Transition Starting with Assessment

1. Transition Alliance 1st Annual Regional Conference Connecting for Transition: Partnerships, Tools & Strategies CSU Chico March 18, 2010 Sue Sawyer Transition Alliance 530-604-3150 www.shastacareerconnections.org snsawyer@shasta.com Transition Starting with Assessment

2. Feel Like You are Navigating Transition in a Sea of Change? Uncertainty? Chaos IDEA Mandates Resources Jobs Opportunity Reform

4. Our Challenge • Prepare youth for jobs of today and the changes of tomorrow • Rich Feller, Counseling Knowledge Nomads for a Changing Workplace • “ There are two kinds of workers: Owners and Temps” • All jobs are access to occupational competence and opportunities to develop new skills and competencies that lead to knew opportunities. Are Youth Oil Tankers Sailboats

5. Opinion of CareerPlanner.com Some things Students Should Know About Their Future Career 1) You will most likely live to be over 125 years old If you are in high school or college right now, medical technology will progress enough in your lifetime that you can expect to live past 125 years of age. This means you might want to take a few hours now to plan your career. What's a few hours and a few dollars when you have another 100 years to spend? 2) Without a plan, you are like a ship without a rudder Without a career plan you will be blown off course by the slightest breeze. College students are well known for changing majors, losing credits, dropping out, or taking too long to graduate. Without a clear career direction, or at least a few selected career options in place, they wander from major to major. When times get tough, and the classes become hard, self doubt begins to creep in. Having a firm career direction will help keep you on track during tough times.

6. And, some other trends to consider… • Aging population and increased life spans - demographics that increase need for recreation, home healthcare and long-term care. • Internet effect linking consumers with manufacturers -impact on the “middleman” • Cocooning: Interest in saying home - making the home more comfortable. • Automation has just begun. • Careers in less demand already: Mail Carrier (e-mail), Retail Store positions (Internet shopping), Auto Tune-Up • Telecommunication

7. And, they are Generation YBorn between 1981 - 2000 • Diverse and Tolerant • Technologically Savvy / Impatient • Have only known life with a Computer • Independent Dependent • Latch Key Kids Helicopter Parents • Self-Confident • Respect Learning • Socially Conscious • Impatient - Not willing to commit to long-term employment and/or training

8. Goal-Setting Issues for Challenged Youth Setting Long-Term Goals Requires: • Hope and Optimism about the future • Confidence in Self • Trust in Resources Complete Education Go To Work Delay Gratification Today Delayed Gratification Today Need to Meet Immediate needs without support.

9. Confidence • “ I think a lot of people’s confidence comes from their parents encouragement and backing. When people don’t think they can do anything and manage to do it, that builds confidence.” Bill Gates, Parade Magazine 3/10/02

10. Confidence Self-confident people trust their abilities, have a general sense of control over their lives and believe that they will be able to do what they wish, plan and expect. Self-Confidence is derived from the: • Attitude of others towards us • Our personal expectations • Our personal experiences

11. How Do Youth Make Choices Today? The Logical Approach Choose a career, find out what you have to learn (and major in) to get there. Mystical Approach Take general ed courses and wait for a white light to illuminate your career choice. Cloning Approach Follow the path of a teacher, friend or relative Favorite Course Approach Make a choices based on classes you enjoy – or avoid Marketable Approach What options will make the most money. Opportunity Where is a job-that I can do –where I want to live Does the career guidance system we use address these choices? Does it equip students to make self directed plans for their future?

12. Implications for Career Guidance • 80% of today’s high school students will work in jobs that don’t exist. • 90% of the jobs of the future require knowledge of computers. • Lifelong employment with one company is a thing of the past. • Higher order thinking skills are critical. There are fewer lower skills jobs-and pay and benefits are low. • They may hold up to 25 jobs over their lifetime. Effective Career Assessment and Guidance is Critical!

13. How Can We Help Youth Define their Goals and Dreams? • Focus on their choice & involvement • Encourage youth to actively explore options through career exploration, research, experiences in youth organizations/service-learning • Encourage youth to take classes related to goals • Encourage participation in activities in school & in the community. • Focus youth on their attributes & strengths.

14. Transition: The Goal Prepare our Youth to transition from high school prepared for their Adult Roles . . . Roles • Worker • Responsible Family Member • Productive, Contributing Citizen • Life-Long Learner . . . and to Function in Life Settings: Work, Home, Community, Classroom

15. IDEA & Transition The Mandate • Facilitate movement from School-Post School Activities. • Focus: Improve academic and functional achievement to facilitate movement from school to post-school activities (post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation. • Based on Youth’s strengths, preferences and interests. • Includes instruction, related services, community experience, development of employment and other post-school living objectives. • Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs.

16. The Spirit of TransitionPreparation for Adult Roles Student Focused Plans are based on student preferences and needs- Requires students to develop Self Advocacy Skills Collaboration: In School and in the community Course of Study Interdisciplinary / Extracurricular Activities Service Learning / Volunteering Agencies, Business Partners, Youth Serving Organizations, Colleges Engaging Parents, Family, Support system

17. Most Career Decision-Making is Unintentional and Uninformed… • 78% of students credit their parents as the top adult influence regarding career planning. (Source: Ferris State University, April 2002) • 65% of working adults do not believe they are in the right job (NCDA/Gallup, 1999) The Old Paradigm in Career Development From : A Linear destination oriented model of What do you want to be when you grow up? Birth Job choice Education/Training Employment Retirement

18. Research Tells Us Youth Need……… • Powerful Relationships • Differentiated Instruction with multiple assessment strategies • Smaller Learning Communities • Rigorous / Relevant Curriculum and the opportunity to master skills that qualify them for employment, further education and careers. • Social / Behavioral Skills Development • Academic / Career Development / Leadership Skills and Youth Development Support systems Reference: Educational Alternatives for Vulnerable Youth: Student Needs, Program Types and Research Directions, The Urban Institute November 2003Education Commission of the States: At Risk YouthJobs For The Future

19. Changes in the Workplace • Technology and the global economy has changed the skills required for success in the workplace. • * Middle skill Jobs: Less than Bachelor’s degree and more than a HS diploma • ** and declining as technology and robotics displace people and change the way we do jobs.

20. Workplace Skills Local Priorities 1. Interpersonal Skills 2. Communication 3. Personal Qualities 4. Thinking Skills 5. Academic Skills 6 Problem-Solving Skills 7. Technology 21st Century Skills • Global Awareness • Financial, Economic, Business, Entrepreneurial literacy • Civic Literacy • Health Literacy • Learning / Innovation skills • Information, Media, Technology Skills • Life and Career Skills And Which skills do we test? Sources: Employer Survey, 2005 Framework for 21st Century Skills

21. Role of Work-Based Learning • Engage, Motivate students in learning by connecting classroom work with students’ personal and career interests. • Reinforce and improve academic learning • Engage students in new modes of thought. • Develop students’ career/technical skills as a means to learning. • Advance students’ social and emotional development towards adulthood. • Enhance general workplace competencies, such as communication, teamwork and project planning.

22. The Value of a Career Assessment and Guidance Helps students develop insights My Personality What are my traits? My Interests What do I like to Do? My Preferences Where do I want to work? My Talents and Skills: What am I good at? What careers match my interests, preferences, abilities? My Learning Style How do I learn the best? Who is assessed? The Student!

23. Career Assessments • Interests • Aptitudes • Personality • Learning Preferences and Styles/Accommodations • Employment Literacy Skills • Talents • Work Values / Preferences • Experience • Physical Factors Can be formal (standardized, commercial) or informal.

24. Evaluating Transition Needs • Confidence • Post-Secondary Education, Training Goals • Transportation • Living Arrangements • Personal Management • Leisure/Recreation • Health / Medical • Income / Resources • Developmental Assets • Support System • Eligibility for services • Resources

25. Career Assessments answer the question • What career is of interest? • Should include assessment and experience • Must be age and grade appropriate. Barriers with Decision-making Information: Awareness of choices, definitions Experience: If I haven’t done it, I probably won’t like it! Social Influences Decision making style Confidence Effort

26. Transition Assessments Answers to Question: What are your life plans after high school – and how can we help you achieve your goals and dreams? • Focus includes • Post-school adult living • Personal Social skills • Resources and Support Systems • Identify “connections” to next environments, agencies, resources • Self Advocacy Skills Includes teaches, family/support system, Agency reps.

27. SO, WHERE DO WE BEGIN ? Let’s Focus on Youth Development . . . Youth Need a Plan for Their Future A Plan Requires: • The Ability to advocate for Self: Self Knowledge • The Skills to determine your Plans & your Future • Essential Employment Literacy Skills • Knowledge of Resources and eligibiity • Workplace Experiences • Resources & Support Systems and . . . We Need to Listen to their PLAN!

28. The Value of Identifying Interests • Motivation / Confidence • Implications for the Course of Study • Meaningful Community & Workplace Experiences • Helps youth set realistic goals for their future. RESOURCES Exploration / Experience • RIASEC Holland Career Interest System • Multiple Intelligences

29. Are your student linear thinkers Or not Verbal Visual Kinesthetic Sequential Global Confusion AHA Passive Active Learning DifferencesImplications for the Classroom and the Workplace

30. The Career Planning Cycle Learn About Self Interests, Skills, Personality, Investigate/Research/Explore Career & Education/TrainingOptions Find the Job that is Right for YOU! MY PLAN! Reflect on insights gained Prepare: Learn skills Develop Your Personal Career Plan Test the Waters- Gain Experience Advocate for Yourself A Modification of the Career Planning Cycle referenced in The California Career Planning Guide, 2004

31. QUALITY ELEMENTCareer Development • Youth learn about Career Options • Youth develop Interests • Youth validate their Abilities & Skills • An opportunity for Reflection • Situational Assessment Tangible Workplace Success Builds Confidence OPPORTUNITIES: Career Fairs, Industry Tours, Career Exploration, Classes, Service-Learning, Work-Based Training and Work Experience

32. Recognize the Role of the Family • Influence on goals, plans for the future. • Advocate • Life Coach • Support System after high school Facing Transition Changing roles / Adult “children” Providing support to navigate transition systems.

33. Influences on Youth Decisions • Parents • Teachers • Family Members / Friends • Peers • Counselor • Media

34. Transition Assessment Toolkit • Goal: Provide an array of resources that are free, user-friendly tools that facilitate transition assessment. • Sections • Introduction: Why • Assessment Strategies How • Agencies – Eligibility – Connections • Resources – web-based access • References Let’s Explore!!!!