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Ansell-Casey Life Skills Assessment (ACLSA)
The ACLSA is an evaluation of youth independent living skills. It consists of statements about life skills that the youth and his/her caregivers complete. All assessments and the scored reports are free of charge.
www.caseylifeskills.org
Assessing Students with Disabilities
The purpose of this website is to provide information and resources to persons wanting to do assessment for transition planning. Good assessment is the basis for meaningful planning for students, families, and schools as they consider transition needs and needed transition services in the IEP process.
http://old.transitioncoalition.org/assessing/book01/ch1a.htm
http://old.transitioncoalition.org/assessing/book01/ch2a.htm
Career Clusters
Free Career Cluster – Plans of Study; free Career Clusters – Knowledge and Skills Charts; free Career Clusters – Interest Survey Activity.
www.careerclusters.org
Career Planning Begins With Assessment
A Guide for Professionals Serving Youth with Educational and Career Development Challenges; youth service practitioners will find information on selecting career-related assessments, determining when to refer youth for additional assessment, and additional issues such as accommodations, legal issues, and ethical considerations.
http://www.ncwd-youth.info/resources_&_Publications/assessment.html
Magellan Career Assessment Program
Magellan uses 9 assessments and performance-based surveys to measure 12 interest areas and 27 criterion-referenced factors based on the U.S. Department of Labor's "Revised Handbook for Analyzing Jobs." Magellan's academic skills assessment is based on field-proven assessment software.
www.valparint.com
MECA
MECA is an age-appropriate transition, career exploration, career assessment and vocational assessment system related to training, education and employment.
www.conovercompany.com/Products/MECA/MECA.htm
Keirsey Temperament Sorter and Temperament Theory, Keirsey Character Sorter, information about personality, character,
www.keirsey.com/
The Guilford-Zimmerman Temperament Survey is a self-report inventory designed to measure normal personality and temperament.
www.pearsonassessments.com/tests/gzts.htm
EAS Temperament Survey to assess your own temperament, rate each of the items using the following scale.
www.rrcc-online.com/~psych/EAStemp.htm
INTEREST INVENTORIES
The following links have been selected to give quick access to several career interest inventories.
www.paris95.k12.il.us/mayo/invent.html
The Career Key™ gives you professional help you in choosing a career, making a career change, and choosing a college major or training program.
www.careerkey.org/
SkillsOne.com >> Online Administration - Home
Career Decisions: Self Assessment
www.careerplanning.about.com/od/selfassessment/a/self assessment.htm
Temperament Sorter II, An Interest Inventory designed for career and personal ... www.rop.suhsd.net/Interest%20Inventory/interest%20inventory.html
Guidance Materials & Interest Inventories
Similar to traditional interest inventories.
www.dantes.doded.mil/dantes_web/counselorsupport/index-text.asp
WorkKeys
WorkKeys is a job skills assessment system measuring real-world skills. WorkKeys connects work skills, training, and testing for education and employers, responds to the requirements of federal programs and legislation, supports economic and workforce programs and is the basis for the National Career Readiness Certificate.
www.act.org/workkeys/index.html
Career Cruising
Career Cruising is an interactive career resource designed for people of all ages to find the right career, explore different career options, or plan future education and training.
www.careercruising.com/public/pro_index.asp
Career Planning Solutions
A self-administered system that measures both aptitude and interest through valid and reliable assessment tasks. The results are instrumental in helping an individual begin the career or educational planning process.
www.vri.org/careerscope
Career Solutions
Career Solutions Publishing Group develops classroom materials that focus on workplace ethics, work readiness, integration of academics and careers, and personal money management.
www.careersolutionsgroup.com
Career Key
Career Key is organized according to the three basic principles of good decision making:
1. Know yourself -- your strengths, values, personality, and skills.
2. Know your options. Think of as many alternatives as you can.
3. Make a good decision
www.careerkey.org
PERSON-CENTERED PLANNING
A person centered plan assists individuals to create a personalized image of a desired future. The development of a plan suggests a process that can organize and guide community change in alliance with people with disabilities thus building the bridge from both sides.
Essential to all person-centered plans are the following characteristics:
person-centered plans are the following characteristics.doc
Planning Your Child’s Future Success – National Center for Learning Disabilities
www.ncld.org/content/view/909/456093/
Quintessential Careers
Career Resources Toolkit for Job-Seekers contains career development resources -- on every major job-search and career topic -- to help job-seekers find a better job or career in the Career Resources Toolkit.
www.quintcareers.com/career_resources.html
Summary of Performance Model Template – student example
Tools for Transition
Tools for Transition will help students identify and describe the strengths and weaknesses of their own learning style, apply appropriate study strategies to their individual learning problems, understand the legal rights of LD students, plan and advocate for accommodations in school, select a postsecondary school and learn how to fill out applications and explore a variety of careers by evaluating personal interests, aptitudes, and values.
www.agsnet.com/Group.asp?nGroupInfoID=a8250
TRANSITION PLANNING
Taking the First Steps
To improve transition results for young people with disabilities, individual transition team members and community transition team members must work creatively. Many services exist in every community. If transition team members cultivate relationships with these resources and combine successful teamwork methods with the services available in their community, they will be able to create dynamic individual plans. Here are some starting steps.
Students:
Write down your long-term goals and what you think you need to do to reach these.
Read your IEP and transition plan and decide if the plan is being implemented.
Tell your teachers you want to lead your own IEP meeting and ask them to help you learn what to do.
Learn about your civil rights under the law, such as the Americans with Disabilities Act.
Learn about your disability, how to explain to people your strengths, and how to ask for reasonable accommodations.
Practice job interviews and/or asking for accommodations.
Talk with your doctor and parents about your health care needs so you will be ready to take responsibility for them.
Ask your teacher how to get involved with your community's transition team.
Family Members:
Observe your son or daughter's independent living skills, work behaviors, social involvement, dreams, and hopes.
Call your child's teachers and ask that transition services, including financial planning, be addressed at your next meeting.
Help your child learn about his or her disability and how to ask for the supports he or she needs.
Give your child responsibility for chores at home.
Role play different situations with your child (e.g., interviews).
Discuss your child's medical needs with him or her and facilitate discussions with your doctor.
Introduce your child to adult role models with disabilities.
Look in your phone book and Yellow Pages and identify three new possible resources to help your son or daughter's transition to adult activities.
School or Agency Administrators:
Evaluate transition services in your system.
Look into establishing or strengthening your community transition team.
Make a phone call to develop a new community agency contact.
Find some funding to share across agencies or for service development.
Set up a meeting with staff members to learn each person's expertise in transition.
Develop a cooperative agreement with another agency specifying how to coordinate transition.
Encourage your staff to be creative in problem solving.
Special Educators:
Talk to students and families about transition services.
Ask to attend a conference, workshop, or other learning opportunity related to transition.
Teach students about their civil rights under the law, such as the Americans with Disabilities Act.
Pledge to conduct collaborative, needs-based IEP meetings that empower youth and families.
Provide youth with step-by-step activities that familiarize them with the IEP process and prepare them to take active roles.
Call the local rehabilitation counselor or mental retardation case manager and coordinate a meeting.
Use the Transition Services Phone Interview Guide presented earlier in this publication and call one community agency or resource.
Vocational Educators/Educators:
Contact a special educator and find out when IEPs are scheduled for your current or future students.
Offer to provide a tour of your program and share your knowledge and expertise in job competencies, job development, and job placement.
Identify one student receiving special education services and work with him or her to provide vocational counseling to help define realistic career goals.
Develop a plan to coordinate your work-study program with all the special education community-based work programs.
Guidance Counselors:
Create a workshop for students on self-advocacy skills that would promote success in postsecondary education or employment settings.
Ask to attend a workshop, in-service, or other training to learn about community agencies and resources.
Ask a college representative about services for students with disabilities.
Community Agency Service Providers:
Attend a workshop, in-service, or other training to learn about community agencies and resources.
Develop a folder that contains some of the wealth of information you have about community resources and how to access them, and share with IEP Team members, transition councils, families, students, and administrators.
Identify three things that could help you actively participate in the IEP process when appropriate, and share these with the high school administrator or special educator/transition specialist.
Vocational Rehabilitation Counselors:
Schedule regular office hours at schools that you work with.
Support activities and use of assistive technology for students in high school that result in employment.
Serve on a local transition committee.
Share your knowledge of the job market and job assessments.
Any of the Above:
Identify two ways you can add to the collaborative transition planning process; share this with administrators, special educators/transition specialists, or other service providers.
Offer to take the lead to develop a community transition resource directory for your community.
Most of all, take any one proactive step in your community towards collaborative transition planning and observe the results.
Source: NICHCY 2002
Student-directed Transition Planning
Lessons are designed to take the student through a process of gathering information from key members of the transition planning team. The process initiates a dialogue between the student, family members, and the teacher on issues regarding employment, postsecondary education and living arrangements for the student.
www.ou.edu/zarrow/SDT_IEP!!.html
Select presentations from the Zarrow Center, University of Oklahoma, on self- determination and student-directed activities
www.ou.edu/zarrow/presentation%20files.html
Self-Determination and the AIR Self-Determination Assessments
The AIR assessments measure two broad components. Capacity refers to the student's knowledge, abilities, and perceptions that enable them to be self-determined. Opportunity refers to the student's chances to use their knowledge and abilities. The AIR Self-Determination Scale is available to use, free of charge.
www.ou.edu/zarrow/sdetermination.html
Self-Determination for Middle and High School Students
This topic explores how self-determination, which results from the development of self-esteem, self-awareness, and other positive learning skills, helps children and teens learn to exercise personal control over their lives.
www.ncset.org/topics/sdmhs/default.asp?topic=30
Self-determination in transition to adulthood for youth with disabilities: The impact of interventions on self-determination and adult outcomes.
This longitudinal project includes three studies to address all students with an IEP who have mild, moderate, and even severe disability labels, including a cohort of students who are in foster care or who are adjudicated.
www.beachcenter.org/education_and_training/self-determination.aspx
Student Directed IEPs
Promoting student self-determination, self-advocacy, and student-centered planning for young adults with disabilities is a best practice on which stakeholders--parents, educators, and researchers agree.
www.pacer.org/tatra/studentIEP.htm
Internet Resources
www.nsttac.org/?FileName=internet_resources
National Standards and Quality Indicators: Transition Toolkit for Systems Improvement
www.nasetalliance.org
Quick Reference Guides – National Collaborative on Workforce and Disability
http://www.ncwd-youth.info/resources_&_Publications/quick_Reference_Guides/index.html
Youthhood.Org
Childhood meets adulthood at Youthhood.Org
www.youthhood.org
