CWTP 2017-2018 school year

Transition Comprehensive

Vocational Assessment

Name:

Date of Birth:

School:

School ID Number:

Primary Address:

Home Phone:Cell#:

Date of Authorization:

Date Assessment Completed:

Anticipated Graduation Date:

Type of Diploma Anticipated:

OVR Counselor:

Assessment completedby/Title:

Current Activities, Life Situation, Network of Family & Friends & Important History:

This section is an overview that introduces the reader to the student. For example:
  1. Describe what life is like now for student- personal, home, school, etc.
  2. Describe the student’s goals, not only related to work, but his or her life goals in general
  3. Describe significant situations or events that might have occurred in the student’s life, which are still having an impact on the student (will not affect every student).
  4. Describe the important people in student’s life and how they aid (will aid) student in being successful in reaching goals. What information was gathered from family and friends that may be of help, networking possibilities, etc. (where do family & friends work, possible job contacts).
  5. Describe medical conditions (including medications and their effects) that are essential to know.
  6. Current Financial Information and Concerns. List any benefits student maybe receiving (SSI, SSDI, etc.) Will Social Security benefits be affected? Does student require job with benefits? Any disincentives expressed during the exploration phase and how were they addressed?

Gifts/Interests/Skills/Abilities:

  1. Describe the student’s interests, gifts, skills, abilities.
  2. Describe abilities that potential employers will view as an asset/value to their business.
  3. Describe tasks that the student can perform successfully, job skills, natural talents, etc.

Transportation Needs and Geographical Boundaries for reaching Vocational Goal:

This section will describe transportation options & geographical boundaries for job development and following graduation.
  1. What options are available for student’s transportation situation after high school (Public bus system, Specialized bus, family-co-worker-friend-etc. will transport, provides own transportation-car-bike-walks, etc.)
  2. Transportation factors to consider: Area isolated and not easily assessed; limited co-worker assistance possible; area served by public transportation; etc.
  3. Will student need assistance in learning how to get to work via transportation system or other sources?
  4. Is student able to make own travel arrangements.
  5. Describe the location in which the student lives in relationship to possible employment (including but not limited to the county in which they live). Area indicates a need for direction supervision; environment suitable for pick-up and leave-off; etc.

Academic:

Describe the students functional usage of their academicsas they pertain to employment, such as but not limited to:
1. Is the student able to tell time (time awareness- unaware of time & clock function, analog or digital, identifies breaks).
2.Money skills- Simple counting, balance a checkbook, use a calculator, distinguishes between coins, make minor/major purchases, next dollar, etc.
3.Reading (sight words/symbols, simple reading, fluent reading), writing etc. As well ashow well the student can perform these activitiesin employment settings.
4. What type of supports/adaptations facilitates the use of these skills (if any)? Example: communication boards, picture cards.
5. Learning Style, determine auditory, visual, tactile. Does a concrete or abstract direction make sense to the student, can they recall skills used earlier (Memory).

Work Behavior:

This section describeshow the student behaves in various environments that are familiar and unfamiliar (is behavior appropriateto the work setting). What support/intervention may be needed for the student to be successful? If the student behaviors were inappropriate, was the cause able to be determined? Are the behaviors able to be matched with a more tolerant work setting? (for example: Disruptive behavior that interferes with activities; unusual or repetitive behavior/habits; behavior that is socially offensive to others; withdrawal or inattentive behavior; uncooperative or noncompliant behavior) Describe temperament and/or triggers.

Communication:

This section tells how the student communicates/uses language expressively and receptively. Such as but not limited to: Uses sounds/gestures; uses key words/signs.Speaks unclearly; communicates clearly, understandable to strangers.Expresses needs appropriately.Answers questions appropriately.Follows two-step verbal directions, follows verbal prompts.

Social Skills/Interactions:

This section describe students social skills and how they interact with others and what support/interaction is necessary.
  1. Are student’s social interactions- appropriate, polite, responses appropriate?
  2. Does student initiate interaction rarely, frequently, infrequently?
  3. Does the student accept constructive criticism (by resistive/argumentative, withdraws into silence, accepts criticism does not change, etc.).
  4. Does the student get along well with his co-workers, customers, etc.?
  5. Shares in co-worker humor.
  6. Participants in work-site social activities.
  7. Does the student show appropriate self-control/handle frustration?

Teamwork:

The ability to work as part of a team is one of the most important skills in today’s job market. Employers are looking for workers who can contribute their own ideas, but also want people who can work with others to create and develop projects and plans. Teamwork involves building relationships and working with other people using a number of important skills and habits.
Elements of Teamwork – An Inventory of Skills – Describe the student’s abilities on the following (as they pertain to teamwork):
Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Reliable - can be counted on to get the job done.
Effective Communicator - express thoughts and ideas clearly and directly, with respect for others. Specifics/Comments (optional):______
______
Active Listener - listen to and respect different points of view. Others can offer constructive feedback – and don’t get upset or defensive. Specifics/Comments (optional):______
______
Participates - prepared and get involved in team activities; a regular contributor. Specifics/Comments (optional):______
______
Shares openly and willingly - willing to share information, experience, and knowledge with the group. Specifics/Comment (optional):______
______
Cooperative - work with other members of the team to accomplish the job, no matter what. Specifics/Comments (optional):
Flexible - adapt easily when the team changes direction or when asked to try something new. Specifics/Comments (optional):
Committed - responsible and dedicated. Always give best effort! Specifics/Comments (optional):
Problem Solver - focus on solutions; good about not going out of way to find fault in others. Specifics/Comments (optional):
Respectful - treat other team members with courtesy and consideration - all of the time.Specifics/Comments (optional):

Work Environment:

This section describe what would be the ideal work setting and work environment:
  1. Work setting inside, outside, noisy, quiet, organized, unorganized, small area only, large etc.
  2. Desired work schedule, will work weekends, evenings, mornings, etc. ( remember transportation, endurance and medication can sometimes affect when/how often a student works)

Intensity of Supports Needed:

This section describes what type and level of supports will be needed for employment after high school: Natural supports, family support (very, supportive with reservations, no support, etc.), supported employment, assistive technology, etc.

Work Skills Observations:

This section describes what you’ve learned about student’s community work experiences, level of motivation, interaction, problem solving skills, and communication necessary for a successful work experience and job seeking in the future (work history).
  1. Good attendance/Punctuality

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Frequency of Absenteeism
Calls in absent only when sick
Arrives ready to work/Prepares to leave for work

Specifics/Comments______

  1. Appearance/hygiene

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Shows good grooming/hygiene
Unkempt/poor hygiene
Unkempt/clean

Specifics/Comments______

  1. Ability to exercise good judgment/problem solving skills

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Anticipates consequences of personal actions
Considers other solutions & their consequences
Recognizes & analyzes problems
Identifies early signs of problems
Asks for assistance (peers, co-workers, persons in authority, etc.)
Requests clarification when necessary

Specifics/Comments______

  1. Acceptance of supervision

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Respects the authority & decision-making role of supervisors
Pays attention
Resolves differences of opinion in a satisfactory manner

Specifics/Comments______

  1. Attention to task/Persistence

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Ability to work independently once task is learned
Ability to attend to task until completed
Manages time effectively
Frequent prompts required
Level of ongoing supervision needed
Infrequent prompts/low supervisionrequired

Specifics/Comments______

  1. Initiative/Motivation

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Seeks additional work when tasks are completed
Sometimes volunteers
Waits for directions
Avoids next task
Practices skills/requests feedback
Inquires about job and related work
Shows helping actions/teamwork

Specifics/Comments______

  1. Awareness of safety precautions

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Follows safety & company rules
Responds to survival words (street signs, restrooms, danger, stop, etc.)

Specifics/Comments______

  1. Respect of and ability to care for equipment/property

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Use materials & equipment properly
Destructive to property (breaks, burns, tears things up, etc.)

Specifics/Comments______

  1. Adapting to Change

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Adapts to minor scheduling changes
Adapts to minor task/duties change
Adapts to environmental changes (heat, noise)
Adapts to personnel changes (peer, supervisor)

Specifics/Comments______

  1. Ability to maintain adequate productivity/pace

Check: Independent, With Assistance, or Area of Concern / I / WA / AC
Ability to lift & carry at the pace and speed required of co-workers
Individual Strengths ( does student utilizes their strengths)
Physical Mobility (as it relates to the vocational goal)
Work Pace (slow, steady/average pace/ above average)

Specifics/Comments______

Internships/On the Job Training Experiences/Job Shadowing/*Volunteering (Follow Dept. of Labor Guidelines) Summaries:

In this section list and define all places where student had work related experiences. Describe things such as but not limited to the variety of tasks and duties, interactions with co-workers & supervisor, work pace-quality. Was the work/task routine or did it vary. What worked and what didn’t work and why. What was the outcome? Potential to return why or why not. Etc.

Summary & Recommendations:

This section describes what you believe to be the best vocational goal for student based on your observations and information obtained and why. What level of supports will be necessary for student to achieve goal and how/what steps should be taken. List of accommodations/adaptations (if any) will be needed. List specific tasks/activities, work setting, people/co-workers that will work best for student to achieve goal (for Job development).

Job possibilities based on information gathered. List specific businesses you plan on contacting for job development.

Possible Sites & Contact Information for each:

Signature of Person Completing Form:

*Legal Definition of a Volunteer - In administering volunteer laws under the FLSA, the Department of Labor follows Supreme Court guidance in establishing the definition of a volunteer. DOL directives say a volunteer is an individual who donates time to a religious, charitable or other non-profit organization for the furthering of public service, religious or humanitarian objectives without an expectation of pay. Under FLSA laws, volunteers must be acting from a humanitarian standpoint and can’t be coerced, intimidated or otherwise persuaded to perform work for no pay.

DRAFT Expiration: 6/30/2018

Adapted utilizing Department of Labor’s Office of Disability Employment Policy’s Skills to Pay the Bills research and curriculum (2012).