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Overview of Levels of Evaluation

Overview of Levels of Evaluation. VA DRS Vocational Evaluation Training, August 5-6, 2010. Learning Objectives. Identify three different models of levels of vocational evaluation Articulate components of two of the models

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Overview of Levels of Evaluation

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  1. Overview of Levels of Evaluation VA DRS Vocational Evaluation Training, August 5-6, 2010

  2. Learning Objectives • Identify three different models of levels of vocational evaluation • Articulate components of two of the models • Understand the importance of consistent framework for levels of evaluation • This session will be followed by a facilitated discussion: Consensus on Levels of Evaluation

  3. What do you currently think? • Level I • Level II • Level III • What is the core question we ask as we move from Level I, to II, to III? • If you have unanswered questions or gaps in information, refer to the next level. • For each level: • Who can perform each? • What can they collect?

  4. Who Provides the Levels of Assessment • Rehab counselors, transition specialists, and others who have relevant experience and have received some type of training that includes Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) Knowledge and Performance Areas can provide Levels I and II. • Preference for VEs Certified in Vocational Evaluation (by CCWAVES)—they can provide all 3 levels of service, but are the only ones qualified to provide Level III: Comprehensive Vocational Evaluation.

  5. Levels of Evaluation/ Assessment • Several models are being presented to describe how levels of evaluation/assessment are viewed. • This information will be used as VA DRS defines your levels of evaluation/assessment. • Current VA DRS Levels of Assessment: Best Practices Manual. • VEWAA “Final Project” – 1975 • VECAP • Institute on Rehabilitation Issues on VE • Maryland CAS Levels of Assessment

  6. Current VA DRS Levels of Assessment Best Practices Manual

  7. What does VA DRS current use? • VE services provided to identify what? • Strengths, abilities and/or barriers to employment • What is the purpose? • To develop logical and workable recommendations • What are the three basic types of assessment approaches offered? • Consultation • Special Assessment • Comprehensive • Situational assessment is also an assessment option

  8. Consultations • Responds to questions regarding what? • Interpretation of existing data • Can you identify a few examples? • Elaboration on existing VE report • Ask if person is appropriate for VE • Identify transferable skills • Identify other vocational options based on existing information. • The findings and recommendations provide specific information instrumental in vocational planning & plan development.

  9. Single Trait and/or Special Request • What do these type of VE services respond to? • Basic question regarding single quality or aptitude. • What does the VE typically do? • Administer one or more tests to respond to the question such as typing ability.

  10. Comprehensive What techniques may be used in whole or a part? Work samples/activities Situational assessment Behavior observations Career exploration Others • Orientation • Interview • Psychometrics • Assessment of vocational interests • Aptitudes • Job seeking skills • Learning styles • Physical needs

  11. Comprehensive • After a person is assigned to a VE, what is developed? • Development of an Individual Vocational Evaluation Plan (IVEP) • How long does the person participate in VE process? • Person participates in program as long as necessary to accomplish specific VE goals. • What are the outcomes of the comprehensive VE? • Recommendations for current and/or future planning for skill development, accommodations and/or elimination of vocational barriers.

  12. Situational Assessment • What does this type of evaluation encompass? • Evaluation of work-related behaviors in a controlled or simulated work setting. • Real work adds to face validity • Capability to systematically vary demands to evaluation work-related behaviors

  13. Levels of Assessment VEWAA Final Project, 1975

  14. Levels of Assessment VEWAA Final Project, 1975 • Level III—comprehensive career assessment/vocational evaluation: in-depth, long-term or on-going, uses real or simulated work. • LevelII—Exploratory: diagnostic and prognostic, exploration, go onto next level if more information is needed to make decisions. • Level I—Needs Assessment: make quick decisions; minimal assessment required, go on to next level if more information is required.

  15. Vocational Evaluation (i.e., Comprehensive Career Assessment, Level III) “A comprehensive process that systematically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assists individuals with vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural, and economic data into the process to attain the goals of evaluation” (Dowd, 1993). Source: VEWAA Glossary of Terminology

  16. Levels of Assessment Source: Vocational Evaluation & Career Assessment Professionals (VECAP)

  17. Three Levels of Vocational Assessment • Level I: Screening or Needs Assessment • Level II: Exploratory • Level III: Comprehensive Vocational Evaluation

  18. Level I: Screening and Needs Assessment • For everyone • The initial process designed to arrive at a • decision for providing additional services. • This assessment typically consists of • interviews, limited psychometrics (e.g., • questionnaires, inventories), and reviewing • background information. If more information is needed or questions emerge, Level II should be initiated.

  19. Level II: Exploratory • For some – determined by whether additional information is needed or questions arise from a Level I assessment. • This intermediate process involves detailed review of background information, in‐depth vocational interviewing and counseling, and/or additional psychometrics or career exploration. It may also include transferable skills analysis, job matching, and labor market investigation, and/or community mapping. If more information is needed or questions emerge, Level III should be initiated.

  20. Level III: Comprehensive Career Assessment • For individuals facing the greatest transition, career, and vocational challenges or barriers. • This process systematically uses real or simulated work as the focal point for assessment and career exploration. One purpose is to assist individuals in career and vocational development. The profiler(or vocational evaluator) synthesizes data from all team members, including if necessary, medical, psychological, economic, cultural, social and vocational information.

  21. "A New Paradigm for Vocational Evaluation: Empowering the VR Consumer through Vocational Information" 30th Institute on Rehabilitation Issues http://www.rcep6.org/IRI/tmpt/publications.htm#30th

  22. Vocational Evaluation: Major Underlying Values (Vocational Evaluation {VE} IRI) • Empowerment. • Cultural Considerations & Responsiveness. • Universal Design & UD for Assessment and Learning, and Assistive Technology. • Individualization (customized assessment for customized transition, rehabilitation, and postsecondary planning).

  23. What is empowerment? Empowerment is a process which helps people gain power. People who are empowered have the knowledge and ability to lead. PA Youth Leadership Network, 2008 23

  24. Universal Design Universal design is defined as the design of products and environments, to be usable by all people, to the greatest extent possible, without need for adaptation or specialized design. The intent of universal design Is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and disabilities. The Center for Universal Design, North Carolina State http://www.design.ncsu.edu/cud/

  25. Universal Design Principles • Equitable use • Flexibility of use • Simple and intuitive use • Perceptible information • Tolerance for error • Low Physical Effort • Size and space for approach and use

  26. Vocational Evaluation Process

  27. MD DORS Career Assessment Levels of Assessment

  28. DORSCareer Assessment Services Severity of Output Disability Intensity Less info Less Severe More info. More Severe Holistic

  29. Itemized Assessment An individual assessment tool/instrument or method used to answer a very specific referral question.

  30. Focused Assessment Assessment to determine the feasibility of a specific chosen career area as a career goal (can include real or simulated work).

  31. Exploratory Assessment A process utilizing career exploration resources and/or methods designed to provide information on the next step in long range planning for the individual. It includes investigation and education in jobs and job clusters, taking into consideration the individual’s interests, needs, abilities and functional capacities.

  32. Community Based Assessment • A holistic assessment of an individual's interests, needs, and abilities in a job/worksite setting located in the community. Community-based assessment is an umbrella term depicting a category of methods, which may include: • Situational assessment • On-the-job evaluations • Job try-outs or trials • Supported Employment assessment

  33. Comprehensive Assessment • The Comprehensive Career Assessment is appropriate for individuals with the most severe disabilities who: • would have difficulty handling the reading or motor activity required to independently perform the paper/pencil assessment activities typically utilized as part of an Exploratory Career Assessment • have sensory impairments which require significant accommodation to enable their participation • have never worked or have a significant period of absence from the work force due to their disability, require an extended period of observation to determine their work behaviors • It is also a holistic, broad-based intensive process, which is: grounded in the use of real or simulated work, individualized, and the process uses a combination of all typical assessment methods with the possible (but not required) exception of a community-based assessment.

  34. Levels of Evaluation/ Assessment • Several models have been presented to describe how levels of evaluation/assessment are viewed. • This information will be used as VA DRS defines your levels of evaluation/assessment. • Current VA DRS Levels of Assessment: Best Practices Manual. • VEWAA “Final Project” – 1975 • VECAP • Institute on Rehabilitation Issues on VE • Maryland CAS Levels of Assessment

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