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1. Career / Vocational Assessments (Middle School [MS]/High School [HS]): Provide career and transition assessments to help students identify their school and post-school career interests and goals. May include formal and informal assessments including authentic assessments.

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Employment / Post-Secondary Education Planning (HS): Assist students to understand the career decision-making process that culminates with their personal career and educational plan and provision of transition-related guidance including exploration of post-secondary options. Use student interests and measurable post-secondary goals to develop courses.

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Curriculum Integration of Work-Readiness Skills / Contextual Learning (MS/HS): Students are exposed to Common Core college and career readiness standards while reinforcing career development and work-readiness/soft skills.

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Career / Vocational Education (HS): Students complete general education Career Technical Education (CTE) classes, Pathways and elective classes in a course of study that introduces job skills and technical training, and prepares students for post-secondary outcomes.

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Career Awareness / Exploration Activities (MS/HS): Provide opportunities to engage in activities that increase knowledge of career options and enhance informed decision making (e.g., career fairs, tours, job shadowing and use of technology to explore choices).

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Career Preparation / Job Search: (MS/HS): Improve job readiness–basic job skills (soft skills, 21st Century Skills, The Secretary’s Commission on Achieving Necessary Skills, etc.). Provide training on how to seek and obtain CIE, teach students to develop applications, interview, create and update resumes, maintain a portfolio, use labor market information. Provide training to utilize social media responsibly to search and apply for employment opportunities.

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Work-Based Learning (HS): Includes participation in classroom and community-based experiences that develop knowledge and job skills through internships, service learning, and workplace mentoring experiences. Students may earn entry job certifications/permits (e.g., food handler’s permit, forklift operations permit) preparing them for CIE.

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Job Development (HS): Establish training and/or employment opportunities for students. Requires the development of training plans with the work site supervisor.

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Employment / Work Experience (HS): Assist the student to obtain subsidized and/or non-subsidized work, and on-the-job training experiences that link to school credit.

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Job Retention (HS): Provide training on maintaining, upgrading, and leaving employment.

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Work-Site Mentor / Supervisor (HS): Identify and train another employee who could be a natural support at the student’s work-site.

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Job Coach (HS): Support and assistance either on or off the job. Example, teaching or support job tasks.

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Work-Site Follow-Along / Employer Communication (HS): Establish routine contact with employer to evaluate, troubleshoot, and coach student and monitor work training plan.

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Self-Advocacy / Disability Awareness (MS/HS): Provide training and encourage students to find, formally request, and secure appropriate supports and reasonable accommodations in education, training, and employment settings.

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Youth Leadership (MS/HS): Provide training in self-advocacy and conflict resolution. Present students with opportunities to develop and demonstrate team and leadership skills.

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Destination / Transportation Training (MS/HS): Provide training to use transportation resources, and support student independence (including use of public transportation and/or obtaining driver’s license).

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Life Skills / Independent Living (MS/HS): Provide training in the use of community resources, domestic skills, money management, finding and maintaining housing, identification of post-school support. May include benefits planning.

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Family Participation & Support of Transition (MS/HS): Involve, train parents/family and supportive adults to support and mentor youth as they transition. Includes knowledge of disabilities, accommodations, rights and access to programs and services.

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Partnership and Collaboration (MS/HS): Engage business partners and post-school support agencies in local/regional communities of practice to advise, share expertise and resources and offer opportunities to students. Connect students to America’s Job Center.

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Laura Urie

011-03

Jefferson Union HSD

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Copy of Transition_ Interview Workshop.pptx

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Laminated Flashcards for mod/sev career assessments

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Backside of career pics

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This website offers a source of transition assessment that can be filtered by severity of disability and language.

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Indiana Secondary Transition Resource Center

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Transition Assessment Matrix: Transition Resources: Indiana Secondary Transition Resource Center: Indiana University Bloomington

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Soft Skills (presentation given before resume workshop--for students who don't know what their strengths are!)

Laura Urie

011-03

Jefferson Union HSD

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Santa Cruz WorkAbility Scope and Sequence of TPP and WorkAbility activities for the year 

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Santa Cruz WorkAbility Scope and Sequence of TPP and WorkAbility activities for the year 

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Transition Services: TPP and WAI_Santa Cruz City Schools WorkAbility and TPP

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I use these slides as a lesson in the classroom, but students can also go through independently. I have them type out their own responses to common interview questions on a separate Google Doc.

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Acquisition of transferable skills which are resulting in students moving to unsubsidized employment at higher rates than past years.

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West Contra Costa USD-Learning Styles Slides

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West Contra Costa USD-Learning Styles Slides

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Learning Styles Assessments with Video and Link

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Gilroy USD uses Transition Planning Inventory and Transition Skills Inventory for post-secondary transition assessment

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Description

Ages: 14 to 21 years
Testing Time: 15 to 30 minutes
Administration: Individual

The (TPI-3) provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals With Disabilities Education Act of 2004. It also accounts for individual student preferences, interests, strengths, and needs. Key information is gathered from students, parents, guardians, and school personnel through the use of core and specialized rating scales and open-ended questions. The TPI-3 can serve as the main vehicle for identifying transition needs or can complement existing procedures that are being used in a school district. In many cases, it can serve as a framework for acquiring more detailed assessment information. The most important outcomes are identifying transition preferences, interests, strengths, and needs, regardless of methodology; developing necessary plans; and acting on resultant goals. The TPI-3 has five key components, each of which is described below.

Administration and Resource Guide
This guide includes an overview of the instrument, detailed administrative procedures, guidelines for completing interests and preferences forms, guidelines for completing each of the core rating forms, suggestions for interpreting and using the results of the TPI-3, an elaborate case study showing how to move from assessment to planning and action, guidelines for using a new form designed for students with significant support needs, and suggestions for completing a functionally useful summary of performance. The guide also includes a detailed description of how the instrument was developed, and information about technical features.

Forms
The TPI-3 contains nine forms:

Student Preferences and Interests Forms (Basic and Advanced): The Basic form is used at the beginning of the transition planning process, while the Advanced form is used closer to the time when the student is leaving school.

Home Preferences and Interests Form: The Home Preferences and Interests Form permits parents/guardians to communicate their preferences for their son/daughter.

Student, Home, and School Core Rating Forms: The Student Core Rating Form and Home Core Rating Form are written at a lower readability level than the School Core Rating Form and present all 57 competencies for independent assessments from the student, home, and school regarding perceived competencies.

Profile and Further Assessment Recommendations Form: This form provides a way to display the results obtained from the individual rating forms and plan any further assessments that might be needed.

Modified Form for Students With Autism or Other Significant Support Needs: New to this edition, this form is for students unable to understand and respond to written or oral presentations of the competency items and levels of support needed. Parents/guardians and a school representative complete this form together or independently.

Summary of Performance Exit Form: New to this edition, this form provides the school an organized format for summarizing each graduating or exiting student's current needs, preferences, and interests related to postschool life.

Informal Assessments for Transition Planning-Second Edition
This resource contains more than 818 sub-competencies for the 57 TPI-3 items. The resource also contains 52 informal instruments (with directions on how to use the instruments) that are related to the 57 TPI-3 items. The purpose of the book is to continue providing a way to confirm transition preferences, interests, strengths, and needs to enhance transition planning.

Transition Instruction Guide
This guide provides engaging activities and resources to help students reach their transition goals. Lessons include interactive activities using the community, family, and Internet resources to involve students in real-world situations. The guide aligns instruction directly with the 57 transition skills identified with the TPI-3.

Online Resources
The TPI-3 now includes online access to additional resources that are useful for transition planning. The resources are: optional scripts for administering the TPI-3; additional case studies; a reference guide for linking TPI-3 items to services in the community; selected translations of the Home Core Rating Form, item descriptions for the Home Core Rating Form, and item descriptions for the Home Interests and Preferences Form.
COMPLETE TPI-3 KIT INCLUDES: Administration and Resource Guide, Transition Instruction Guide, 25 Profile and Further Assessment Recommendations Forms, 25 School Core Rating Forms, 25 Home Core Rating Forms, 25 Student Core Rating Forms, 25 Preferences and Interests Forms-Basic, 25 Preferences and Interests Forms-Advanced, 25 Summary of Performance Exit Documents, 25 Modified Forms for Students With Autism or Other Significant Support Needs, and online access to reproducible PDFs, all in a sturdy storage box. (©2021)

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TPI3 Transition Planning InventoryThird Edition Complete Kit

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Ages: 14 to 21 years Testing Time: 15 to 30 minutes Administration: Individual The (TPI-3) provides school personnel with a systematic way to address critical transition planning areas that are mandated by the Individuals With Disabilities Education Act of 2004. It also accounts for individual student preferences, interests, strengths, and needs.

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Pre-employment preparation curriculum for our youth. We have online curriculum that is front loads information for our youth for their in-person/zoom curriculum workshops.

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More diverse community business placements unique to student interest.

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Google documents shared between me, teacher and students-like Resumes. etc.

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Google documents shared between me, teacher and students-like Resumes. etc.

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This website allows students to create a free account offers a "Job Central" hub for application, resume, cover letter development, as well as create a post-secondary career action plan.

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Collaborate/communicate with College and Career Center to make yourself aware of activities that they are already providing at the school sites. Make teachers and students are aware as some of the College and Career announcements may not be heard over the school announcements or students may be directly emailed by the College and Career center about these activities (and students are not in practice of checking their emails)

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Collaborate/communicate with College and Career Center to make yourself aware of activities that they are already providing at the school sites. Make teachers and students are aware as some of the College and Career announcements may not be heard over the school announcements or students may be directly emailed by the College and Career center about these activities (and students are not in practice of checking their emails)

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Virtual Job shadow Program -Pathway explore and partner with ROP. 

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Virtual Job shadow Program -Pathway explore and partner with ROP. 

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We provide our students with training on how to get around on public transportation.

We ride the transit bus to different locations and teach students how to pay prior

and how to ride bus appropriately.

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Working with youth in our court and community schools and having employers mentor and coach our youth.

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I created this for my students with more severe disabilities as a graphic organizer for them to fill out before creating their resume. It really helped to scaffold the activity.

Laura Urie

Project 011-03

Jefferson Union HSD

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We use a work preferences survey with movable cards that our severe/mod students can manipulate and arrange for most important to least and then take a photo to upload into their file that can be accessed on the Google drive by the student's team that works with them, teacher, casemanager, counselor, WAI staff, etc.

Kelly Gomez gomezk@mhusd.org

Job Developer- Student Transition Services

Morgan Hill Unified School District

Transition Partnership Program (TPP)

WorkAbility I 087-03

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Job shadows and informational interviews

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Job shadows and informational interviews

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SHEN_ Interest Inventory_Real People Pic_8 Different Career Fields_10pg.

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Gilroy USD utilizes Pathful Explore to familiarize and prepare students for post-secondary education and workforce options

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271-03

New Horizon School & Learning Center

Creation of a file bin by all seniors with WA1 staff that is the start of their own physical file cabinet that includes all important paperwork including copies of resume, IEP, job applications, recommendations, budgets for independent living, copy of drivers license, college applications, car registration, diploma, receipts, rental agreements, contracts etc.

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Cloverdale USD - 206-03 Career Assessment tool and Flex Lessons

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Cloverdale USD - 206-03 Career Assessment tool and Flex Lessons

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Due to overwhelming demand, we're now offering webinars tailored to specific learning communities, in addition to general informational webinars. Each guided tour takes approx. 20 minutes, and is a great first step to learn how VirtualJobShadow.com can empower your organization.

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Schedule Demo - Interactive Career Exploration | Virtualjobshadow.com

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Want to learn more about the career planning and job shadowing tools available at VirtualJobShadow.com? Request your free demo today!

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My website that students at all schools can use to look at current job openings in the area. Links to the job application

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Suitting senior's students needs by identifying their specific needs through assessments.

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Our Adult Transition students work in the PAES Lab to gain developing work experiences in various industries and tasks.

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Laws for Minors and Job Safety Classroom Presentation

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Laws for Minors and Job Safety Classroom Presentation

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Copy of Visual Student Interest Workability Inventory

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Staci Roberts (300, Via Center)

My moderate to severe students have access to pictoral assessments. These pictoral assessments in addition to parent interviews, teacher interviews and Workability director observations are used to search for jobs that meet student interest and short/long term goals.

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I use this power point in the beginning of the school year. (Davis JUSD )

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Laura Urie

011-03

Jefferson Union HSD

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Flyer for the event.

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Roan Louie

Santa Clara County Office of Education

Project 02803

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Crystal Quintanilla, 03-03

Providing our sponsoring companies with evaluation forms to obtain feedback for student workers. Feed back allows students to obtain constructive feedback and then turn it into growth and later being hired on by the business.

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We have a strong interagency collaborative group comprised of educators, WA/TPP, adult agencies, and other community resource providers who meet monthly to support collaboration and seamless transition of exiting students. We coordinate an annual Transition Resource Fair for students and families to support making informed choices.

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Flyers for our Summer Paid Work Experience with our district partners.

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New Horizon School & Learning Center

271-03

Close relationship for developing transition programs to post high school with local junior colleges and university,trade schools their Disability Resources Depts, DOR, local union organizations, work partners for post graduation success.

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WCCUSD 022-03 Career Interest Survey Slides with Links

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WCCUSD 022-03 Career Interest Survey Slides with Links

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WCCUSD 022-03 Career Interest Survey Slides

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It is possible to create your own curriculum that is specific to your student's abilities

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Lake COE 170-03

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The UC Davis Redwood SEED Scholars are welcomed to UC Davis as full-time NON-DEGREE students, and supported with peer mentors in academics, social inclusion, health and wellness, residential living and employment. Redwood Seed Scholars take part in internships both on and off campus with the goal of…

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Mountain View Los Altos UHSD 171-03

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We tour Universities and Colleges near our area to expose our students to different Careers they can get into. Get involved with the career center as well at the Universities and colleges.

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Lake COE 170-03

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Naviance for Elementary for Lake County SELPA

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The Naviance for Elementary for Lake County SELPA helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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A coffee cart program to develop of customer services, communication skills, job skills, food services handling, and grooming & hygiene.

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I send this when Follow ups open to students and families to complete. It is all the questions for follow up inlcuded! Be sure to change to your school district and change logo!!!

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The form Follow Up Post Secondary Goals for WAI at GUSD / Seguimiento de objetivos posteriores a la secundaria para WAI en GUSD is no longer accepting responses.
Try contacting the owner of the form if you think this is a mistake.

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Follow Up Post Secondary Goals for WAI at GUSD / Seguimiento de objetivos posteriores a la secundaria para WAI en GUSD

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Thank you for taking the time to fill out this short survey so that we can see how you (or your student) is doing after their time at high school. Checking in is one way we can see how our former students are doing as well as provide resources that may be able to help them with their post-secondary goals.

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Mountain View Los Altos UHSD 171-03

I would strongly suggest investing in this subscription for any Workability/TPP program

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Cloverdale USD 206-03 Transition Assessment Report

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Mountain View Los Altos UHSD 171-03

Pathful offers 4 different types of vocational assessments that will directly link the students to current careers and post secondary options. We split these assessments by grade level so our students will have multiple access points to their their post secondary world.

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We take seniors on a tour of the local community colleges and visit the DSP departments

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Roan Louie

Santa Clara County Office of Education

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Provide materials and resources that family can reference for transition and to help them feel empowered. Discuss resources in IEP's so that parents can start exploring during HS before the big moment comes.

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We utilize ParentSquare and have set up a group just for parents of students with IEP's. Emails can go to students, parents, and/or staff. This resource is our go-to for sharing upcoming events that we are doing as well as our LPA Parent Resource series. Consistent and constant use has helped parents to realize and use ParentSquare has the best form of communication.

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Roan Louie

Santa Clara County Office of Education

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Copy of Answering  Job Interview  Questions

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Campbell UHSD

114-03

Gina Rodriguez

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Campbewll UHSD 114-03

Gina Rodriguez

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Campbell UHSD 114-03

Gina Rodriguez

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Campbell UHSD 114-03

Gina Rodriguez

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Pleasanton USD Mod/Severe Flashcard Assessment with Cards and Directions

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Pleasanton USD Mod/Severe Flashcard Assessment with Cards and Directions

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Kathleen Wilson and Janeen Rubino-Brumm

Pleasanton USD, Project 064-03