Posted on 02/27/2017 at 03:06 PM by Liz Determan

Page B With Quality

(part 4)

We take on the last area of transition assessment: Working and summarize required parts in each area.

What does this student expect for Post-Secondary Work arrangements, and how close are these expectations to becoming realistic options?  After all, preparing for a realistic, enjoyable career is the grand finale, isn’t it?  As your students prepare for their final year before graduation, their working expectation should be aligned with what they’ve been working toward and what they can realistically achieve.  But (as with all transition assessment) keep asking and document what you find!  Think back...did your life goals change between 8th and 12th grade?  If a student is often changing direction, focus also on those particular skills that are being developed that apply to a variety of career choices.  Task, completion, dependability, social and communication skills, ability to accept direction, and job getting/keeping skills are all valuable regardless of career path.  Of course, a student’s success in specific coursework toward a chosen career path is strong evidence and should be included.  Both specific and general skills and needs toward a chosen career path should be assessed.

Finally, all three transition areas (Living, Learning, and Working) require that you document:

1. Your source of data: assessment questionnaires, parent interview, rubrics, etc.  Student interview only is not sufficient.

2. Specific data: related to strengths/needs targeting post-secondary expectations, thorough enough to show why services are or are not needed in that area, and are specific enough to write a goal or activity.

3. Each area (living, learning, and working) assessed: Data are sufficient to determine that an assessment of each post-secondary area was made.

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