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Career Planning Begins with Assessment Meeting the Needs of Youth and Young Adults PowerPoint Presentation
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Career Planning Begins with Assessment Meeting the Needs of Youth and Young Adults

Career Planning Begins with Assessment Meeting the Needs of Youth and Young Adults

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Career Planning Begins with Assessment Meeting the Needs of Youth and Young Adults

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Presentation Transcript

  1. Career Planning Begins with Assessment Meeting the Needs of Youth and Young Adults

  2. What this session will cover: • The factors that contribute to career planning challenges faced by vulnerable youth and youth with disabilities • The experiences that support their transition to adulthood and the career planning process. • How assessment is used during transition to ensure quality career planning for youth.

  3. What is Career Planning? • Career planning is a set of activities designed for youth to make informed choices about academic programs, training, and work. • To be successful, youth need access to a specific range of experiences that allow them to explore their interests and the many options available to them.

  4. What is Assessment? • Assessment is “the process of collecting data for the purpose of making decisions.” • It is the part of career planning that closely examines the interests and abilities of each individual to establish a basis for identifying appropriate types of employment, training, and career development possibilities.

  5. Nine factors that often lead to transition challenges • Diagnosed disabilities • Hidden or undiagnosed disabilities • Chronic illness • Poverty • Immigrant status—culture and language • Teen parenthood • Involvement in the juvenile or adult justice system • Homelessness • Involvement in the foster care system

  6. Experiences supporting development and the career planning process—The Five Guideposts • School-Based Preparatory Experiences • Career Preparation & Work-Based Learning Experiences • Youth Development & Youth Leadership Opportunities • Connecting Activities & Support Services • Family Involvement Activities

  7. 1. School-Based Preparatory Experiences • Standards and high expectations • Based on meaningful indicators of student learning and skills • Career and technical education options • Accommodations and adaptive technology for youth with disabilities

  8. 2.Career Preparation & Work-Based Learning Experiences • Secondary and postsecondary • In-school and community-based • Structured exposure in paid and unpaid work • Mentoring and Internships • Ongoing assessment • Collaborative support

  9. 3. Youth Development & Youth Leadership Opportunities • Activities that allow youth to control and direct their own lives based on informed decisions • Self-advocacy • Conflict resolution • Personal leadership • Community Service • Mentoring

  10. 4. Connecting Activities & Support Services • Physical and mental health services • Transportation • Tutoring • Financial planning and management • Postsecondary supports • Assistive technology for youth with disabilities

  11. 5. Family Involvement and Supports • Access to community resources • Opportunities to be engaged in decision making • Opportunities to learn about legislation, disabilities, and career options

  12. Autism Deafness Deaf-blindness Hearing Impairment Mental Retardation Multiple Impairments Orthopedic Impairment Other Health Impairment Serious Emotional Disturbance Specific Leaning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment or Blindness IDEA & Thirteen Categories of Disability

  13. Hidden Disabilities • Specific Learning Disabilities (SLD) • Attention Deficit Hyperactivity Disorder— (ADHD) • Traumatic Brain Injury • Mental Health or Emotional Problems • Mental Retardation • Chemical Health Issues

  14. Issues Related to Hidden Disabilities • Disclosure • Screening and Assessment • Referrals to Consultants • Education and Training Programs • Judicial System and Treatment Programs

  15. Out of School Youth with Disabilities • Eligibility and access to services • Vocational Rehabilitation • Workforce Investment Act -Youth Services -Adult Services

  16. Meeting an Individual’s Career Planning Assessment Needs—Five Goals • Multiple Options • Self-Advocacy: Person Centered Planning • Bridging Academic and Career Needs • Access to Critical Information • Professional Adult Assistance

  17. The Four Domains of Assessment • Educational • Psychological • Vocational • Medical

  18. Formal Testing Instruments in Assessment Seven Areas of Testing and Performance Review • Academic Performance or Achievement • Cognitive Abilities • Behavior, Social, and Emotional Issues • Vocational Interests • Job Aptitudes • Certification of Occupational Competencies • Physical and Functional Capacities

  19. 1. Academic Performance or Achievement Testing Purposes of Assessment in Academic Planning: • Determine eligibility for special services • Aid student placement and instruction • Support accountability efforts The goal is to identify the academic skills, learning styles, cognitive abilities, and educational challenges of individual youth.

  20. 2. Cognitive Abilities Testing • Educational Domain • Intelligence Testing • Psychological Domain • Neuropsychological testing • Testing for learning disabilities

  21. 3. Behavioral, Social, and Emotional Issues • Their impact on youth • Behavioral testing and assessment • Mental health diagnostic testing • Chemical health diagnostic testing

  22. Vocational Assessments • Interest testing • Job aptitudes • Certification of occupational competency • Physical and functional capacities

  23. 4. Vocational Interests Tests • Lead to pragmatic academic and career planning • Can be purchased or found on line at many Web sites • Many government sites have forms of these tests • Should not be used to “screen out”

  24. 5. Job Aptitudes, Habits, and Skills • Wide variety of written or performance assessments • KSAs—knowledge, skills, and abilities • Situational work assessments • Work sample testing • Analysis of work environments

  25. 7. Physical and Functional Capacities—Vocational • Work Capacities • Work Tolerance • Motor Skills and Manual Dexterity • Assistive Technology Assessments • Post-secondary and Workplace Accommodations

  26. 7. Physical and Functional Capacities—Medical • Medical Diagnostic Testing • Speech/Language, Physical, and Occupational Therapies • Treatment

  27. Independent Living Skills Assessments • Transportation and mobility • Personal care • Recreation and leisure • Home maintenance • Communication skills

  28. Testing Accommodations • Reliability and Validity • Publisher Guidelines • Institutional Guidelines • Four Types of Accommodation • Presentation Format • Response Format • Setting • Timing

  29. Factors in Choosing Published Tests and Assessments • Reliability • Validity • Fairness • Cost • Time needed to administer and score • Qualifications of test administrator • Ease of use • Reporting format

  30. Career Planning Begins with Assessment—The Guide Other Features: • Directory of Commonly-Used Published Tests • Building an Assessment Infrastructure • Ethical and Fair Assessment Practices • Confidentiality and Privacy Issues • Useful Forms and Exhibits

  31. Our Web Sites The National Collaborative on Workforce and Disability for Youth www.ncwd-youth.info The National Center on Secondary Education and Transition www.ncset.org

  32. Types of Products and Resources • How to Guides • Information and Policy Briefs • Background Papers • Facts and Statistics • Hot Topics Syntheses • Funding Sources • Training Materials

  33. Presenters • Joe Timmons timm0119@umn.edu • Jen Fitz-Roy fitzroyj@bc.edu • Peter Squire psquire@gmu.edu