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New Jersey Career Assistance Navigator (NJCAN)

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New Jersey Career Assistance Navigator (NJCAN)

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This state resource measures career interests, workplace employability skills, and much more. The results for each assessment are both in-depth and simple to understand.

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Log in below with ANY of your NJCAN accounts.

Check out NJCAN360 for a more accessible and intuitive career exploration experience for students. Use your current log in information. (If you do not have an account, please contact njcantraining@gmail.com.)

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New Jersey Career Assistance Navigator | Home

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Log in below with ANY of your NJCAN accounts. Check out NJCAN360 for a more accessible and intuitive career exploration experience for students. Use your current log in information. (If you do not have an account, please contact njcantraining@gmail.com.)

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The Picture Interest Career Survey (PICS) is a valuable differentiated resource for those who might find text based career and employment assessments challenging.

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This questionnaire is meant for graduating high school seniors after they have completed a Structured Learning Experience (SLE). This can be completed towards the end of the school year to see if their postsecondary goals have changed before graduation. This is best used with general education students, however it can be differentiated to meet the needs of students with learning disabilities or special needs.

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Practical Assessment Exploration System (PAES)

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Practical Assessment Exploration System (PAES)

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The PAES lab is a simulated work environment where students learn skills like clocking in and out of a job and following an independent work procedure. Students will explore jobs within five components: consumer/service, business/marketing, processing/production, construction/industrial, and computer technology.

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PAESAuthor.com is owned and operated by Life Productions, the author of the PAES Curriculum. It is intended to provide information and assistance to both current and prospective users of the PAES curriculum. The PAES Curriculum is licensed, marketed, sold and distributed by Talent Assessment, Inc.,

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Similar to the PICS assessment, this informal assessment is meant for students who may struggle with text-based career assessments.

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This informal, printable assessment allows teachers to see their students' interest in different career clusters.

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This informal, printable checklist type assessment allows teachers to see where their student has success and where they may need improvement in various areas relating to employment.

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Transition Planning Inventory (TPI) Form

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Transition Planning Inventory (TPI) Form

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The Transition Planning Inventory Form is a questionnaire that assesses many different aspects of postsecondary life.

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The C.I.T.E. Learning Styles instrument allows students to see what learning style fits them best within three areas.

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The Study Habits Questionnaire is a perfect assessment for students who are thinking of college or a college type program as a postsecondary option, to see if this would be the right setting for them.

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This informal assessment is a great tool for anyone planning to go to a postsecondary program after finishing high school.

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The I'm Determined Goal Plan is a wonderful resource for your students to start thinking about what goals they would like to achieve in life.

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The Toolbox for Self-Determination is a resource for parents to learn more about self-determination. It walks parents through the ways they can help their child become self-determined, and shows examples of the One-Pager, Good Day Plan and Goal Plan templates that can be used to aid in self-determination.

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The Goal Plan is a visual representation of the steps needed to accomplish an identified goal, the steps needed to get there, and those who can support along the way.

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This survey is a great tool for anyone considering life after college. This can even be used with either neurotypical or neurodivergent high school seniors to get them thinking about what's next after college.

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This formal assessment allows students and educators to see their strengths and areas for support when it comes to self-determination.

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Similar to The Arc's Self-Determination Scale, the AIR Self-Determination Scale is a shorter series of questions and can be a useful differentiated option to The Arc for students who may need more support. In addition, this assessment can be completed by students, educators, and families and is a helpful way to compare each result.

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The Casey Life Skills Toolkit is a collection of assessments that can identify strengths and challenges when it comes to independent daily living.

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No, the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Can my old account be used with the new system?

The new, downloadable Casey Life Skills Toolkit does not require you to create or maintain an account, although you will need to fill in contact details and agree to licensing terms in order to access the download. Since the new Toolkit does not use accounts or logins, your old Casey Life Skills account will not be used in the new system.

Will my data for all old CLS assessments be deleted in April or May?

You can preserve your data by downloading it from the old system using these steps: https://www.casey.org/media/CLS-Data-Download-Instructions.pdf. This download tool will be available for you to use until May 9, 2022, after which all data in the old system will be deleted. The earlier, April 11 deadline is when assessments can no longer be created in the old system, but you will still have about a month after the old assessment tool closes down in order to export data.

The new user agreement asks for someone with authority to enter a contract to sign the agreement. It also says it's non-transferable. So how do front line staff access the toolkit?

The agreement is with the organization that is going to use it. Someone with authority to bind that organization needs to sign it. Once the contract is signed, you will be able to download the toolkit content and use it within the organization (including front line staff). There is no password or username needed. However, you may not share or transfer the content of the toolkit outside your organization.

I'm not able to download the toolkit.

Please review the steps below to see if they address your issue:

Make sure that you are downloading the Toolkit using a modern browser such as Chrome, Edge, Safari, Firefox, or Opera. Internet Explorer is not supported at this time.

When completing the form in the download agreement popup, make sure that you have filled in all fields and that you have clicked the box beside "I Accept the Terms of the Agreement Above."

If you have tried using the download with a supported browser and confirmed that you've filled in all fields on the popup, please contact your internal IT department for further assistance. Some organizations may have security measures in place that prevent you from downloading or decompressing a *.zip file, which is the file format Casey Family Programs is using to distribute the Toolkit.

Even if you have security policies in place that block these types of downloads by default, your IT department may be able to work with you to develop an exception process -- for example, an IT administrator may be able to download the toolkit themselves and verify that it is safe, then distribute the Toolkit by email or secure file sharing within your organization. Other organizations may choose to fully rebuild CLS in their own survey and assessment tools, which is a permitted use (with attribution and without modification to the questions) under the terms of the new licensing agreement.

Whichever path you choose, it's important to begin developing these new IT processes as soon as possible, since the old Casey Life Skills website will not accept any new assessments after April 10, 2022.

Can I use the new toolkit online?

The new CLS toolkit is a downloadable set of PDFs and XLTX files that are intended to be used in desktop applications rather than online. The XLTX versionworks with Microsoft Excel and has the ability to score the assessment automatically (all the results can be viewed in the 'result' tab). The PDF version can be printed and hand scored. All hand scoring instructions are available in the Practitioner's Guide. The new licensing agreement for the CLS Toolkit does permit your organization to import the CLS questions (unaltered, and with attribution) into your own online survey or assessment tool. Building a new online version of CLS is a technical project that would most likely need to be undertaken by the administrators of your tools. Although Casey Family Programs is no longer participating in building online versions of CLS, we can offer some limited support if your IT department has specific questions about adopting this approach.

Are there bar graphs available in the new toolkit?

The old Casey Life Skills reporting features are being retired, since it would not be possible for Casey Family Programs to provide these reports without storing your agency's sensitive youth data. However, the new Excel spreadsheets included in the downloadable Toolkit do contain a tab called Results where youth responses are tabulated and depicted in a similar bar graph as well.

Where do we enter the new CLS assessment answers on the website?

The newest version of Casey Life Skills is only available as a downloadable PDF or Excel spreadsheet -- it is not being incorporated into the old Casey Life Skills website. To download the new Toolkit, go to https://www.casey.org/casey-life-skills. Please note that the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Will I be able to email youth using the new system?

The old Casey Life Skills website included a feature that allowed you to email youth links to create accounts, take assessments, and view their results. Providing this service required Casey Family Programs to store personally identifiable information about youth. This online mailing functionality is being retired by April 11, 2022, in order to allow your organization to control how youth information is stored and used.

You can now use the Toolkit to send the same type of information to youth using your own systems, rather than using Casey Family Programs' systems to send and receive information on your behalf.

After you have downloaded the Toolkit and extracted its files, you may simply send youth a copy of the Excel spreadsheet version of the assessment as an attachment to one of your standard emails. After they have filled in the spreadsheet, they will be able to save the file and send it back to you as an attachment or upload it to a file sharing system owned by your organization. The spreadsheet also contains a Results tab that you and the youth can use to view and discuss their scores. Please consult with your IT department if you have questions about how best to securely send and receive Excel files.

Does Casey Life Skills offer a curriculum that addresses areas for improvement identified by the assessment?

Casey Family Programs has recently updated a list of recommended resources that you can use to follow up with youth who have taken the assessment. We have also provided a Skills worksheet that can help you and the youth develop a plan for their life skills development. These recommended resources are collected in our Resources to Inspire Guide, which you can find inside the new downloadable Toolkit. We have also provided suggestions in the Practitioner's Guide on how best to use the assessment results to help strengthen youth skills.

Is training available on administering Casey Life Skills?

Information on how to administer Casey Life Skills and how to score the assessment are contained in our Practitioner's Guide, which you can find inside the new downloadable Toolkit. If you still have practice-related questions after reviewing the guide, please fill out the "Feedback and support" form at https://www.casey.org/casey-life-skills, or email us at rteam@casey.org.

Is it possible to compare the results of two assessments taken by the same youth?

We do not currently offer reports that can compare two assessments taken by the same youth over a period of time. However, our new Toolkit ( https://www.casey.org/casey-life-skills/) does include Excel versions of the assessments that you can administer to youth. Once you have collected their responses in this new format, you can create new reports using Excel.

Can I use the new XLST version of the assessment with online spreadsheet applications such as Google Sheets?

The XLTX assessment files included in the Toolkit were created and tested in Microsoft Excel, which is available for both Windows and Apple devices. It is possible to open the files with Google Sheets. In Google Sheets, you may go to File > Open > Upload, then select the CLS file you would like to upload. When using Google Sheets for multiple assessments we recommend you use File > Make a Copy to generate a new, duplicate spreadsheet from a blank master file before distributing the survey link to a new respondent.

Please note that our technical support is not intended to be a recommendation for the adoption of any particular product, and you will still need to make your own judgement regarding the security and privacy of tools like Google Sheets following your organizational policies for managing youth data.

I don't have access to Microsoft Excel. Is there another program I can use instead?

The XLTX assessment files included in the Toolkit we created and tested in Microsoft Excel, which is available for both Windows and Apple devices. If you don't have access to Excel, however, there are free and open-source spreadsheet programs that will also work (for example, LibreOffice), with some differences in user experience. If you can't find an alternative spreadsheet program that you're willing to install on your device, we would recommend using the PDF format of Casey Life Skills, which can be printed and filled out by hand.

Can I upload the survey to an alternate survey platform such as Qualtrics or Survey Monkey?

Yes! The terms of the new licensing agreement allow you to upload CLS assessments into the survey platform of your choosing for non-commercial purposes, provided that you do not alter the questions and that you attribute Casey Family Programs as the developer of the survey. Please review our new licensing agreement for further terms.

At this time we are only offering CLS in an XLST or PDF format. If you would like to upload CLS using the native file format of another survey tool, the easiest way to accomplish this would most likely be to use Microsoft Excel to manipulate the XLST version of the assessment provided in our Toolkit and save your work as a CSV formatted for the platform you are targeting. At this time, we are not able to create CLS in alternate file formats, but we will try to help answer specific questions if you run into issues while creating your surveys.

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Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long-term goals.

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This formal assessment measures adaptive behaviors and the diagnosis of intellectual and learning disabilities. This is a tool used by our Child Study Team in New Milford.

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This assessment allows for educators or families to assess the independence level of the student when it comes to daily living skills.

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Student Transition Assessment Tool (STAT-R)

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Student Transition Assessment Tool (STAT-R)

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This is a helpful assessment that encompasses all three transition domains.

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Quia - STAT-R: STUDENT TRANSITION ASSESSMENT TOOL

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This assessment is from a whole self-determination curriculum to teach students how to be successful in their adult lives.

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Charting the Life Course Integrated Supports Star

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Charting the Life Course Integrated Supports Star

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This is a wonderful Person-centered Planning tool for any student.

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The Integrated Support Star principle and tool can be used by anyone (individuals, families, or professionals) to guide their thinking about supports. It can be used for mapping current services and supports, problem-solving for a specific need, or planning the next steps. The star can help explore current needs, identify gaps, or plan how to access supports for the future.
The tool can be used to guide a conversation over the phone or facilitate an in-person planning meeting with one person or a group of people. For an overview of "how" and "why" to use the Integrated Supports Star, click here to download the Tip Sheet.

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The Integrated Support Star principle and tool can be used by anyone (individuals, families, or professionals) to guide their thinking about supports. It can be used for mapping current services and supports, problem-solving for a specific need, or planning the next steps.

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This assessment allows students who may be considering college as a postsecondary option to think of all the possible accommodations they would need to succeed in their classes.

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This informal accommodations interview is an assessment we currently use in New Milford Public Schools.

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This formal assessment can help students find out their career interests. Similar to the NJCAN, this assessment is 60 questions and responses are based on a rating scale from Strongly Like to Strongly Dislike.

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My Next Move provides streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals’ next move on their road to a satisfying career.

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This section includes assessments and resources to collect data on the student’s preferences, interests, needs and strengths across the transition domain area of Career/Employment.

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This section includes assessments and resources to assist the student and/or family in finding the best postsecondary option.

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These assessments rate areas in this transition domain like self-determination, life skills, and daily living skills.

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Interest surveys to begin to think about areas of interest

Start exploring individual strengths and weaknesses

Start selecting electives based on interests

Begin to think about possible post-secondary goals and future career fields

Determine high school programs (vocational tech programs, private high school or public) that align with post-secondary goals

Attend high school open house the spring of 8th grade and 9th grade orientation during the summer prior to entering high school

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Meet school counselor and identify “go to” staff members

Attend an activity/club fair in the beginning of the school year

Begin to join extracurricular activities

Meet with counselor to become familiar with graduation requirements

Attend meeting to learn about Naviance (or system being used by district) and how to generate interests and post-secondary options

Start documenting community service activities and hours

Begin to think about post-secondary goal(s)

Begin to think about future career goal(s)

In the spring, meet with school counselor/case manager to discuss courses for tenth grade

Review grades, activities, community service and how they align with post-secondary goals

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Continue enrolling in foreign language courses that align with post-secondary goals

Take the PSAT

If applicable, take any AP tests

Become familiar with college entrance requirements

Continue to be an active participant in your school and community (clubs, sports, community service)

Begin to think about college options (region, size, cost, programs, residence life or commuting)

Explore Naviance in more depth

If considering military, explore requirements and possible ROTC programs

Begin to choose more academically challenging elective course

Begin to develop a resume

-Participate in Driver’s Education

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Continue to plan and take challenging academic courses that align with graduation requirements

Participate in PSAT, ACT, SAT or other entrance examines as applicable

Continue to use Naviance to generate a list of possible careers based on areas of interest.

Become more familiar of college entrance requirements

Develop a list of potential schools and requirements

Begin to participate in college tours and presentations

Attend college fairs to gather information on post-secondary options

Attend a junior meeting with school counselor to learn the college application process

Attend a financial aide night

Update resume (include academics and extracurriculars)

Consider part-time employment or community service to develop independence and   interpersonal skills

Start to explore the requirement to obtain scholarships

Continue to practice driving skills in order to obtain a driver's license when of age.

If applicable, register to vote

Begin to consider individuals/staff members to ask for letters of recommendations

Learn about obtaining a 504 Plan at the post-secondary level

Begin draft of college essay

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In early fall, attend a meeting with school counselor to monitor application process and to ensure that all graduation requirements are in place at the start of senior year

In the fall, continue to attend college tour and presentations

Select individuals/staff for letters of recommendations

Solidify resume

Complete college essay in the fall of senior year

In the fall, complete the FAFSA form

Participate in SAT and/or ACT if applicable

Complete and submit college application if applicable

In the fall and winter, continue to explore various scholarship options

In early Winter, meet with school counselor to ensure that all necessary information has been submitted along with college applications

Continue to participate in extracurricular activities, sports and part-time employment

Take AP exam if applicable

Make college acceptance decision by May 1st

Once post-secondary program is identified, take any necessary placement tests

Gather all the documents needed in order to obtain a 504 Plan at college

Apply to DVRS if applicable

Attend college orientation

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Assessment of Functional Living Skills (AFLS)

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Assessment of Functional Living Skills (AFLS)

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The AFLS assessment that we use in our district measures functional, adaptive, and self-help skills to foster independence in four different areas: functional living, community participation, school, and basic living skills.

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AFLS) Assessment of Functional Living Skills

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Job Observation and Behavior Skills Assessment (JOBS)

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Job Observation and Behavior Skills Assessment (JOBS)

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This assessment can be used by educators and Job Coaches to measure work performance, employment strengths, accommodations, and needs.

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JOBS is an employee performance evaluation for use by educators, job coaches, rehabilitation professionals, and employers involved in the evaluation, training, and placement of secondary students or adults, with and without disabilities into the competitive workforce. JOBS is ideal for both supported and competitive employment, and sheltered employment settings.

JOBS meets the critical need for an instrument which is standardized, based upon realistic supported employment practices and expectations.
Use JOBS to determine:

Quality of work performance; types of support needed

Employee strengths and needs for future training

JOBS benefits everyone because it: Monitors employee growth and development over time; helps employees comply with state and federal anti-discrimination workplace mandates; is an objective and standardized evaluation of employees' work performance; reduces employee turnover in entry level positions by identifying support and training needs; enables students and adults in work training programs develop "employable behaviors" needed to obtain and maintain real jobs; targets employees' need for supports in the workplace and uses "real work" criteria as the standard for comparison of work performance.
The 30 items, which comprise the three JOBS subscales, are designed to represent critical patterns of performance in:

1. Work-required daily living skills

2. Work-required behavior

3. Work-required job duties

The complete JOBS Kit contains the Manual and one package of the Record Forms.

Teachers, job coaches, rehabilitation specialists and employment professionals make a wide range of decisions that affect the current and future work status of students and adults with special employment needs. These decisions include choices in curriculum models, instructional strategies, career options, job settings and work experiences.

In the education arena, these decisions culminate in transitional Individual Education Programs (IEP) for every student between the ages of 16 to 21. Students must have the opportunity to participate in the development of their IEPs and transition plans from age 16.

In the vocational training arena, there is a requirement to develop Individual Rehabilitation Plans (IWRP) and Individual Support Plans (ISP) for adults with special employment needs. Accreditation bodies, such as CARF, require that employees have continual input into their plans and programs, in terms of training and support.

The JOBS System (JOBS and JOBS:OSD used together) incorporates both required models of vocational evaluation. The combination of these assessments allows professionals, students and adult employees to establish whether discrepancies or agreements exist, by comparing the various perceptions of the quality of work performance, and the type of support needed to maintain that work quality. The System allows for informed decisions regarding goals and objectives appropriate for IEPs, IWRPs and ISPs, as well as for workplace interventions.

By combining and comparing the results from JOBS (employer rated) and JOBS:OSD (employee rated) these professionals can establish where discrepancies exist between the quality of an individual's work, and the type of support needed to maintain acceptable quality.

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Job Observation and Behavior Scale (JOBS) Complete Test Kit

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The Job Observation and Behavior Scale (JOBS) is an employee evaluation useful for professional development, particularly as an occupational assess...

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This survey will assist educators and the transition team in understanding the student's needs and expectations for their future.

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Located on page 23 of the .pdf, this assessment allows families to assess which services would be best fit for their young adult after graduating high school.

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The Self-Determination Inventory Self-Report: Student Report allows students to rate their levels of self-determination and self-advocacy.

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The Self-Determination Inventory: Student Report (SDI:SR) asks students questions about how they feel about their ability to be self-determined; that is to make choices, set and go after goals, and make decisions.

Designed for young people ages 13-22 with and without disabilities

Takes only 10 minutes to complete

Offers audio that reads the questions aloud and in-text definitions of words

By taking this measure, you are agreeing to allow investigators at the University of Kansas to collect and store your answers but not your name for future use to continuously improve measurement of self-determination. All of your answers will be grouped with other answers from across the country. There is little or no risk to you, but it is possible with internet communications involved in survey responses that through intent or accident someone other than the intended recipient may see your responses. Data collected by the University of Kansas researchers will be stored as deidentified information (personal identifiers removed). With a valid request, the University of Kansas will allow deidentified group data to be shared with researchers at other universities for activities not specified in our research protocol. You can get information on this measure or about self-determination from http://www.self-determination.org/

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The Self-Determination Inventory: Student Report (SDI:SR) asks students questions about how they feel about their ability to be self-determined; that is to make choices, set and go after goals, and make decisions.

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Eligibility for special education services ends once the school year in which the student turns 21 is completed

Accessing services through adult systems and providers that will help them reach their goals for continued learning, employment, and community involvement

If your child no longer wants to live at home, explore housing options and residential supports