FUNCTIONAL VOCATIONAL EVALUATION
8f.
Functional vocational evaluation is one component of a transition
program that is included “if appropriate”. This evaluation involves “an assessment
process that provides information about job or career interests, aptitudes, and
skills. Information may be gathered through situational assessment, observations
or formal measures, and should be practical. The IEP team could use this information
to refine services outlined in the IEP”.
Source: Storms, J., O’Leary, E., & Williams, J. (2000). Transition requirements:
A guide for states, districts, schools, universities and families. Eugene, OR: University
of Oregon, Western Regional Resource Center.
8f.2g: The following example of functional vocational evaluation
supports the postsecondary goals for Rolanda in the areas of education/ training
(1 goal), employment (1 goal), and independent living
(3 goals).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.2h: Nonexamples:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.2s: The following example of functional vocational evaluation
supports the postsecondary goals for Kevin in the areas of education/ training
(1.2s), employment (1.3s), and independent living
(1.4k - m).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.2t: Nonexample:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.3e: The following example of functional vocational evaluation
supports the postsecondary goals for Rolanda in the areas of education/ training
(1 goal), employment (1 goal), and independent living
(3 goals).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.3f: Nonexamples:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.3i: The following examples of functional vocational evaluation
support the postsecondary employment goal of “upon graduation from
high school, Jodi will attain a part-time position in a community retail environment
independently.”
Examples:
- Completing a career preference inventory
- Completing an adaptive behavior scale
- Completing a self-determination scale
8f.3j: Nonexamples:
- Completing an algebra exam
- End of grade testing for language arts and civics
- Scholastic Aptitude Test (SAT) completion
8f.3k: The following example of functional vocational evaluation
supports the employment goal of “after finishing high school Alex
will increase his work hours in the business department of a local office supply
store, contacting XYZ Adult Agency for employment support services.”
Examples:
- Completing a computation/ business math skill inventory
- Completing a office skill inventory
8f.3l: Nonexamples:
- End of grade civics test
- ACT test completion
8f.3s: The following example of functional vocational evaluation
supports the postsecondary goals for Kevin in the areas of education/ training
(1.2s), employment (1.3s), and independent living
(1.4k -m).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.3t: Nonexample:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.4g- 4i: The following example of functional vocational evaluation
supports the postsecondary goals for Rolanda related to education/ training
(1 goal), employment (1 goal), and independent living
(3 goals).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.4j: Nonexample:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.4k-m: The following example of functional vocational evaluation
supports the postsecondary goals for Kevin in the areas of education/ training
(1.2s), employment (1.3s), and independent living
(1.4k -m).
Example:
- Refer to Vocational Rehabilitation for non-verbal, modified assessments of adaptive
behavior, career interest, and career skills
8f.4n: Nonexample:
- Administration of assessments intended for verbal students
- Administration of assessments for preschoolers, not related to employment or adult
living skills
8f.5c: The following example of functional vocational evaluation
supports the postsecondary goals for Stephanie related to education/training,
employment, and independent living skills.
Examples:
- Completing a career preference inventory
- Completing an adaptive behavior scale
- Teacher made task-analysis of cooking task in the classroom
8f.5d: Nonexamples:
- End of grade test civics
- Brigance Early Childhood Inventory
This document was produced under U.S. Department of Education, Office of Special
Education Programs Grant No. H326J050004. Marlene Simon-Burroughs served as the
project officer. The views expressed herein do not necessarily represent the positions
or polices of the Department of Education. No official endorsement by the U.S. Department
of Education of any product, commodity, service or enterprise mentioned in this
publication is intended or should be inferred. This product is public domain. Authorization
to reproduce it in whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: National Secondary Transition
Technical Assistance Center (2007) Indicator 13 Training Materials, Charlotte, NC,
NSTTAC.
