Transition

Starting with Assessment

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Sue Sawyer

Transition Alliance

530-604-3150

www.shastacareerconnections.org

snsawyer@shasta.com

Transition Alliance1st Annual Regional

ConferenceConnecting for Transition:

Partnerships, Tools & StrategiesCSU Chico March 18, 2010

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Feel Like You are Navigating Transition in a Sea of Change? Uncertainty? Chaos

ResourcesIDEA

Mandates

Jobs

OpportunityReform

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Our Challenge• Prepare youth for jobs of today and the

changes of tomorrow• Rich Feller, Counseling Knowledge Nomads for a Changing Workplace

• “ There are two kinds of workers: Owners and Temps”• All jobs are access to occupational competence and

opportunities to develop new skills and competencies that lead to knew opportunities.

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Are YouthOil Tankers Sailboats

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Opinion of CareerPlanner.comSome things Students Should Know About Their Future Career

1) You will most likely live to be over 125 years old

If you are in high school or college right now, medical technology will progress enough in your lifetime that you can expect to live past 125 years of age.

This means you might want to take a few hours now to plan your career. What's a few hours and a few dollars when you have another 100 years to spend?

2) Without a plan, you are like a ship without a rudder

Without a career plan you will be blown off course by the slightest breeze.

College students are well known for changing majors, losing credits, dropping out, or taking too long to graduate.

Without a clear career direction, or at least a few selected career options in place, they wander from major to major. When times get tough, and the classes become hard, self doubt begins to creep in.

Having a firm career direction will help keep you on track during tough times.

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And, some other trends to consider…

• Aging population and increased life spans - demographics that increase need for recreation, home healthcare and long-term care.

• Internet effect linking consumers with manufacturers -impact on the “middleman”

• Cocooning: Interest in saying home - making the home more comfortable.

• Automation has just begun.• Careers in less demand already: Mail Carrier (e-

mail), Retail Store positions (Internet shopping), Auto Tune-Up

• Telecommunication

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And, they are Generation YBorn between 1981 - 2000

• Diverse and Tolerant• Technologically Savvy / Impatient• Have only known life with a Computer• Independent Dependent Latch Key Kids Helicopter Parents• Self-Confident• Respect Learning• Socially Conscious• Impatient - Not willing to commit to long-

term employment and/or training

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Goal-Setting Issues for Challenged Youth

Setting Long-Term Goals Requires:• Hope and Optimism about the future

• Confidence in Self

• Trust in Resources

Delay GratificationToday

Today Need to Meet Immediate needs without support.

Delayed GratificationComplete Education

Go To Work

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Confidence

• “ I think a lot of people’s confidence comes from their parents encouragement and backing. When people don’t think they can do anything and manage to do it, that builds confidence.”

Bill Gates, Parade Magazine 3/10/02

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Confidence

Self-confident people trust their abilities, have a general sense of control over their lives and believe that they will be able to

do what they wish, plan and expect.

Self-Confidence is derived from the: • Attitude of others towards us• Our personal expectations• Our personal experiences

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How Do Youth Make Choices Today?

The Logical ApproachChoose a career, find out what you have to learn (and major in) to get there.

Mystical ApproachTake general ed courses and wait for a white light to illuminate your career choice.

Cloning ApproachFollow the path of a teacher, friend or relative

Favorite Course ApproachMake a choices based on classes you enjoy – or avoid

Marketable ApproachWhat options will make the most money.

OpportunityWhere is a job-that I can do –where I want to live

Does the career guidance system we use address these choices?Does it equip students to make self directed plans for their future?

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Implications for Career Guidance

• 80% of today’s high school students will work in jobs that don’t exist.

• 90% of the jobs of the future require knowledge of computers.

• Lifelong employment with one company is a thing of the past.

• Higher order thinking skills are critical. There are fewer lower skills jobs-and pay and benefits are low.

• They may hold up to 25 jobs over their lifetime.

Effective Career Assessment and Guidance is Critical!

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How Can We Help Youth Define their Goals and Dreams?

• Focus on their choice & involvement• Encourage youth to actively explore options

through career exploration, research, experiences in youth organizations/service-learning

• Encourage youth to take classes related to goals• Encourage participation in activities in school & in

the community.• Focus youth on their attributes & strengths.

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Transition: The GoalPrepare our Youth to transition from high school

prepared for their Adult Roles . . .

Roles• Worker• Responsible Family Member• Productive, Contributing Citizen• Life-Long Learner

. . . and to Function in Life Settings:Work, Home, Community, Classroom

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IDEA & Transition The Mandate

• Facilitate movement from School-Post School Activities.• Focus: Improve academic and functional achievement

to facilitate movement from school to post-school activities (post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation.

• Based on Youth’s strengths, preferences and interests.• Includes instruction, related services, community

experience, development of employment and other post-school living objectives.

• Mandates the development of a plan that summarizes skills, strengths, transition readiness, needs.

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The Spirit of TransitionPreparation for Adult Roles

Student FocusedPlans are based on student preferences and needs-Requires students to develop Self Advocacy Skills

Collaboration: In School and in the community

Course of StudyInterdisciplinary / Extracurricular ActivitiesService Learning / VolunteeringAgencies, Business Partners, Youth Serving Organizations, Colleges

Engaging Parents, Family, Support system

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Most Career Decision-Making is Unintentional and Uninformed…

• 78% of students credit their parents as the top adult influence regarding career planning.

(Source: Ferris State University, April 2002)

• 65% of working adults do not believe they are in the right job (NCDA/Gallup, 1999)

The Old Paradigm in Career DevelopmentFrom : A Linear destination oriented model ofWhat do you want to be when you grow up?

Birth Job choice Education/Training Employment Retirement

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Research Tells Us Youth Need………• Powerful Relationships• Differentiated Instruction with multiple assessment

strategies• Smaller Learning Communities• Rigorous / Relevant Curriculum and the opportunity

to master skills that qualify them for employment, further education and careers.

• Social / Behavioral Skills Development• Academic / Career Development / Leadership Skills

and Youth Development Support systems

Reference: Educational Alternatives for Vulnerable Youth: Student Needs, Program Types and Research Directions, The Urban Institute November 2003Education Commission of the States: At Risk YouthJobs For The Future

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Changes in the Workplace• Technology and the global economy has changed

the skills required for success in the workplace.

• * Middle skill Jobs: Less than Bachelor’s degree and more than a HS diploma

• ** and declining as technology and robotics displace people and change the way we do jobs.

Year 1965 2000 2010

Professional 20% 20% 34%

Technical * 15% 68% 60%

Unskilled 65% 12% 6% **

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Workplace Skills

Local Priorities1. Interpersonal Skills2. Communication3. Personal Qualities4. Thinking Skills5. Academic Skills6 Problem-Solving

Skills7. Technology

21st Century Skills• Global Awareness• Financial, Economic, Business,

Entrepreneurial literacy• Civic Literacy• Health Literacy• Learning / Innovation

skills• Information, Media,

Technology Skills• Life and Career Skills

And Which skills do we test?

Sources: Employer Survey, 2005 Framework for 21st Century Skills

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Role of Work-Based Learning• Engage, Motivate students in learning by

connecting classroom work with students’ personal and career interests.

• Reinforce and improve academic learning• Engage students in new modes of thought.• Develop students’ career/technical skills as a

means to learning.• Advance students’ social and emotional

development towards adulthood.• Enhance general workplace competencies,

such as communication, teamwork and project planning.

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The Value of a Career Assessment and Guidance

My Interests

What do I like to Do?

My Talents and Skills:

What am I good at?

My Personality

What are my traits?

My Preferences

Where do I want to work?

Helps students develop insights

My Learning Style

How do I learn the best?

What careers match my interests, preferences, abilities?

Who is assessed? The Student!

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Career Assessments• Interests• Aptitudes• Personality• Learning Preferences and Styles/Accommodations• Employment Literacy Skills• Talents• Work Values / Preferences• Experience• Physical FactorsCan be formal (standardized, commercial) or informal.

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Evaluating Transition Needs• Confidence• Post-Secondary Education, Training Goals• Transportation• Living Arrangements• Personal Management• Leisure/Recreation• Health / Medical• Income / Resources• Developmental Assets• Support System• Eligibility for services• Resources

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Career Assessments answer the question

•What career is of interest?

•Should include assessment and experience

•Must be age and grade appropriate.

Barriers with Decision-making

Information: Awareness of choices, definitions

Experience: If I haven’t done it, I probably won’t like it!

Social Influences

Decision making style

Confidence

Effort

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Transition AssessmentsAnswers to Question: What are your life plans after high school – and how can we help you achieve your goals and dreams?

Focus includes

•Post-school adult living•Personal Social skills•Resources and Support Systems•Identify “connections” to next environments, agencies, resources

Self Advocacy Skills

Includes teaches, family/support system, Agency reps.

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A Plan Requires:•The Ability to advocate for Self: Self Knowledge•The Skills to determine your Plans & your Future•Essential Employment Literacy Skills•Knowledge of Resources and eligibiity•Workplace Experiences•Resources & Support Systems

SO, WHERE DO WE BEGIN ?

Let’s Focus on Youth Development . . .

Youth Need a Plan for Their Future

and . . . We Need to Listen to their PLAN!

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The Value of Identifying Interests• Motivation / Confidence• Implications for the Course of Study• Meaningful Community & Workplace

Experiences• Helps youth set realistic goals for their future.

RESOURCES

Exploration / Experience• RIASEC Holland Career Interest System• Multiple Intelligences

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Learning DifferencesImplications for the Classroom and the Workplace

GlobalSequential

Confusion AHA

Verbal

VisualKinesthetic

Passive Active

Or notAre your student linear thinkers

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The Career Planning Cycle Learn About SelfInterests, Skills, Personality,

Investigate/Research/ExploreCareer & Education/TrainingOptions

Reflect on insights gained

Develop Your Personal Career PlanTest the Waters-

Gain Experience

Find the Job that is Right for YOU!

Advocate for Yourself

Prepare: Learn skills

A Modification of the Career Planning Cycle referenced in The California Career Planning Guide, 2004

MY PLAN!

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QUALITY ELEMENT

Career Development• Youth learn about Career Options• Youth develop Interests• Youth validate their Abilities & Skills• An opportunity for Reflection• Situational Assessment

Tangible Workplace Success Builds Confidence

OPPORTUNITIES: Career Fairs, Industry Tours, Career Exploration, Classes, Service-Learning, Work-Based

Training and Work Experience

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Recognize the Role of the Family• Influence on goals, plans for the future.

• Advocate

• Life Coach

• Support System after high school

Facing Transition

Changing roles / Adult “children”

Providing support to navigate transition systems.

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Influences on Youth Decisions

• Parents• Teachers• Family Members / Friends• Peers • Counselor• Media

Transition Assessment Toolkit• Goal: Provide an array of resources that are

free, user-friendly tools that facilitate transition assessment.

• Sections• Introduction: Why• Assessment Strategies How• Agencies – Eligibility – Connections• Resources – web-based access• References Let’s Explore!!!!

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