From
Awareness
to ITWE’s
Career Development
Scope & Sequence:
The goal for our kids, all kids!
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Professional Beginnings
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Today we will…
0 introduce career development theory &
process in relation to youth and transition;
0 identify phases of career development,
standards and indicators related to career
development ;
0 review tools and documentation methods;
within the framework of the
Career Development Plan
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Exercise 1
Choose your
Viznug
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Ready!
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1
2
3
4
5
6
7
7
Viznugs
you like
Viznugs
available
Viznugs
that like
you
Your Viznug!
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Identify, demonstrate, apply
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What is Career Development?
0 Career development is “ a continuous lifelong process
of developmental experiences that focus on seeking,
obtaining and processing information about
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self,
occupational education alternatives,
life styles and
role options.”
(Hansen, 1976 as cited in Morningstar, 1997, p.315)
0 The process by which youth get to know their
strengths and interests, learn how different jobs
connect with those interests, and build these career
planning and management skills is called career
development. NCWD
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https://vimeo.com/115884530
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Career Development Phases
are linear but it is a lifelong process and is individual,
unique & cumulative
Career awareness
Career exploration
Career preparation
Career assimilation
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Career Development
Pre-K
thru 5
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7
8
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10
Awareness
(Identify)
Exploration
(Demonstrate)
Preparation
(Apply)
Approximation; each individual will be unique
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12+
Professional Beginnings
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McDonalds
Woopie Goldberg
Rachael McAdams
OR
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1. Career Awareness
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Career Awareness
0 Discovering the existence of work
0 Learning about opportunities, education, and
skills needed in various occupational pathways to
choose a career that matches one’s strengths and
interests
0 Should begin in early childhood
Through middle school
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Characteristics of Career Awareness:
 Provide school-wide comprehensive and systematic opportunities to learn
about various careers via job shadowing, internships, guest speakers,
industry tours, Career Technical Education classes, or career fairs.
 Identify skills and qualifications required for occupations aligned with
core content areas.
 Embed career awareness in the general curriculum to teach about
occupations related to the core content areas.
 Make explicit connections between academic skills and how those skills
are used in various careers throughout all general education classes.
 Provide systematic, age appropriate student assessment of career
awareness (e.g., interest inventories, aptitude tests) for students to learn
about their preferences and aptitudes for various types of career.
• Provide instruction in how to obtain a job in chosen career path.
Operational Definitions and Essential Program Characteristics of the 16 Predictors
identified in Test, Mazzotti (2009)
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Awareness in the Career
Development Plan
My Vocational & Related Services
Transition Fair
Career Days
Business Tour
Service Learning
Job Shadow
Volunteering
Informational Interviews
My School Based Preparatory Experiences
Social Skills Training
Job Skill Development
Youth Development & Leadership
Self-Advocacy/ Self-Determination
Daily Living Skills
Assistive Technology
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Sample Awareness Activities
Activity
Performance
Criteria
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Class will make job site visits or field
trips to observe people working across
the career categories: in the school
building, within the school district, and
within the local community. Students
will identify examples of each of the 6
criteria across all of the career categories.
Using an observation form or
worksheet, each student will
correctly identify 5/6 of the
characteristics for each job site
visit.
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Class will identify the region’s resources
and geographic characteristics that
support the different local jobs available.
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Students will identify how technology is
used on job sites.
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After visiting each job site,
students will use a map of natural
resources and a standard highway
& city map to identify at least 2
features that support each job (city,
transportation, farms).
Identify at least 1 technology item
and how it is used.
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Dunkin Donuts
Madonna
Jennifer Aniston
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0 Sections of CDP:
My Transition Assessments (Include Vocational Assessment & Person Centered Planning):
Method/Tool:
Date(s):
MAP
My Interests & Preferences
My Expressed Area of
Interest
My Job Preferences
Recommendations from my
Career Development team
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Grocery Clerk
Oprah
Tom
OR
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2. Career Exploration
0 Interacting physically, emotionally, and behaviorally with
various aspects of work in different occupational or career
areas with the objective of increasing self-knowledge and
developing realistic occupational goals
0 Preferences
0 Ability, strengths, skills, learning styles, values, special
needs and accommodations regarding work
Assess for Success: Handbook on Transition Assessment by Patricia L.
Stitlington, Debra A. Neubert, Wynne Begun, Richard C. Lombard, and
Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children
Should occur middle school through mid high
school
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Career Exploration Continued
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Exploration in the Career
Development Plan
My Vocational & Related Services
Transition Fair
Integrated Work Based Learning Experience
Career Days
Job Shadow
Internships
Business Tour
Part-time Employment
Summer Employment
Volunteering
Work-study
Service Learning
Informational Interviews
My School Based Preparatory Experiences
Social Skills Training
Self-Advocacy/ Self-Determination
Career Exploration
Conflict Resolution
Soft Skill Development
Peer & Adult Mentorship
Job Skill Development
Daily Living Skills
Youth Development & Leadership
Assistive Technology
Post School Educational & Community Services
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What’s your TRUE COLOR?
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3. Career Preparation
0 Acquiring career & vocational related knowledge
and skills. The goals of this phase includes:
0 Identifying and developing transferable and
vocationally specific skills
0 Continuing to develop employability or soft skills
Assess for Success: Handbook on Transition Assessment by Patricia L. Stitlington, Debra A. Neubert, Wynne
Begun, Richard C. Lombard, and Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children
Should occur mid high school through exit
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Self- management Skills help you
adapt to a new situation. They include
your personality, ability to get along with
others, ability to learn, ability to make
decisions, and ability to communicate
effectively
“Soft Skills” related to emotional intelligence
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Transferable Skills are
Aptitude and knowledge acquired through personal
experience such as schooling, jobs, classes, hobbies,
sports, etc. Basically any talent developed and able
to be used in future employment.
For example:
0 Managing time & stress
0 Public speaking
0 Meeting goals
0 Cooperating
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Hard Skills are
Essentially, any skills that can be measured, such as on a
test, are considered hard. Most aspects of
administrative, technical, and accounting knowledge
involve hard skills. That means basically any career
choice requires you to know at least some hard skills.
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Proficiency in a foreign language
A degree or certificate
Typing speed
Machine operation
Computer programming
Writing
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Skills Employers Want
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Preparation in the Career
Development Plan
My Vocational & Related Services
Integrated Work Based Learning Experiences
Internships
Business Tour
Part-time Employment
Summer Employment
Volunteering
Work-study
Service Learning
Informational Interviews
My School Based Preparatory Experiences
Social Skills Training
Self-Advocacy/ Self-Determination
Career Exploration
Conflict Resolution
Soft Skill Development
Peer & Adult Mentorship
Job Skill Development
Daily Living Skills
Youth Development & Leadership
Assistive Technology
Post School Educational & Community Services
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Ice Cream Server
Queen Latifah
Amy Poehler
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The Building Blocks of Work
0 Element: Smallest step of work activity in a given job without
measuring movements or mental activity.
0 Task: A collection of elements that accomplishes some major
purpose of the work.
0 Position: Collection of tasks constituting the work activities of a
particular worker.
0 Job: A group of similar positions in an establishment.
0 Occupation: Group of jobs across establishments requiring common
tasks to achieve common objectives, using similar tools and
methods
0 Industry (Profession): Groups of closely-related occupations that
relate to the production of a particular product or service
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JOB/POSITION, TASK, AND ELEMENT ARE RELATIVE TO AN
INDIVIDUAL WORKER’S DUTIES
MORE COMPLEX------------------LESS COMPLEX
Job
Line Cook
Task
Makes
Sandwiches
Element
Slice meat &
Cheese
Sandwich
Deli Attendant
Maker
Slices Meat & Operates
Cheese
slicing
machine
Operates
Places meat &
slicing
cheese on
machine
slicing
machine
 AS TASKS BECOMES MORE COMPLEX, ELEMENTAL
DESCRIPTIONS BECOME MORE GENERAL.
 AS TASKS BECOME SIMPLER, ELEMENTAL
DESCRIPTIONS FOCUS ON SMALLER PARTS OF THE JOB
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The Trial Work Experiences
0 Should be the end point of an individuals’ Career
Development Plan
0 Close to school exit with the goal of moving into paid
employment ASAP
0 Two- sixty day experiences
In one job, position, or group of tasks
 Can be a combination of SAC, Summer Work, Integrated Work Based
Experiences, Internships
 EMPLOYMENT
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Trial Work Experience =TWE is the opportunity to work in a real job in an integrated employment
setting alongside non-disabled co-workers, customers, and/or peers, with the appropriate services and
supports for a sufficient period of time to establish whether an individual’s interests, skills and
abilities are well-suited for the particular job, but for no shorter than 60 days. The trial work
experience shall be selected though a person centered planning process and shall be individually
tailored to each person.
Integrated Trial Work Experiences
*Type
Location
Anticipated
dates
Person
Completed
Responsible
Total Days
*Community Based Vocational Experience= CBVE; Situational Assessment in
the Community= SAC; Summer Work Experience= SWE;
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Tips for the ITWE
0 Trial Work Experience documentation should be formal and
consistent in order to reflect a student’s performance in a specific
occupation or collection of specific tasks. It is recommended that
job descriptions, job analysis, task analysis, and multiple methods of
assessment and performance measures be utilized during the TWE.
Information gathered should reflect not only the student’s overall
performance, but their level of interest, preferred tasks, level of
independence, effective training and monitoring methods,
documented improvements, and other aspects of the workplace
related to their experience.
0 If a TWE is completed in multiple work sites, the job titles should be
closely related and include many common tasks. Information
regarding job titles and tasks can be found using tools such as
O*NET.
0 http://www.onetonline.org/
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Sales Clerk
Receive, store, and issue sales floor merchandise. Stock shelves, racks, cases, bins, and tables with
merchandise and arrange merchandise displays to attract customers. May periodically take physical
count of stock or check and mark merchandise.
Checker Stocker, Checker/Stocker, Clerk, Dairy Clerk, Grocery Clerk, Night Stocker,
Sales Support Specialist, Stock Clerk, Stocker, Store Clerk
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TASKS
answer customers' questions about merchandise and advise customers on merchandise
selection.
Stamp, attach, or change price tags on merchandise, referring to price list.
Stock shelves, racks, cases, bins, and tables with new or transferred merchandise.
Compare merchandise invoices to items actually received to ensure that shipments are
correct.
Itemize and total customer merchandise selection at checkout counter, using cash register,
and accept cash or charge card for purchases.
Transport packages to customers' vehicles.
Take inventory or examine merchandise to identify items to be reordered or replenished.
Receive, open, unpack and issue sales floor merchandise.
Clean display cases, shelves, and aisles.
Design and set up advertising signs and displays of merchandise on shelves, counters, or
tables to attract customers and promote sales.
Pack customer purchases in bags or cartons.
Requisition merchandise from supplier based on available space, merchandise on hand,
customer demand, or advertised specials.
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Food Server; Non-restaurant
Serve food to individuals outside of a restaurant environment, such as in hotel rooms, hospital rooms,
residential care facilities, or cars.
Sample of reported job titles: Diet Aide, Dietary Aide, Dietary Assistant, Dietary Service Aide, Food
Service Assistant, Food Service Worker, Room Server, Room Service Server, Server, Tray Server
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0
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TASKS
Examine trays to ensure that they contain required items.
Place food servings on plates or trays according to orders or
instructions.
Monitor food distribution, ensuring that meals are delivered to the
correct recipients and that guidelines, such as those for special diets, are
followed.
Load trays with accessories such as eating utensils, napkins, or
condiments.
Clean or sterilize dishes, kitchen utensils, equipment, or facilities.
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Paid Employment/ Work Experience
Definition: Work experience is any activity that places the
student in an authentic workplace, and could include: work
sampling, job shadowing, internships, apprenticeships, and
paid employment. Paid employment can include existing
standard jobs in a company or organization or customized
work assignments negotiated with the employer, but these
activities always feature competitive pay (e.g., minimum wage)
paid directly to the student by the employer.
Operational Definitions and Essential Program Characteristics of the 16
Predictors identified in Test, Mazzotti (2009)
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GAP Sales Assistant
Jim Cary
Kanye West
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Characteristics:
 Provide opportunities to participate in job shadowing, work-study,
apprenticeships, or internships.
**Consider work study, apprenticeships, and internship environments
that are culturally sensitive to students from different cultural
backgrounds.
 Provide instruction in soft skills (e.g., problem solving, communicating
with authority figures, responding to feedback, promptness) and
occupational specific skills (e.g., clerical, machine operation).
 Provide transportation training, including the use of public
transportation and job-site and community safety.
 Conduct job performance evaluations by student, school staff, and
employer.
 Provide instruction in obtaining (e.g., resume development) and
maintaining a job.
 Develop a process for community-based employment options in
integrated settings with a majority of co-workers without disabilities.
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 Conduct situational vocational assessments to determine
appropriate job matches.
 Develop a process to enable students to earn high school credit for
paid employment work experience.
 Link eligible students to appropriate adult services (e.g. Vocational
Rehabilitation, Developmental Disabilities Services) services prior
to exiting school that will support student in work or further
education.
 Involve appropriate adult services (e.g., Vocational Rehabilitation
or job coach when needed) in the provision of community-based
work experiences.
 Use age-appropriate assessments to ensure jobs are based on
students’ strengths, preferences, interest, and needs.
• Ensure employment training placements offer opportunities for (1)
working 30+ hours/week, (2) making minimum wage or higher,
with benefits, and (3) utilizing individualized supports and
reasonable accommodations.
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4. Career Assimilation
Post School
Requires many skills & competencies, particularly the ability for lifelong
learning and adaptability. Individuals must be prepared for changes in
work methods. Being able to blend into the workforce as a team player
who can self-initiate.
Assess for Success: Handbook on Transition Assessment by Patricia L. Stitlington, Debra A. Neubert, Wynne Begun, Richard
C. Lombard, and Pamela J. Leconte, 1996, Reston, VA: The Council for Exceptional Children.
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The Career Development Plan on Live Binder can be accessed at
http://www.livebinders.com/play/play_shared_binder?id=1578676
Access Code “CDP”
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