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PLANNING ASSESSMENT ACTIVITIES Functional Assessment Checklist The EEC has developed an assessment checklist to be completed at the initial assessment staffing meeting to assist in clarifying roles and responsibilities. The special education teacher should not be responsible for all of the assessment activities. The student, parents, regular educators, testing specialists, speech and language specialists, vocational specialists, and any others involved in the student's transition should be assigned tasks as the assessment activities are discussed and planned. Determine Necessary Psychometric Tests: If the student is transitioning to a postsecondary school, current IQ and academic scores will be needed. Academic levels are also helpful in determining potential levels of independence in community settings, and accommodation and modification needs.

• Cognitive • Academic

Determine Additional Areas of Concern

• Social/Emotional • Speech and Language/Communication • Processing Speed • Attention Deficits

Determine Transition/Vocational Assessment Needs: Transition assessment components should vary according to the interests, needs, and skill level of the individual student. Below is a list of many of the assessment tools that the EEC selects from when determining assessment components.

Interest Testing Interest tests are selected on the basis of:

• Cognitive level and/or reading level • Self-awareness, motivation • Knowledge of world of work, job experiences, hobbies, interests • Post school plans

Formal Interest Tests

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1. Harrington-O'Shea Career Decision-Making System Revised (CDM) Level 1 is 4th grade reading level, simpler format, more exploratory. Level 2 is about 6th grade reading level. Good discussion tool, identifies career clusters and types of jobs for further exploration. Career Clusters based on U.S. DOT: Crafts, The Arts, Business, Scientific, Social, Office Operations. Audio tape available.

2. Reading-Free Vocational Interest Inventory (Becker) - Pictorial for non-readers; male-female stereotypes. Identifies Job Cluster Groups: Automotive, Building Trades, Clerical, Animal Care, Food Service, Patient Care, Horticulture, Housekeeping, Personal Service, Laundry Service, Materials Handling.

3. California Occupational Preference System (COPS)-(Edits)- Reading level above 8th grade. Provides a lengthy printout of specific jobs which may or may not be available in this region, and may not match student's post-secondary goals. Job Cluster Groups: Science, Technology, Consumer Economics, Outdoor, Business, Clerical, Communication, Arts, Service.

Alternatives to Formal Testing

• Career exploration, career research, interviewing and observing. • Work experience, job shadowing • Person Centered Planning activities.

There are several Person Centered Planning tools available to assist students in assessing their strengths and interests, to plan, and to implement plans. For more information about Person Centered Planning visit the Cornell University Website at http://edi.cornell.edu/media/DBTAC/2010-06-17/Person%20Centered%20Planning.pdf or conduct an internet search to locate PCP in your region. A Good Experiences activity can be conducted with student, family, friends, school staff, and/or vocational staff. These activities are short, informal, and involve a small number of people.

Aptitude Testing The definition of aptitude is a natural or acquired ability or talent. Students may have an interest in certain types of job tasks, but have not had experience or practice in the specific activity contained in a formal aptitude test. Therefore, formal aptitude test scores should not be the basis for eliminating a student's career choice, but used as a tool for exploring options. Aptitudes may also be obtained from previous or current assessments and/or observation information. Common Aptitude Areas

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• General Learning/Academic Ability • Verbal - Auditory Processing/Perception • Numerical • Spatial Relations • Form Perception - Visual Processing • Clerical Perception - Processing Speed • Motor Coordination - Eye-hand • Finger Dexterity • Manual Dexterity

Formal Aptitude Tests

• Differential Aptitude Test (DAT) (The Psychological Corp); Designed for grades 8-12. Can give one or all of the subtests: Verbal Reasoning, Numerical Reasoning, Abstract Reasoning, Perceptual Speed and Accuracy, Mechanical Reasoning, Space Relations, Spelling, Language Usage, Scholastic Aptitude.

• General Aptitude Test Battery (GATB) Used by VRD and employment agencies. Subtests include; General Learning Ability, Verbal Aptitude, Numerical Aptitude, Spatial Aptitude, Form Perception, Clerical Perception, Motor Coordination, Finger Dexterity, Manual Dexterity.

• Armed Services Vocational Aptitude Battery (ASVAB) Only available through the armed services. Given to students ages 16 to 23 as part of the application to armed services. Subtest composites include: Academic Ability, Verbal Skills, Math Skills, Mechanical and Crafts Skills, Business and Clerical Skills, Electronics and Electrical Skills, Health, Social and Technology Skills. This test requires a minimum of 6th grade academic skills, and no adaptations or modifications are provided.

Psychometric Tests Providing Aptitude Information

• Woodcock-Johnson Psycho-Educational Battery-III (WJ-III) Cognitive subtests such as Spatial Relations, Visual Processing, Processing Speed, Visual Matching, Auditory Processing, Short-term Memory, Long-term Retrieval, Fluid Reasoning

• Weschler Adult Intelligence Scale-III (WAIS-III) The subtests Comprehension, Information, Vocabulary, and Similarities provide the best predictor of employment transition success. Performance subtests such as Digit Symbol, Picture Arrangement, and Picture Completion can indicate aptitude for performance oriented careers.

When formal aptitude tests may not be necessary:

• If time constraints are stressful for participant; most aptitude tests are timed. • If previous test scores are low in visual and performance areas. • If aptitudes are indicated by scores on mental ability tests. • If classroom work, employment, and/or leisure skills already demonstrate aptitude

strengths and weaknesses.