Situational Assessment

Occupational skills and work behaviors can be assessed in situational work assessments and include capacities and competencies to perform essential job duties of specific competitive employment positions. For example, the measurement of the youth’s keyboarding proficiency may be predictive of her/his abilities to succeed in a job where duties require minimum standards of speed for data entry or word processing. Situational assessments offer a student the opportunity to perform job tasks in real work environments under real work conditions. Participation in a variety of situational assessment situations across work settings may provide insight for the student into her or his employment preferences as well as skills and abilities. A variety of job types should be explored, and the student's reaction to each recorded to compare which may be her or his most preferred job type. Students performing real work in multiple work environments can also provide school personnel information about the student's work characteristics, interests, skills, and abilities, learning style and workplace support needs.

A situational assessment can be utilized for:  Transition age IEP development of employment /education/training post-secondary goals  Progress monitoring of annual goals  Information for ACCES VR and community agency referral

Situational Vocational Assessment - Real work settings are used to enable the student to explore vocational aptitudes, to demonstrate the types of support services needed to enhance optimal performance, or to assist the student to acquire specific skills and abilities. This on-the-job assessment considers what has been learned and how; what aptitudes are demonstrated; and what training and support strategies are necessary for developing competencies.

Functional Vocational Assessment –an assessment to determine a student’s strengths, abilits and needs in an actual or simulated work setting or in real work sample experiences.

Situational Assessment Form revised by Capital Region/North Country RSE-TASC Sept. 2011 Situational Assessment Name: date: Worksite______Job Title:______Level of support provided: ______%

Entry Employment Standard Skill Signif. Below EES (<50%) Below EES (50-65%) Approaches EES (65-80%) Meets EES (80-100%) Accountability, reliability Refuses to complete Completes less than ½ Completes majority of Completes all tasks Responsibility task given of the tasks proficiently the tasks proficiently given with proficiency Attitude Never demonstrates a Rarely demonstrates a Demonstrates a Demonstrates a positive attitude about positive attitude about positive attitude about positive attitude about all work work work in some situations work situations Self-advocacy Does not Communicates needs/ Is inconsistent Consistently communicates Communication communicate wants, but not in an communicating needs/wants all needs/wants in an Social Behavior needs/wants appropriate manner in an appropriate manner appropriate manner Dress/Attire Does not follow Follows dress code Follows dress code Follows dress code worksite dress code inconsistently with prompting consistently Hygiene Visibly dirty, needs Visibly dirty, needs With prompting, Clean, well-groomed & major grooming &/or minor grooming &/or visibly clean, needs has no odor has an offensive odor has an offensive odor minor grooming & has no odor Honesty Not honest in many Only honest when Generally honest but Honest in all situations situations – cannot be closely monitored and may need prompting – can be trusted trusted prompted Flexibility Never willing to Switches tasks and Willing to switch tasks Willing to switch tasks when switch tasks & does not only makes transitions when asked and transitions asked and transitions without make transitions with repeated prompts wit minimal prompts prompts Cooperation Never cooperates & Seldom cooperates & Cooperates & works Always cooperates & Team player does not work well with rarely works well with well with others when works well with others others others prompted Initiative Never starts a task Rarely starts a task Most often starts a Always starts a task independently independently task independently independently Problem solving Does not attempt to Attempts to come to a Attempts to come to a Comes to a solution come to a solution solution independently solution independently, but independently independently when prompted may require assistance Respect Does not demonstrate Demonstrates respect Demonstrates respect Independently respect for self or others for self or others with for self and others with demonstrates respect for repeated prompts few prompts self and others Attendance: # days attended______# Days Scheduled______Identify assessment results under both skill level and productivity

Tasks Completes Completes Completes Above Average Low Poor 95% -100% 85% - 95% 85% - 50% required productivity productivity productivity independently independently independently productivity Assigned work done accurately to company standards Asks for help appropriately Uses equipment properly/safely Understands, follows work policies Follows health/safety guidelines Monitors own work Accepts constructive criticism Works as part of team Works thru conflict Learns new skills related to job Accepts new job assignment 1. ACCESSVR status: [ ] Open/active [ ] not yet referred Other Community Agency Referral [ ] Open/active [ ] not yet referred

2. Student’s Post-secondary employment goal:

3. Level of support necessary for employment: [ ] Supported Employment [ ] Independent Placement

4. What instructional techniques were effective for directing and re-directing the student? all that apply

[ ] Verbal [ ] Model/gesture [ ] Physical

5. In which skill areas will additional training be necessary – barriers to employment? all that apply [ ] Responsibility [ ] Attitude [ ] Communication [ ] Attire [ ] Hygiene [ ] Polices [ ] Honesty [ ] Flexibility [ ] Cooperation [ ] Initiative [ ] Problem solving [ ] Respect [ ] Self-advocacy [ ] Attendance

6. Indicate strategies to develop competencies:

( 3. )