVocational Evaluation and Career Assessment Professionalswww.vecap.org

VEWAAVocational Evaluation and Work Adjustment Associationwww.vewaa.org

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Career planning begins with assessment: A guide for professionals serving youth with educational and career development challenges. (October 2005). Washington, DC: National Collaborative on Workforce Development for Youth, Institute for Educational Leadership. www.ncwd-youth.info/

Sitlington, Neubert, Begun, Lombard, & Leconte. (2nd edition). (in press). Assess for Success: A practitioner’s guide for transition assessment. CA: Sage Publications

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Miller, Lombard, & Corbey. (2007). Transition assessment: Planning transition and IEP development for youth with mild to moderate disabilities. Boston, MA: Pearson/Allyn and Bacon.

Transition Planning Inventory (Clark & Patton) www.proedinc.com/product

Ansell-Casey Life Skills Assessment/Test http://wareseeker.com/a-ansell-casey-life-skills-

assessment/

Enderle-Severson Transition Rating Scale http://www.estr.net/

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National Association of State Directors of Special Education, The IDEA Partnership, National Community of Practice on Transition (www.ideapartnership.org) (www.sharedwork.org)

National Center on Secondary Education & Transition (www.ncset.org)

National Secondary & Transition Technical Assistance Center (www.nsttac.org)

National Dropout Center for Students with Disabilities (http://www.ndpc-sd.org/)

National Post-School Outcome Center (http://www.psocenter.org/)

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◦ Career Planning Begins with Assessment

(http://www.ncwd-youth.info/a-z)

NSTTAC (www.nsttac.org) Age Appropriate Transition Assessment Guide Fact Sheet on Age Appropriate Transition Assessment Tool Kit for Indicator 13

◦ DCDT Fact Sheet on Transition Specialist Competencies (www.dcdt.org)

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Marsha L. LeggDirector of Career Development &

Transition ServicesHumanim, Inc.

1701 N. Gay StreetBaltimore, MD 21213

mlegg@humanim.com410-381-7171 (office)410-563-5188 (fax)410-736-8428 (cell)