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Opening Doors to Postsecondary Education

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Opening Doors to Postsecondary Education

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Younger Students: Future Quest Game

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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This is something we are just starting to explore and will begin to use. We really liked that is has age appropriate video modeling available for our high school students.

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It's been said that if a picture a picture is worth a thousand words, then a video is worth a million. Never has that been more true than in the area of life skills, where video modeling is THE most effective method for teaching these critical life, literacy, health, math, safety, social, transportation, and work skills.

With Conover Resources for Life Skills, you have access to our comprehensive video library to teach and re-enforce these critical skills. Conover Resources for Life Skills is the perfect tool for either individual or group instruction in person or via distance learning.

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An Instructor-Led, Video-Based Life Skills Curriculum

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It's been said that if a picture a picture is worth a thousand words, then a video is worth a million. Never has that been more true than in the area of life skills, where video modeling is THE most effective method for teaching these critical life, literacy, health, math, safety, social, transportation, and work skills.

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This book consists of five major parts: a general discussion about employment and self-determination, assessment methodology, placement and follow-along methodology, data analysis, and photocopiable forms. This first two chapters summarize community employment and self-determination research. Chapters 3-7 present the steps for conducting an SDE assessment. Chapters 8 and 9 present information on placement and on-the-job problem solving. Chapters 2, 10, and 11 include case studies and summative data for the SDE methodology. Finally, the appendix contains photocopiable forms that enable the user to copy and implement the SDE methodology in schools or supported employment programs. Readers can download images directly from the Picture Bank below or from the publisher's website.

**Users may access materials at no cost thanks to permission from Paul Brookes Publishing (.pdf)**

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This book consists of five major parts: a general discussion about employment and self-determination, assessment methodology, placement and follow-along methodology, data analysis, and photocopiable forms. This first two chapters summarize community employment and self-determination research. Chapters 3-7 present the steps for conducting an SDE assessment.

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Description
Robert P. Brady, Ed.D.
#5431 Now updated, this instrument provides an easy way for people with limited reading ability or special needs to explore their career interests and find a job that fits. Test-takers identify their occupational interests by using pictures of people at work rather than text-based items.

Test-takers are presented with 36 sets of three pictures and choose which of the three portrayed occupations seems most interesting. Based on the number and kind of pictures selected, PICS creates a profile of the individual which then can lead directly to career information and potential job matches.

The assessment takes less than 15 minutes to complete and score, and is suited to both genders and all backgrounds, from middle school to adults. It can be self-administered and self-scored, given individually or in groups, and is ideally suited to today's changing workforce.

This edition includes streamlined instructions, an updated design, some modified pictures for greater clarity, and expanded validity information.

People who might especially benefit from this assessment include those who:

have limited familiarity with English

are developmentally delayed or have a learning disability

have limited access to education

are chronically unemployed

8½ x 11. 12 pages. © 2020. $68.95 for a package of 25 inventories. SPECIALS: 10 packages (250) for $659.50; 20 packages (500) for $1,279.00; 40 packets (1,000) for $2,478.00; 60 packets (1,500) for $3,597.00; 80 packets (2.000) for $4,476.00; 100 packets (2,500) for $5,650.00; 150 packets (3,750) for $8,250.00.

Be sure to include these add-ons with the Picture Interest Career Survey:

For additional assessment tools, inventories, and instruments, click here .

For related assessment books and DVDs, check out these special value kits:

IJW

0722

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Picture Interest Career Survey (3rd Edition) - Impact Publications

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Robert P. Brady, Ed.D. #5431 Now updated, this instrument provides an easy way for people with limited reading ability or special needs to explore their career interests and find a job that fits.

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Transition Health Care Checklist: Preparing for Life as an Adult

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Wisconsin Community of Practice on Transition Practice Group on Health A resource to help youth and young adults with special health care needs and disabilities make a successful transition to adult living that includes their education, health and community living. (PDF also available. Printed in 2009; Seventh printing December 2016)Table of Contents Preparing for Transition...

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https://www.ou.edu/education/zarrow/resources/curriculum

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This guide is to assist self-advocates, families, and professionals in their planning. This guide aims to help gain access to a person's preferences and support needs to help identify potential support needs in the working environment and to promote employment.

9 pages

Currently available in: English and Spanish
Revised October 2021.

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This guide is to assist self-advocates, families, and professionals in their planning. This guide aims to help gain access to a person's preferences and support needs to help identify potential support needs in the working environment and to promote employment. 9 pages Currently available in: English and Spanish Revised October 2021.

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For students with severe disabilities

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Since our beginning in the 1990's, ESTR Publications has led the way in providing transition assessment to support planning that meets the requirements of the Individuals with Disabilities Act.

The revised scales (formerly ESTR-now TRS) have been improved by reconceptualizing content to better reflect the needs of educators and parents-as communicated by these groups. We have improved our scales by:

TRS 1.0

Transition Rating Scale 1.0

Transition assessment for learners with mild disabilities.

Accompanying resources

TRS 1.0 is the updated, replacement scale for the discontinued ESTR-J.

TRS 2.0

Transition Rating Scale 2.0

Transition assessment for learners with moderate to significant needs for support.

Accompanying resources

TRS 2.0 is the updated, replacement scale for the discontinued ESTR-III.

TRS 3.0

Transition Rating Scale 3.0

Transition assessment for learners with pervasive and long-term needs for support.

TRS 3.0 is the updated, replacement scale for the discontinued ESTR-S.

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Transition assessment is important to adequately addressing the needs, preferences, and interests of learners with disabilities who prepare to exit the educational system become successful adults in community environments. estr publications provides you transition assessment instruments for mild disablities moderate severe include parent forms gathering information about nonschool environments.

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TPI3 for Students with Significant Support Needs

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TPI3 for Students with Significant Support Needs

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TPI3 Modified Form for Students With Autism or Other Significant Support Needs 25

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TPI-3 Modified Form for Students With Autism or Other Significant Support Needs (25)

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Community Transition Program: Experiences Starting a Community-Based Program for Students Ages 18-21

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The I'm Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.

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https://tagg.ou.edu/tagg/

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Can use this website for students to explore features, skills, attributes & general information about a specific job/career. The student doesn't have to know exactly what they want as a career path. Key words can be searched, for example "coffee shop." There is also an option to take an interest inventory and suggested careers/jobs will populate. This website is also used/cited in Unique Learning System curriculum (life skills lessons & transition grade band).

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https://transitionta.org/topics/pre-ets/pre-ets-wble/

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Job Shadowing: Job shadowing is a popular on-the-job learning, career development, and leadership development intervention. Essentially, job shadowing involves working with another employee who might have a different job in hand, might have something to teach, or can help the person shadowing him or her to learn new aspects related to the job, organization, certain behaviors or competencies. Source:Career Counseling by Jennifer M. Kidd.

Career Mentorship: A mentor is one who teaches or provides guidance and advice to a less experienced and often younger person. Source: Mentoring. In Merriam-Webster, Incorporated online.

Career Related Competitions: Career-related student competitions are work-based learning activities that require students to demonstrate mastery of career-related skills through presentations or competitions that are judged by professionals. Presentations demonstrate culminations of student effort over time, often involving teamwork. Career technical student organizations sponsor such competitions in the fields of agriculture, business, health, hospitality and industrial technology.

Informational Interviews: An informational interview is an informal conversation with someone working in a career area/job that interests you, who will give you information and advice. It is an effective research tool in addition to reading books, exploring the Internet and examining job descriptions. It is not a job interview, and the objective is not to find job openings. Source: Informational Interview, UC Berkley, Career Center.

Volunteering: Volunteering is when a person donates his/her time or efforts for a cause or organization without being paid. It may be a one-time only or an on-going commitment. It should directly or indirectly benefit people outside the family or household or else benefit a cause, even though the person volunteering normally benefits as well. Most volunteer sites are non-profit organizations.

Workplace Tours/ Field Trips: A group excursion for the purpose of first-hand observation to specific work sites. Students learn about the business, meet employees, ask questions and observe work in progress. Source: Secretary's Commission on Achieving Necessary Skills (SCANS).

Internships (Paid Or UnPaid): An internship is a temporary position with an emphasis on on-the-job training rather than merely employment, and it can be paid or unpaid. An internship is an opportunity to develop specific job related skills before you are qualified for an actual job.
The Department of Labor's website offers guidance and information on their "employment laws assistance for workers and small business - elaws section on volunteers. The following link provides helpful information on the Fair Labor Standards Act as it pertains to volunteers: Internships in the "for-profit" private sector will most often be viewed as employment, unless the test described below relating to trainees is met. Interns in the "for-profit" private sector who qualify as employees rather than trainees typically must be paid at least the minimum wage and overtime compensation for hours worked over forty in a workweek.

The following six criteria must be applied when making this determination:

1. The internship, even though it includes actual operation of the facilities of the employer, is similar to training which would be given in an educational environment;

2. The internship experience is for the benefit of the intern;

3. The intern does not displace regular employees, but works under close supervision of existing staff;

4. The employer that provides the training derives no immediate advantage from the activities of the intern; and on occasion its operations may actually be impeded;

5. The intern is not necessarily entitled to a job at the conclusion of the internship;

6. The employer and the intern understand that the intern is not entitled to wages for the time spent in the internship.

Source: elaws - employment laws assistance for workers and small businesses -volunteers

The Department of Labor has identified the following time limits specific to internships/work experiences to ensure an employee relationship does not exist:

Career Exploration (limited to 5 hours/job) - a brief exposure to a variety of work settings and may include work site field trips or job shadowing to view the type of work being performed.
Career Assessment (limited to 90 hours/job) - an extended observation where the student undertakes work assignments for the purpose of assessing his/her interests, aptitudes, and support needs.
Work-Related Training (limited to 120 hours/job) - a period of work experience for the purpose of training job skills and job-related skills.

If all of the factors listed above are met, an employment relationship does not exist under the FLSA, and the Act's minimum wage and overtime provisions do not apply to the intern. This exclusion from the definition of employment is necessarily quite narrow because the FLSA's definition of "employ" is very broad.

The following link to the DOL website provides helpful information on the Fair Labor Standards Act as it pertains to the school to work designation which can be helfful in determining whether or not a work based learning experience falls within this category:
eLaws - Fair Labor Standards Act Advisor : School-to-Work

from the Wage and Hour Division (WHD)
WHD also recognizes an exception for individuals who volunteer their time, freely and without anticipation of compensation for religious, charitable, civic, or humanitarian purposes to non-profit organizations. Unpaid internships in the public sector and for non-profit charitable organizations, where the intern volunteers without expectation of compensation, are generally permissible. WHD is reviewing the need for additional guidance on internships in the public and nonprofit sectors.

Such permissible opportunities may include:

Practicum: a course of study devoted to practical training in the field, where supervision is provided. Usually applies to a specialized field of study.

Service learning: work-based learning activity that integrates meaningful community service with classroom instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Source: Service Learning from National Service Learning Clearinghouse.

Student Led Enterprises: school based enterprises that produce goods or services for sale or to be used by people other than the participating student(s).

Simulated Workplace Experience: Simulated workplace experiences are work-based learning activities that simulate work environments in any field. Examples include automotive or construction programs in which sustained industry involvement allows students to develop and apply their skills in the context of industry standards and expectations.

Work Experience ( Paid or Non-Paid): work experience offers students the opportunity to explore careers and understand the nature of work through first-hand exposure to the workplace. Students may or may not be paid.

Paid Work Experience can be general or vocational, focusing respectively on general workplace skills or career preparation activities within a specific industry or career area.

Non-Paid Work Experience is exploratory in nature and its intent is to expose an individual to a variety of occupations for the purpose of building basic workplace competence.

Note: Section 511 of WIOA Title IV limits the use of sub-minimum wage. Individuals age 24 or younger may not begin work paying subminimum wage (less than Federal minimum wage) unless the following actions have been completed:

The individual received pre-employment transition services or transition services under IDEA (and)

The individual applied for VR services and has been found ineligible for services (or)

The individual has been determined eligible for VR services but has not been successful /achieved Competitive Integrated Employment and client record of services closed.

The individual has been provided career counseling and information and referral to other resources designed to assist the person in attaining competitive integrated employment. For more complete detail on Section 511 of WIOA Title IV, see Laws, Regs, and Policy

Oct. 01, 2020

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Work-Based Learning Experiences - NTACT:C

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Work-Based Learning ExperiencesWork-Based Learning Experiences (WBLEs) may include in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible. Work Based Learning is an educational approach or instructional methodology that uses the workplace or real work to provide students with the knowledge and skills that ...

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T-Folio: Includes multiple topics including Work-based Learning and Workplace Readiness. A lot of great assessments and other learning resources. 

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T-Folio: Includes multiple topics including Work-based Learning and Workplace Readiness. A lot of great assessments and other learning resources. 

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https://www.cctstfolio.com/#/

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https://explore-work.com/

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Explore Work - Future planning for teens with disabilities

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

We also now offer Teacher Account Subscriptions which will enable you to monitor and track the progress of a group of students you may be working with to complete Explore-Work training activities. Find out more about Teacher Accounts.

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

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https://futurequestisland.weebly.com/

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The contents of this website were developed under a grant from the US Department of Education, #H327S180002 However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Terry L. Jackson, Ed.D.

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The contents of this website were developed under a grant from the US Department of Education, #H327S180002 However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Terry L. Jackson, Ed.D.

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Developed by the Center for Learning and Leadership, Oklahoma's University Center for Excellence in Developmental Disabilities (UCEDD). DOWNLOAD the Personal Preference Indicators (pdf)
The Personal Preference Indicators guideis a tool to assist in planning with and for a person with a developmental disability. It is a guide, not a checklist, for accessing informationabout the person's preferences. This guide enables members of the planning team to identify and focus on interests and preferences connected to seven domain areas, including self-determination and socialization.

The individual with a disability, family members, friends, and knowledgeable professionals can use this guide for planning in the areas of education, transition, health management, and others. If used by any member of the interdisciplinary team in their interaction with the person with a disability, this guide has the potential to provide a picture of the person that will guide the planning process in a considerate, appropriate, and positive manner.

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Developed by the Center for Learning and Leadership , Oklahoma's University Center for Excellence in Developmental Disabilities (UCEDD). DOWNLOAD the Personal Preference Indicators (pdf) The Personal Preference Indicators guideis a tool to assist in planning with and for a person with a developmental disability.

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NTACT:C Age Appropriate Transition Assessment Toolkit

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NTACT:C Age Appropriate Transition Assessment Toolkit

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Accessibility | Privacy Policy | Terms and Conditions

The contents of this website were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

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Designed for practitioners, this toolkit provides comprehensive view of transition assessment as well as multiple resources to use.