1. Introduction
    2. “whole” student in its process.
    3. information presently available.
    4.  
  1. Attainment of Desired Post-School Outcome
  2. Work-Based Experiences in Chosen Career Focus
    1. Step 1—Career Assessment: Helping Students Learn about Themselves
    2. Career assessment is the most
    3. important step in the transition IEP development
    4. Sample Teacher Reproducible Masters
    5. Review the master carefully to
    6. determine if using it as is will meet the individual needs of your students.
    7.  
    8. integral part of routine activities throughout the student’s
    9. education.
    10. entire transition planning process.
  3. Arts, Design, and Communication
    1. Sample Teacher Reproducible Masters
    2. Implementation of career focus areas is the
    3. Sample Teacher Reproducible Masters
    4. Implementation
    5. Grades Description 8-PS
    6. Sample Teacher Reproducible Masters
    7. When transition IEP development is based on this information, fine-tuning then
    8. becomes relative-ly easy.
    9. and decision making continues throughout a
    10. lifetime.
    11. Sample Teacher Reproducible Masters
    12. Implementation
    13. goals.
    14. Grades 10-PS
    15. Description
    16. The capstone project compo-nents can
    17. easily be modi-fied to fit the individual needs and abi-lities of all
    18. students.
    19. Implementation
    20. The student’s capstone project and related
    21. information will also be recorded and stored in the portfolio.
    22. Implementation
    23. 4th-5
    24. Secondary 5+ yrs.
    25. Career Portfolio
    26. Description
    27. The portfolio is a concrete
    28. reflection of who the student is, who the
    29. student hopes to become, and
    30. what the student plans to achieve in career and personal
    31. development.
    32. The portfolio should be strong and durable
    33. enough to last 4-6 years.
    34. Sample Teacher Reproducible Masters
    35. Implementation
    36. binder.
    37. and school
    38. administrators will enhance program
    39. implementation.
    40. E. Maintain Active Business, Community, and Family Involvement
    41. Acronyms
    42. Suggested Resources for Each Step
    43. STEP 1 Career Assessment Resource Listing
    44. Other Resources
    45. STEP 7 Work-Based Experiences in Chosen Career Focus Resource Listing
    46. Career Portfolio Resource Listing
    47. References
    48. Step 1 Career Assessment
    49. Step 2 Career Focus
    50. Step 3 Career Research and Pathway
    51. Step 4 Career Planning and Decision Making by Chosen Career Focus
    52. Step 5 Support Services
    53. Step 6 Program and Training in Chosen Career Focus
    54. Step 7 Work-Based Experiences in Chosen Career Focus
  4. Teacher Reproducible Masters
      1. THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA
    1. Accommodations, Modifications, and Outcomes
    2. Work Related Behaviors
    3. Work Related Behavior
    4. Scor
    5. ______%
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      27. 4 3 2 1
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      30. 4 3 2 1
      31. 4 3 2 1
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  5. Do you like to…
  6. Do you like to…
  7. Do you like to…
    1. SIMPLYSIMPLY SIMPLYSIMPLY SIMPLY
    2. SIMPLYSIMPLY SIMPLYSIMPLY SIMPLY
    3. SIMPLYSIMPLY SIMPLYSIMPLY SIMPLY
    4. SIMPLY SIMPLY SIMPLY
  8. Career Research Activity Sheet
      1. Step 4: Career Planning & Decision Making

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A Guide for Persons Involved in Transition Planning
2003
Bureau of Instructional Support and Community Services • Florida Department of Education

SIMPLY
Careers
!
?
Helping Students with Disabilities Effectively Plan Their Futures
through Comprehensive Career Development
A Guide for Persons Involved in Transition Planning
Bureau of Instructional Support and Community Services
?
Florida Department of Education
?
2003
?

This product was developed by Lisa Atwood Guess, Educational Consultant, through an
administrative services grant to the Panhandle Area Educational Consortium/Washington
County School Board, funded by the State of Florida, Department of Education, Bureau of
Instructional Support and Community Services, through federal assistance under the Indi-
viduals with Disabilities Education Act (IDEA), Part B.
Copyright
State of Florida
Department of State
2003
Authorization for reproduction is hereby granted to the state system of public education
consistent with section 1006.39(2), Florida Statutes. No authorization is granted for distribu-
tion or reproduction outside the state system of public education without prior approval in
writing.

SIMPLY
Careers
!
?
Helping Students with Disabilities Effectively Plan Their Futures
through Comprehensive Career Development
A Guide for Persons Involved in Transition Planning
Lisa Atwood Guess, M. Ed.
Educational Consultant

Acknowledgements
?
We would like to give special thanks to Janet Adams, Program Specialist, Transition, and
Michele Polland, Administrator, ESE Program Development and Services, Bureau of Instruc-
tional Support and Community Services, Florida Department of Education for sharing their
invaluable guidance and expertise in the development of this guide.
In addition, we would like to thank the following individuals for their helpful input on this guide.
Rick Casey
Joyce Lubbers
Karen Clay
Heather Mack
Sheila Gritz
Jeanne Repetto
Rosalie Justice
Walt Schoenig
Judy Lewis
Diane Stephens
Kathy Lowe
iv

Table of Contents
?
Introduction ........................................................................................................................... 1
?
Step 1—Career Assessment: Helping Students Learn about Themselves ............................ 6
?
Step 2—Career Focus: Matching Interests and Talents
?
with Broad Career Focus Areas ......................................................................... 10
?
Step 3—Career Research and Pathway: Learn about Clusters, Careers,
?
and Occupations within Career Focus Areas ..................................................... 14
?
Step 4—Career Planning and Decision Making by Chosen Career Focus:
?
Putting It All Together and Setting Goals .......................................................... 17
?
Step 5—Support Services: Helping Students Get Where They Want to Go ....................... 20
?
Step 6—Program and Training in Chosen Career Focus: Develop Skills
?
through Relevant Learning ................................................................................ 22
?
Step 7—Work-Based Experiences in Chosen Career Focus: Applying Skills That Link
?
the Classroom to the Real World ....................................................................... 26
?
Career Development Sequence ............................................................................................ 28
?
Career Portfolio ................................................................................................................... 31
?
Key Factors for Implementation Success ............................................................................ 36
?
Acronyms ........................................................................................................................... 39
?
Suggested Resources for Each Step ..................................................................................... 40
?
References and Additional Resources ................................................................................. 47
?
Summary of Sample Teacher Reproducible Masters for Each Step .................................... 48
?
Appendix—Teacher Reproducible Masters ......................................................................... 51
?
v

Introduction
SIMPLY
Careers
is a 7-step process that assists students in achieving their
future career goals through sequential career assessment, exploration,
activities, experiences, programs, support, and planning centered around
four broad career focus areas. Career focus areas are broad groupings of
career clusters and occupations with common attributes and are based on
Federal Department of Labor occupational data. The four broad focus
areas are
?
arts, design, and communication
?
business, sales, and management
?
scientific, technical, and natural resources
?
social science, health, and education.
SIMPLY
Careers
considers the “whole” student in its process: personal/
social needs, academic needs, and career development needs. The process
is based on national and state standards in the three researched and
adopted career development competency areas of self-knowledge,
educational/vocational development, and career planning and exploration.
For the student to achieve maximum benefit, the SIMPLY
Careers
7 Steps
should be completed sequentially.
The SIMPLY
Careers
7-step process
?
uses a broad career focus approach for implementation
?
uses pathways of careers at a variety of levels to meet the needs of
all students
?
moves a student smoothly through a comprehensive grade-level
career development sequence of activities from kindergarten to
post-secondary education
?
links classroom activities, experiences, and training to future goals
?
is implemented by teams of stakeholders made up of students,
teachers, guidance counselors, parents, adult service providers, and
business partners
?
promotes collaboration with business partners and community
stakeholders for effective implementation
?
demands integration of academics, personal/social goals, career
development goals, standards, and accountability
?
prepares students for careers and lifelong learning
?
helps focus and streamline transition IEP development.
SIMPLY
Careers
consists of a wide range of career awareness,
exploration, and exposure activities that help students identify their
interests, goals, personal attributes, qualities, and abilities in order to
match future career and personal goals. This process results in the student
and the entire transition IEP team being equipped with the information
necessary to make informed decisions about the student’s future.
SIMPLY
Careers
considers the
“whole” student in
its process.

This document
enhances the
wealth of career
development and
transition IEP
guides and
information
presently available.
This guide is designed for use by educators, guidance counselors,
career specialists, parents, and other stakeholders who participate in
transition IEP development. The purpose of this guide is to provide a
simplified, sequential process for stakeholders to follow that includes
activities and steps that will guide a student through the career
development process from kindergarten through post-secondary
education.
The guide is organized into sections which include a description of
each of the seven steps, a grade-level career development sequence,
career portfolio implementation, key factors for implementation
success, acronyms, references/resources, and sample teacher
reproducible masters for each of the 7 steps. The sample teacher
reproducible master section contains all of the documents referenced
throughout the guide put together in sequence ready to be pulled out
and copied as is or revised to meet individual student or district needs.
The reproducible masters are examples only and should be carefully
adapted to meet individual student needs. Be flexible when using
these since one form cannot meet the needs of every student, but the
overall model, ideas, and process can. Each of the 7-step sections
includes a description of the step, suggested teacher reproducible
masters to be used, and implementation suggestions. In addition, the
suggested resources section contains an array of resources for each
step that may be helpful to use in implementation.
Stakeholders using this guide should review the student’s current
completion or level of participation for each step and identify which
step or steps the student has completed prior to transition IEP
development and course selection. The student and the transition IEP
team must know the student’s needs, interests, abilities, career focus,
and pathway in order to plan the course of study, courses, activities,
and work experiences that will help the student reach career goals and
desired post-school outcomes. It is important that each student
progress through each step before going on to the next to ensure that
comprehensive planning and skill acquisition are achieved. A
suggested grade-level developmental sequence is also provided to
assist with planning appropriate activities, courses, and programs that
will help in goal attainment.
This document enhances the wealth of career development and
transition IEP guides and information presently available. It is
recommended that a variety of supplementary resources be integrated
with all facets of the SIMPLY
Careers
7-step process so that the
individual needs of students can effectively be met.
2?

What do you want to do when you grow up? How many times have
we asked this question of our children, our students, and ourselves?
The answer cannot be given quickly since it takes time to learn what
we like, learn what we do well, learn about careers and educational
opportunities, and match these results with individual visions, goals,
and desires. This is why implementing a systemic career development
process is so critical. Research shows that students are more likely to
stay in school when they see the relevance of being there (Southern
Regional Education Board,
High Schools That Work
). Career
Development programs provide the vehicle for students to make these
connections.
It is important to coordinate career development and planning with
transition planning and development of the transition individual
educational plan because SIMPLY
Careers
unifies long range
educational and career planning with transition IEPs. The SIMPLY
Careers
7-step process contains critical components for meaningful
transition planning and will assist students in meeting a portion of their
desired post-school outcomes.
Career development programs can assist the students in moving
towards their vision or dream after completing high school and lead to
a more focused desired post-school outcome statement on the
transition IEP.
Transition services requirements were established in the 1990
Individuals with Disabilities Education Act (IDEA) and revised in the
reauthorization of IDEA in 1997 due to rising concerns that a student
with a disability is at a higher risk of dropping out of school and/or
leaving school unprepared for adult life. The term “transition IEP” is
used in Florida to describe all IEPs with a transition focus beginning
on or before a student’s 14th birthday. Implementing the new
transition IEPs reflects a changing and exciting emphasis from
traditional secondary level IEPs to preparing a student for adult life
through
careful/collaborative planning
effective/relevant instruction
smooth transition to future goals.
Transition IEPs must address all required components of the IEP as
well as additional transition services requirements. Transition IEP
teams are responsible for carefully considering where the student is
headed after high school to determine what instruction, services, and
supports are needed to help the students meet their career goals and
desired post-school outcomes. SIMPLY
Careers
Research shows that
students are more
likely to stay in
school when they see
the relevance of
being there.
3?

streamlines this responsibility by pulling together several components
through a sequential, 7-step process. Implementing SIMPLY
Careers
makes the planning process easier and more effective for the entire
transition IEP team, while effectively preparing students for their
futures.
4?

SIMPLY
Careers
!
?
7 Steps to Focused Career Development
77
77
7

Back to top


Attainment of Desired Post-School Outcome

Back to top


Work-Based Experiences in Chosen Career Focus
Program Training in Chosen Career Focus
66
66
6
Support Services
55
55
5
Career Planning & Decision Making by Chosen Career Focus
44
44
4
Career Research and Pathway
33
33
3
2
2
22
2
Career Focus
1
1111
Career Assessment Level 1 (Level 2 and Level 3, if needed)
?
5

Step 1—Career Assessment: Helping Students Learn about Themselves
Description
Grades
?
4-12
?
Career assessment
is the most
important step in
the transition IEP
development
process and the
foundation for
SIMPLY
Careers
.
The purpose of career assessment is to help students identify their
unique qualities, needs, interests, and abilities and then use this
information for educational and career planning and goal setting.
Career assessment is the most important step in the transition IEP
development process and the foundation for SIMPLY
Careers
. Career
assessment results are used to determine the student’s career focus and
to complete the transition IEP. Knowing the student’s needs, interests,
abilities, career focus, and pathway assists in effectively planning the
course of study, courses, activities, and work experiences that will help
students reach their desired post-school outcomes. Skipping this step
results in transition IEP development and implementation based on
guesswork at best.
The Illinois vocational assessment model identifies three levels of
career assessment. Examples of assessments in each level are listed on
page 40.
?
Level 1 Assessment
may be implemented for
all
students by
teachers, guidance counselors, occupational specialists, career
specialists, and transition specialists. The best results will be
gained from implementation by a combination of these individuals.
Level 1 consists of
o
?
career interest inventories
o
?
personality and work values inventories
o
?
learning style inventories
o
?
student surveys and interviews
o
?
student observations
o
?
parent surveys and interviews
o
?
teacher surveys, interviews, and daily logs
o
?
informal teacher and guidance counselor assessments
o
?
curriculum-based vocational assessment (CBVA).
?
Level 2 Assessment
is more specialized assessment with its results
providing more information about students’ specific abilities and
aptitudes. Level 2 assessment is for students who need more
information than level 1 data offers to make decisions about their
futures. This level of assessment can be implemented by teachers,
guidance counselors, occupational specialists, career specialists, or
transition specialists who have received special training on
instruments used. Level 2 consists of
o
?
aptitude and ability assessments
o
?
job readiness assessments
6

o
?
situational assessments
o
?
work samples.
?
Level 3 Assessment/Evaluation
is an individualized, in-depth,
multi-day evaluation administered by a certified vocational
evaluator (CVE). This type of service is typically acquired by
referral from a source other than the school with costs varying
between geographical areas. The vocational evaluation is
usually a purchased service from an adult service provider in
the community. The Division of Vocational Rehabilitation
(DVR) frequently uses vocational evaluations as a part of the
eligibility determination process. For more information on
vocational rehabilitation eligibility criteria, contact your local
vocational rehabilitation office. The two most commonly used
services provided include
o
?
vocational evaluation
o
?
simulated work stations.
Sample Teacher Reproducible Masters
The reproducible masters listed below are useful when implementing
this step. These masters are located in the appendix (page 51).
The masters are provided as an example only. Review the master
carefully to determine if using it as is will meet the individual needs of
your students or if some modification may need to be made to meet
individual student or district needs. Masters include
?
SIMPLY
Careers
All about Me Organizer
?
SIMPLY
Careers
Family Survey
?
Student self exploration survey examples
o
?
Mini-Survey of My Interests
(This is located in
Dare to Dream, Revised.*
See page 47
for more information.)
o
?
Mini Survey of My Aptitudes and Strengths
(This is located in
Dare to Dream, Revised.
See page 47
for more information.)
Teacher Survey Example
(Miami-Dade County Public Schools CBVA Rating Form)
Teacher Survey Example (School District of Osceola County
Career and Technical Assessment Rating Form).
*
Dare to Dream, Revised
is available from the Clearinghouse Information Center, Florida
Department of Education, Room 628 Turlington Bldg., Tallahassee, FL 32399-0400,
cicbiscs@fldoe.org.
Review the master
carefully to
determine if using it
as is will meet the
individual needs of
your students.
7?

Implementation
?
Implementation of
career assessment
should be an
integral part of
routine activities
throughout the
student’s
education.
Implementation of career assessment should be an integral part of
routine activities throughout the student’s education. Since assessment
is an ongoing process, one instrument or method cannot provide the
overall picture needed for effective planning. A variety of instruments
and methods should be implemented over a period of time to have
more reliable and meaningful results.
The results from career assessment level 1, and levels 2 and 3 if
needed, will lay the foundation for transition IEP development. IDEA
defines transition services as “a coordinated set of activities for a
student with a disability designed within an outcome oriented process
that promotes movement from school to post-school activities.” The
transition IEP must identify a desired post-school outcome. Transition
IEP teams are encouraged to express the student’s desired post-school
outcome as a statement that reflects the student’s vision or dream for
life after graduation. IDEA also indicates that the coordinated set of
activities must be based on the individual student’s needs, taking into
account the student’s preferences and interests. The transition IEP
team should consider the needs, preferences, and interests in
developing all components of the transition IEP. Career assessment
plays an integral role in determining these.
After the student completes step one, the results should be recorded on
the All about Me Organizer (page 55)
.
The information on the
organizer should be used by the student and the transition IEP team to
assist in identifying the student’s career goals and will also serve to
focus the development of many of the transition IEP goals and
objectives. Information from career assessment results may also be
used when stating the student’s present levels of performance for the
transition services activity areas of instruction, employment, and
functional vocational evaluation. Although SIMPLY
Careers
only
addresses these transition services activity areas, all areas must be
addressed on the transition IEP. The All about Me Organizer is a tool
used to record the student’s
personal profile information
assessment results
career focus
pathway
favorite occupations
career goal
support
favorite courses
experiences.
8

The organizer combines information obtained from Steps 1-7 and
should be completed in pencil so that changes can be easily recorded
on the same sheet; it is a working document. This organizer should be
introduced to the student in 8th grade and then made a part of the
transition IEP articulation meeting for high school registration. The
same completed organizer may also be used in classroom activities
during the 9th grade. Suggested courses include learning strategies,
critical thinking skills, or employability skills. If the student has not
had the opportunity to use the SIMPLY
Careers
All about Me
Organizer (page 55) or complete the activities identified in the grade
level career development sequence (page 28), 9th grade is the time to
catch up by completing the activities and the organizer. The career
development sequence is a table that lists suggested career
development activity implementation and use of resources by each
step and grade level. Follow the grade level career development
sequence for suggested implementation of career assessment activities
for levels 1, 2, and 3.
The SIMPLY
Careers
All about Me Organizer becomes an integral
part of transition IEP development and the anchor of the career
portfolio (page 31). The career portfolio organizes the implementation
of the 7 steps and will be discussed at length later in this guide.
The SIMPLY
Careers
Family Survey (page 57) can be given to family
members to complete just prior to or during the transition IEP
meetings or during open houses, or it may be sent home. Family
information about the student provides tremendous assistance and
insight into the entire transition planning process.
There are a number of student self-exploration surveys as well as
teacher surveys currently available. A few examples are provided in
the teacher reproducible master section. The Mini Survey of My
Interests and Mini Survey of My Aptitudes and Strengths were taken
from
Dare to Dream, Revised
.
Dare to Dream, Revised
is a wonderful
resource that contains numerous activities that may be incorporated
into the implementation of SIMPLY
Careers.
Two examples of
curriculum-based vocational assessment (CBVA) rating forms are also
provided for teachers to use in their classrooms (pages 59, 61). See
“other resources” (page 41) for information on where to get the
complete CBVA implementation guide.
Family information
about the student
provides tremen-
dous assistance and
insight into the
entire transition
planning process.
9?

Step 2—Career Focus: Matching Interests and Talents with Broad Career Focus Areas
G
r
a
d
e
s
  
Description
K
-
9
  
Focus areas are
groupings of career
areas with common
human attributes,
not groupings of
specific courses
taught or programs
offered.
Career focus areas are four broad groupings of career clusters and
occupations with common attributes. They are based on
human personality traits
preferences
interests
natural talents.
All individuals show a strong disposition for one of these four areas
regardless of their ability level. All programs and jobs fall into one of
these four areas, and all career inventory results can be easily fit into
these four areas. Many school districts have implemented similar
focus areas, clusters, or learning communities, which can be linked or
aligned to the four described below. These four broad areas can be
used as described or modified to meet individual district programs and
needs. Focus areas are groupings of career areas with common human
attributes, not groupings of specific courses taught or programs
offered.
Broad career focus areas are used to match a student’s academic
curriculum, technical courses, and extracurricular activities with their
talents, interests, and plans during and after high school. They are a
way to organize instruction and student experiences in
community-based vocational training programs
supported employment programs
?
on-the-job training programs
?
career and technical education
tech prep programs
career academies
work-based learning
learning communities, magnet, and charter schools.
Organizing programs and activities by career focus can assist the
student in seamlessly preparing to meet the demands of postsecondary
education and/or meet the expectations of employers by linking
education to future goals.
10?

The four SIMPLY
Careers c
areer focus areas and their common
attributes are as follows.
Career Focus
?
Career Focus Attributes
?

Back to top


Arts, Design, and
Communication
dently
Business, Sales, and
Management
set goals, focus on results, use systems, express ideas, appraise,
use math skills, use science skills, solve problems, assemble
invent, research, find a challenge, investigate, explore plants
and animals, work outdoors, protect the environment, use
technology
Social Science, Health
help others, use verbal skills, protect, enforce rules, provide
and Education
provide social and personal service
create, debate, draw, perform, imagine, innovate, originate,
inspire, persuade, promote, express artistically, work indepen-
organize, promote efficiency, work with words and numbers,
think objectively, specialize, analyze data, manage
Scientific, Technical
and Natural Resources
or build, use tools and machinery, think logically, repair,
services, teach, use social skills, help the community, counsel,
Sample Teacher Reproducible Masters
Use the reproducible masters listed below when implementing this
step. These masters are located in the appendix (page 51).
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual
needs of your students or if some modification may need to be
made to meet individual student or district needs. Masters include
?
SIMPLY
Careers
Career Focus Card
(describes all four career focus areas on one sheet
pathways not discussed—for use with middle school or
students with more intense needs)
?
SIMPLY
Careers
Focus/Pathway Cards
(each career focus area and pathway described on separate
sheets—pathways are discussed further in Step 3—for high
school use)
Continue using SIMPLY
Careers
All about Me Organizer in this step.
11

Implementation
?
Implementation
of career focus
areas is the
basis for
SIMPLY
Careers
.
Implementation of career focus areas is the basis for SIMPLY
Careers
.
All coursework, activities, experiences, programs, and training in which a
student participates should be based on the student’s chosen career focus
area. The career focus area is determined after completion of step 1—
career assessment. Extracurricular activities can also be chosen based on
career focus areas that can be implemented at all grade levels. Program
success will be greater when sequential career development activities are
implemented for all grade levels. Work with the middle schools and
elementary schools to share the activities suggested and begin systemic
implementation of those activities so that each grade level builds on the
previous one. Brainstorm ideas that build on the activities already in place
that will link together program implementation in a consistent format.
Activity and resource ideas for implementing career focus areas for each
grade level can be found in the career development sequence (page 28).
Career focus areas provide information and a broad direction from which
to develop the post-school outcome. Using the career assessment data
from step 1 and the student’s identification of their career focus in step 2,
the outcome statement that is based on the student’s needs, preferences,
and interests can evolve. The identification of the career focus also assists
the transition IEP team in focusing on the areas of vocational training,
employment, and adult education to be considered. Career focus areas
also provide a focal point for planning the future course of study and
annual goals.
The four career focus areas can also serve as the foundation for integrating
exceptional student education (ESE) programs and activities. The career
focus concept is recommended for implementation in all general programs
for all students in the school so that the philosophy and activities become a
part of the day-to-day school environment.
The SIMPLY
Careers
career focus card is a one-page description of all
four career focus areas. The focus card can be photocopied on card stock
and used as a part of middle school or high school activities such as a
classroom daily lesson, a source of information sent home to families, and/
or a part of the 8th grade transition IEP articulation meeting.
12?

The SIMPLY
Careers
career focus/pathway cards are four separate pages
describing each one of the four career focus areas on each card. The
cards can be utilized in several ways.
?
Photocopy the cards on card stock and use as a part of high school
activities. Use at open houses and transition IEP meetings to spark
questions and future goal discussion.
?
Use the cards with daily classroom lessons.
?
Have students keep their chosen career focus/pathway cards in
their career portfolios
.
?
Post the cards on the bulletin board and have the students bring in
items, newspaper articles, etc., which they can post with the
matching
career focus.
?
Send students’ chosen focus area cards home to families with a
homework assignment utilizing family involvement.
Once the student has learned about the career focus areas, the student’s
chosen focus area should be recorded and/or updated on the SIMPLY
Careers
All about Me Organizer.
The step 2 resource listing (page 42) includes the website for the
Occupational Outlook Handbook
which may also be helpful when
implementing this step.
The
SIMPLY
Careers career
focus cards are
four separate
pages describing
each one of the
four career focus
areas on each
card.
13?

Step 3—Career Research and Pathway: Learn about Clusters, Careers, and
Occupations within Career Focus Areas
G
r
a
d
e
s
  
8
-
1
0
Description
Career research is
an important part
of the student’s
decision making
process.
Career research is an important part of the student’s decision making
process. Using the wealth of resources currently available, career
research has become easier than ever before. Career research typically
looks at occupations which sometimes may appear to be limiting. It is
important that discussion and activities take place to help students link
the occupations with their chosen broad career focus. Looking at the
wide array of occupations within a career focus opens up possibilities
that may have been initially overlooked. Researching these
occupations gives students a deeper understanding of their career focus
and how it relates to their goals.
Researching the occupations and the pathways that the student must
take to get there is also critical. The realization that some courses
may be required for a pathway that the student did not plan on taking
also helps the student in the decision making process. A pathway is
the direction, education, or training required to reach a specific
occupation. For example, how many times have you asked a student
what he wants to do when he grows up and he says, go to college.
Going to college is of course a pathway to an occupation within the
career focus, not the career goal itself. There are no general entry
requirements, course requirements, or testing requirements to choose a
pathway. However, some specific occupations chosen within a
pathway may have requirements for entry. Be sure that the student has
a clear understanding of any requirements that pertain in your specific
district.
There are three pathways within each career focus. These pathways are
used to link the students’ courses, academic abilities, and post-
secondary education plans with their career goals. Student knowledge
of each pathway and its opportunities are necessary to achieve the
student’s career goal. The three pathways are
1.
Direct Entry Pathway
career opportunities that typically require on-the-job training or
completion of a specialized course
2.
Technical Pathway
career opportunities that typically require completion of a two-
year community college associate degree, completion of a
certification program, or an apprenticeship
14?

3.
?
Professional Pathway
career opportunities that typically require completion of a four-
year university bachelors degree or graduate degree program
Sample Teacher Reproducible Masters
Use the reproducible masters listed below when implementing this
step. These masters are located in the appendix (page 51).
?
SIMPLY
Careers
Career Research Activity Sheet
(The student’s top three favorite occupations should also be
recorded on the All about Me Organizer)
?
Continue using SIMPLY
Careers
All about Me Organizer
in this step.
?
Continue using SIMPLY
Careers
Focus/Pathway Cards in
this step.
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual
needs of your students or if some modification may need to be
made to meet individual student or district needs.
Implementation
A variety of career research materials and formats should be used,
including
?
books
?
computer software
?
videos
?
guest speakers
?
job shadowing
The more career research opportunities that are provided, the more
information students will have to make informed decisions about
their futures. Career research opportunities should be infused in
each academic subject area so that students can see the relevance
of the specific curriculum to their desired career goals.
The more career
research oppor-
tunities that are
provided, the more
information stu-
dents will have to
make informed
decisions about
their futures.
15?

Careful imple-
mentation of
each pathway is
critical to the
appropriate
planning of a
student’s pro-
gram.
Comprehensive career research will help students shape their visions for
themselves beyond high school. This research can also lead to a more
focused desired post-school outcome statement on the transition IEP.
The student’s identified pathway forms the basis for transition IEP course
of study determination. Pathways are used to link the students’ courses,
academic abilities, and post-secondary education plans with their career
goals. Careful implementation of each pathway is critical to the
appropriate planning of a student’s program. Courses and programs
should be chosen cautiously so that students will have a variety of
appropriate future opportunities to choose from in order to reach their
fullest potential. The career assessment results, identified career focus,
career research information, and pathway preference from steps 1-3 can be
used to help determine the transition services activity area annual goals or
statements for instruction, community experiences, and employment. This
information may also be useful to the transition IEP team in making the
appropriate diploma selection.
The SIMPLY
Careers
Career Research Activity Sheet can be used as a
classroom career research activity. Students may use multiple photocopies
of this activity sheet during the research step. After students have
completed the research activities, the students’ top three favorite
occupations and why they are their favorites should be recorded on the
SIMPLY
Careers
All about Me Organizer
.
Once the student has learned about the pathways, the student’s chosen/
targeted
pathway
should be recorded and/or updated on the All about Me
Organizer.
Continue using the SIMPLY
Careers
Focus/Pathway Cards as a part of
career research activities.
Follow the grade level career development sequence for implementation
ideas of career research activities and pathways.
The step 3 resource listing (page 42) also includes a variety of websites
that may be helpful in implementing this step.
16?

Step 4—Career Planning and Decision Making by Chosen Career Focus:
Putting It All Together and Setting Goals
Grades
Description
8-PS
The career planning and decision making step merges information
gathered in steps 1, 2, and 3 and is used to match the results with
program and course selections and determining the student’s career
goal. Career planning and decision making activities should take
place in the classroom as well as during individual counseling with
the student, all before each annual transition IEP meeting. Having
this information before the transition IEP meeting ensures that
?
the appropriate stakeholders are invited to the meeting
?
focused discussion from all stakeholders can take place
based on this information
?
appropriate course of study and annual goals can be
determined
When transition IEP development is based on this information,
fine-tuning then becomes relatively easy.
At this step the career portfolio should be introduced to the student.
Students should start filling out their own career portfolios and
include the SIMPLY
Careers
All about Me Organizer, a copy of
their chosen career focus area card, and any other pertinent
classroom activities or documents as appropriate. The completed
SIMPLY
Careers
All about Me Organizer should be updated or
revised at least annually so that it can be used for accurate program
and service planning. See the career portfolio section for a
complete description and suggested organization of the portfolio
(page 31), and the appendix (page 51) for a reproducible master of
the portfolio itself.
This portfolio should be a part of and used at every transition IEP
meeting. Individual districts must decide if the portfolio will be
kept with the transition IEP or in the classroom where it can be
updated more frequently.
Sample Teacher Reproducible Masters
Use the reproducible masters listed below when implementing this
step. These masters are located in the appendix (page 51).
?
SIMPLY
Careers
Career Portfolio
?
SIMPLY
Careers
Attention Families! flyer
When transition
IEP development
is based on this
information, fine-
tuning then
becomes relative-
ly easy.
17?

?
SIMPLY
Careers
Program Opportunities Worksheet
?
continue using SIMPLY
Careers
All about Me Organizer in this
step.
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual needs of
your students or if some modification may need to be made to meet
individual student or district needs.
Implementation
?
The desired post-
school outcome
will evolve from
broad visions to
specific dreams.
IDEA emphasizes that transition IEP teams involve the student
meaningfully in the transition IEP process and coordinate the student’s
courses of study, activities, and experiences that lead to attaining the
desired post-school outcome. Student information acquired from steps 1-4
is helpful in accomplishing both of these transition planning elements.
This information can be used to assist in the development of transition IEP
annual goals and short-term objectives. Using this information can
increase the participation of the student in their career planning and
decision making which will lead to focused and relevant transition IEPs.
The vehicle for completing and documenting this is the career portfolio.
As a part of the decision-making process, the student’s desired post-school
outcome should be reviewed and adjusted each year as the student
acquires new experiences and perspectives. The desired post-school
outcome will evolve from broad visions to specific dreams.
The SIMPLY
Careers
Attention Families! flyer can be used to assist in the
career planning process. It may be sent home via school newsletter,
individual mail out, or handed out at the transition IEP meeting. Excerpts
can be taken from the flyer and used in school newsletter articles or other
marketing materials. It can also be used at parent organization meetings,
parent training, and train the trainer workshops.
The SIMPLY
Careers
Program Opportunities Worksheet is provided as a
framework to help organize local programs that are available. Both high
school and post-secondary school should be included. The transition
contact, teacher, counselor, or other team member designated should
research and complete the form. For ease in completion, other ideas
include
?
circulate to program/course providers so that stakeholders can
update their parts
?
the interagency committee or team may complete or add
?
information during one of the interagency meetings
?
Once this local information is compiled on the worksheet, it can be
photocopied and distributed to all teachers, counselors, agency partners,
18?

and other stakeholders so that the information can be used for goal
planning and during the transition IEP meeting. This worksheet should be
updated annually to ensure that accurate program availability information
is being shared. Establish a specific time when it will be updated, for
example at the first interagency meeting of the year or circulated during
the month of September.
Career planning and decision making continues throughout a lifetime. It is
important to relate this to students before they graduate so they can be
equipped with the information and skills necessary to upgrade their skills
continually, access support services, and reach each new goal.
Follow the grade level career development sequence for implementation
ideas of career planning and decision making activities.
Refer to the step 4 resource listing (page 43) for additional resources that
may be helpful in implementing this step.
Career planning
and decision
making continues
throughout a
lifetime.
19?

Step 5—Support Services: Helping Students Get Where They Want to Go
?
Description
?
All support
services utilized
should be based
on the individual
needs and goals
of the student.
Grades
?
9-PS
?
After students complete career assessments, determine their career focus,
research careers and pathways, and make plans and decisions based on
that information, it is time to examine support services that may be needed
to assist students in reaching their goals. Determining support services to
reach the student’s goals comes after the career planning and decision
making step. Career planning and decision making are not based on the
support services available. There are always creative ways to secure
needed services, including
?
collaborating with business partners and community members
?
utilizing the interagency collaboration team for resources and ideas
?
working with stakeholders to look for ways to streamline
?
interagency linkages
?
?
pursuing grant opportunities for program enhancement.
Working with agencies and businesses by assisting them in a need they
have may benefit your program in the long run. Explore the possibilities
so a win-win situation can be had by all.
There are many types of support services available. All support services
utilized should be based on the individual needs and goals of the student.
Support may include making instructional accommodations in the
classroom or making vocational curriculum modifications through
modified occupational completion points. It is important to relay to
families that curriculum modifications affect diploma choice. A few
support service examples include
?
assign the student a career focus business mentor
?
arrange tutoring opportunities—implement a study club
?
coordinate classroom note taking
?
utilize business partners for assistive technology needs
?
access special equipment needed for skill acquisition
?
implement instructional accommodations
?
implement curriculum modifications
?
provide materials in alternate formats
?
institute a buddy system transportation training program
?
enroll the student in specialized programs
?
access adult service provider services.
20

Sample Teacher Reproducible Masters
Use the reproducible masters listed below when implementing this
step. These masters are located in the appendix (page 51).
?
continue using SIMPLY
Careers
All about Me Organizer in
this step
?
continue using SIMPLY
Careers
Career Portfolio in this step
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual
needs of your students or if some modification may need to be made to
meet individual student or district needs.
Implementation
Transition IEPs include the identification of related services that are
required for the student to benefit from special education, program
modifications, and supports for school personnel including
instructional accommodations and materials, assessment, learning
environment, vocational course and program requirements, and
supplementary aids and services provided. When identifying all of
these support services, it is critical to be sure that they focus on the
students’ chosen career focus areas and pathways that lead students to
their desired post-school outcomes. Remembering this focus can spark
additional ideas that may assist students in making progress towards
their goals.
To complete this step, IDEA states that if an agency is likely to provide
or pay for services, the agency needs to be invited to the transition IEP
meeting, and if an identified agency fails to provide the services
agreed upon, the IEP team must reconvene to identify alternatives.
Brainstorm ideas with stakeholders that may assist the transition IEP
team with identifying a variety of supports and services that may assist
students in reaching their goals.
Follow the grade level career development sequence for implemen-
tation ideas for support services. The step 5 resource listing (page
43) also lists additional resources that may be helpful in the
implementation of this step.
Remembering
this focus can
spark additional
ideas that may
assist students in
making progress
towards their
goals.
21?

Step 6—Program and Training in Chosen Career Focus: Develop Skills through
Relevant Learning
Grades
10-PS
Description
There are many
types of pro-
grams available
that can assist
the student in
this aspect of
career develop-
ment.
When students are in step 6, they should be participating in program and
training opportunities that are based on steps 1-5, which results in
developing skills directly related to students’ desired post-school
outcomes. All courses and activities should relate to this outcome. There
are a variety of ways to accomplish this objective which include
?
using thematic units in required academic courses based on chosen
career focus area
?
assigning classroom projects that integrate both academic and
vocational concepts
offering community-based instruction opportunities based on
career focus areas.
There are many types of programs available that can assist the student in
this aspect of career development, including
?
ESE employability skills programs
?
secondary vocational education/career and technology programs
?
tech prep programs
?
career academies
?
magnet or charter schools
?
adult education programs
?
vocational technical center programs
?
community college programs
?
site-based employee programs.
Participation in these programs should be based on the results of steps 1-5.
Use the locally updated program opportunities worksheet in the step 4
career planning and decision making section to help determine
opportunities in your area.
The U. S. Department of Education has identified 16 specific career
clusters that link secondary schools to two and four year colleges, graduate
schools, and the workplace. Curriculum guidelines, academic and
technical standards, assessments, and professional development materials
are being created. These career clusters are designed for the student who
will pursue the technical or professional pathway. Career and technology
programs, tech prep, and career academies fall under these 16 career
clusters. The 16 cluster programs and where they fit within the SIMPLY
Careers
broad focus areas are as follows:
22?

Simply
Careers
?
Career Focus
DOE-Related Career Cluster
Art, Design, and
Arts, A/V Technology and
Communication
Communications
Business, Sales,
Business and Administration
and Management
Finance
Information Technology
Retail/Wholesale Sales and Services
Hospitality and Tourism
Scientific, Technical,
Architecture and Construction
and Natural Resources
Manufacturing
Scientific Research and Engineering
Transportation, Distribution, and Logistics
Agriculture and Natural Resources
Social Science,
Health, and Education
Education and Training
Government and Public Administration
Health Science
Human Services
Law and Public Safety
In the final year of high school or senior year, students may complete a
capstone project based on their chosen career focus. Implementing a
capstone project in the school or program plays an integral part in
measuring the success of complete program implementation since the
capstone project is the culminating activity from which knowledge
acquired from all courses, programs, and activities completed by the
student are pulled together. The suggested capstone three-part project also
serves as another important piece of relevant learning for students that
links their school experiences to their future. The capstone project three
parts may include the following:
?
Part one may consist of a research paper or report completed on a
topic within the chosen career focus
.
?
Part two may include 10-15 hours of volunteer work in the
community with a business partner or mentor in the student’s
chosen career focus. Students also include information about the
experience in their career portfolios.
?
Part three may consist of students’ speeches to a three to four
member business panel on their projects. The speech includes what
students learned from the experience and their future plans and its
relationship to the project choice.
Implementing a
capstone project
in the school or
program plays
an integral part
in measuring
the success of
complete pro-
gram implemen-
tation . . . .
23?

The capstone project is a great way to bring together all of the career
development activities that students have completed and serves as a
meaningful springboard into their post-secondary paths.
The capstone project components can easily be modified to fit the
individual needs and abilities of all students. Many school districts have
already implemented various forms of this project with great success.
Examples of project modifications may include
three to five hours of volunteer work
?
one page report
?
?
reading and reporting on related articles in the newspaper
?
interviewing a business member in a related area
The main objective is to implement a culminating project that exemplifies
the relevancy of students’ education with their desired post-school
outcomes, ensuring that students clearly see that their courses of study,
activities, and experiences are truly coordinated and lead to the attainment
of their desired post-school outcomes. Creativity in implementing this will
result in widespread student success.
The capstone
project compo-
nents can
easily be modi-
fied to fit the
individual
needs and abi-
lities of all
students.
Sample Teacher Reproducible Masters
?
Use the reproducible masters listed below when implementing this step.
These masters are located in the appendix (page 51).
?
continue using SIMPLY
Careers
Career Portfolio in this step
?
continue using SIMPLY
Careers
Program Opportunities Worksheet
in this step
?
continue using SIMPLY
Careers
All about Me Organizer in this
step
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual needs of
your students or if some modification may need to be made to meet
individual student or district needs.
24?

Implementation
Use the student’s career portfolio to assist in mapping out the
programs and training to reach the student’s career goal and desired
post-school outcome. The student’s capstone project and related
information will also be recorded and stored in the portfolio.
Review the locally updated program opportunities worksheet for
program and training enrollment information prior to each annual
transition IEP so that appropriate planning, updates to courses of study,
and modifications can be implemented.
Continue to review and update the SIMPLY
Careers
All about Me
Organizer as needed
,
which should be located in the student’s career
portfolio.
Transition IEP goals and objectives should reflect student participation
in specific program and training opportunities that were chosen based
on the student results of steps 1-5. Information derived from SIMPLY
Careers
activities may be included in the instruction, employment, and
community experiences transition services activity areas on the
transition IEP.
Follow the grade level career development sequence for implemen-
tation ideas for the program and training step. Additional resources
that may be helpful in implementation are also listed in the step 6
resource listing (page 44).
The student’s
capstone project
and related
information will
also be recorded
and stored in the
portfolio.
25?

Step 7—Work-Based Experiences in Chosen Career Focus: Applying Skills That
Link the Classroom to the Real World.
The students
should be
spending as
much time as
possible in
community
settings.
Grades
?
11-PS
?
Description
?
When students are at this step, they should be participating in work-based
experiences outside of school. These experiences should include teaching
students the process of lifelong learning, acquiring skill upgrades to
further future career goals, and accessing support services that may be
needed for future goal changes. The students should be spending as much
time as possible in community settings. For academically advanced
students, work experiences may also continue into post-secondary years,
including student teaching, residency, etc.
All work-based experiences should be developed and implemented by the
student’s chosen career focus. Internships, volunteer opportunities in the
community, service learning, supported employment programs, on-the-job
training programs, diversified cooperative training, and cooperative
education help the student to apply the skills learned through real world
experiences. If the student completes steps 1-6 then gets a job in an
unrelated area, it undermines the entire career and transition IEP process.
Creativity is helpful when planning work-based experiences, paid and
unpaid; sometimes one extra step or phone call can make the difference
between success and failure.
Sample Teacher Reproducible Masters
?
Use the reproducible masters listed below when implementing this step.
These masters are located in the appendix (page 51).
?
continue using SIMPLY
Careers
Career Portfolio in this step
?
continue using SIMPLY
Careers
All about Me Organizer in this
step
?
continue using SIMPLY
Careers
Program Opportunities
?
Worksheet in this step
?
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual needs of
your students or if some modification may need to be made to meet
individual student or district needs.
26?

Implementation
The students’ work-based experiences in their chosen clusters should
be reflected in the transition IEP goals in the employment transition
services activity area. Creating linkages among students, family
members, agencies, and community resources before the student
leaves high school to ensure continued work-based support and
success should also be implemented during this step.
Continue to use the student’s career portfolio to assist in mapping out
the work-based experiences planned to reach the student’s career goal
and desired post-school outcome.
Continue to review and update the SIMPLY
Careers
All about Me
Organizer as needed
,
which should be located in the student’s career
The students’
portfolio.
work-based
experiences in
Review the locally updated program opportunities worksheet for work-
their chosen
based experience program and training enrollment information prior to
clusters should be
each annual transition IEP so that appropriate planning, transition post-
reflected in the
secondary linkages, and accommodations as appropriate can be
transition IEP
implemented.
goals in the
employment
Follow the grade level career development sequence for
transition ser-
implementation ideas for work-based experiences by career focus.
vices activity
Additional resources that may assist in implementation are also listed
area.
in the step 7 resource listing (page 45).
27?

Career Development Sequence
Suggested Career Development Activity Implementation and Use of Resources by Step
and Grade Level
Grade
Objective
S
t
e
p
1
  
Career
Assessment
S
t
e
p
  
2
  
Career
Focus
S
t
e
p
  
3
  
Career
Research and
Pathway
S
t
e
p
  
4
Career
Planning and
Decision
Making
S
t
e
p
  
5
Support
Services
S
t
e
p
  
6
Program and
Training by
Career Focus
Step 7
Work-Based
Experience by
Career Focus
K-3
rd
Introduction
Career Focus
Coloring Book
Field Trips
4
th-5
th
Awareness
Career
Awareness
Inventories
Checklists
Career Focus
Days
Parades
Field Trips
Junior
Achievement
Guest Speakers
6
th
Understand
Me
Personality,
Values Survey
Self Exploration
Survey (likes,
hobbies)
Self Esteem
Activities
Career Focus
Field Trips
Junior
Achievement
7
th
Explore
Career
Attributes
Learning Style
Survey
Career Interest
Inventory
SIMPLY
Careers
(SC)
Focus Card
8
th
Compare and
Match
Career Interest
Inventory
SC Focus/ Career Interest SC All about Me
Pathway Cards Inventory Organizer
Workbook
SC Program
SC Attention
Opportunity Career Videos Families!
Worksheet
Flyer
SC Focus/
Pathway Cards
Career Focus
Guest
Speakers
28?

S
t
e
p
1
  
S
t
e
p
  
2
  
S
t
e
p
  
3
  
S
t
e
p
  
4
  
S
t
e
p
  
5
  
S
t
e
p
  
6
Step 7
Career
Career
Career
Career
Support
Program and
Work-Based
Grade
Assessment
Focus
Research and
Pathway
Planning and
Decision
Services
Training by
Career Focus
Experience by
Career Focus
Objective
Making
9
th
Career Interest
SC Focus/
Career Interest
SC All about Me
Discuss Need
Probe and
Inventory
Pathway Cards
Inventory
Organizer
for Agency
Set Goals
Workbooks
Involvement
Learning Style
SC Program
SC Career
Survey
Opport.
Career Videos
Portfolio
Specialized
Worksheet
Programs and
Personality,
SC Focus/
SC Attention
Assistance
Values Survey
School Based
Pathway Cards
Families! flyer
Available for
Enterprises
Targeted
Teacher
Career Focus
Students
Survey/
Extracurricular
Guest
Student
Activities
Speakers
Observations
Student Survey
Family Survey
10
th
Career Interest
Career Focus
SC Career
Career Focus
Thematic Units
Expand and
Inventory
Guest Speakers
Portfolio
Business
Focus
Mentors
Integrated
CBVA
Job Shadowing SC Program
Projects
Opport.
Tutoring
Ability, Aptitude
Worksheet
Community-
Assessment
Note Taking
Based
Instruction
Situational
Materials in
Assessment
Alternate
Vocational
Formats
Programs
Career
Academies
Magnet/Charter
Schools
School-Based
Enterprises
11
th
CBVA
SC Career
Career Focus
Thematic Units
Internships
Develop
Portfolio
Business
Skills
Ability/Aptitude
Mentors
Integrated
Volunteerism
Assessment
SC Program
Projects
Opport.
Agency Involve.
Supp. Empl.
Worksheet
Secured
?
Work Samples
?
Community-
OJT
Based
Situational
Tutoring, Note
Instruction
DCT
Assessment
Taking
Vocational
Coop
Vocational
Materials in
Programs
Evaluation
Alternate
Formats
Tech Prep
Programs
Career
Academies
Magnet/Charter
Schools
School-Based
Enterprises
29?

Grade
Objective
S
t
e
p
1
  
Career
Assessment
S
t
e
p
  
2
  
Career
Focus
S
t
e
p
  
3
  
Career
Research and
Pathway
S
t
e
p
  
4
Career
Planning and
Decision
Making
S
t
e
p
  
5
Support
Services
S
t
e
p
  
6
Program and
Training by
Career Focus
Step 7
Work-Based
Experience by
Career Focus
12
th
Enhance and
Link
CBVA
Ability,
Aptitude
Assessment
Work Samples
Situational
Assessment
Vocational
Evaluation
SC Career
Portfolio
SC Program
Opport.
Worksheet
Career Focus
Business
Mentors
Tutoring,
Note Taking
Materials in
Alternate
Formats
Thematic Units
Integrated
Projects
Capstone
Project
Vocational
Programs
Tech Prep
Career
Academies
Internships
Volunteerism
Supp. Empl.
OJT
DCT
Coop
Magnet/
Charter
School
School-Based
Enterprises
Post
Secondary
First 5 yrs.
Achieve and
Apply
SC Career
Portfolio
SC Program
Opport.
Worksheet
Tutoring
Note Taking
Materials in
Alternate
Formats
Adult Educ.
Site-Based
Employee
Training
Vo-Tech
Center Prog.
Tech Prep
Vo-Tech
Center
Coop
Apprentice-
ship
Military
Community
College
University
Post
Secondary
5+ yrs.
Upgrade,
Change,
Advance
SC Career
Portfolio
SC Program
Opport.
Worksheet
Adult Educ.
Site-Based
Employee
Training
Vo-Tech
Center Prog.
Vo-Tech
Center
Coop
Military
Community
College
University
30?

Career Portfolio
Description
A career portfolio is a collection showcasing the student’s
?
learning history
?
skills
?
interests
?
abilities
?
experiences
?
achievements
?
qualifications
?
feedback from others
?
evidence of the student’s work
It is organized from a career development perspective. The
portfolio is a concrete reflection of who the student is, who the
student hopes to become, and what the student plans to achieve in
career and personal development. The portfolio demonstrates that
the student has the competencies and skills necessary to be
successful in the workplace and to attain future career and personal
goals.
The SIMPLY
Careers
Career Portfolio is used to collect this
important career planning and decision-making information
gathered from implementation of the 7 steps. It also serves as a
valuable resource for teachers to use when developing each
component of the transition IEP.
The career portfolio is also used for monitoring the implementation
of completed grade level career development activities. The
purpose of the portfolio is to
?
enhance self-confidence
?
enhance work related skills
foster personal responsibility and self-determination
organize the transition from school to post-school activities
?
house important documents that will assist students in the
lifelong career development process
The SIMPLY
Careers
Career Portfolio can be presented in a three
ring binder. The contents of the binder can be organized by
dividers with tabs, labels, and plastic sheet protectors that are
useful in holding documents and work samples. Digital formats of
the portfolio can also be created, as appropriate, using a
combination of text, audio, and video files. Consider utilizing
business partners for donations of old three ring binders that the
The portfolio is
a concrete
reflection of
who the student
is, who the
student hopes to
become, and
what the student
plans to achieve
in career and
personal
development.
31?

The portfolio
should be strong
and durable
enough to last 4-
6 years.
student can add new covers to, or a local business may want to sponsor
your class with the donation of binders.
More economical presentation formats may also be used, including file
folders with three ring inserts or pockets. Making a student-decorated
report style cover out of construction paper or poster board may be an
alternative. The portfolio should be strong and durable enough to last 4-6
years. Be creative and utilize student input.
The career portfolio is divided into three sections; section 1, vision;
section 2, experience; and section 3, collection. Suggested contents of the
portfolio sections may include but are not limited to
?
vision
o
?
desired post-school outcome
o
?
career goal
?
experience
o
?
SIMPLY
Careers
All about Me Organizer
o
?
chosen career focus/pathway card
o
?
diploma option and graduation requirements for option selected
o
?
list of career focus courses, programs, activities, and experiences
completed that lead to the desired post-school outcome
o
?
four year course planning sequence
o
?
employment experiences and work history
o
?
resume
o
?
list of community service and/or volunteer experiences
o
?
list of clubs, extracurricular activities
o
?
description of skills acquired
o
?
list of achievements and successes
o
?
scholarship requirements/opportunities
?
collection
(create a narrative for each artifact and state why
it is in the portfolio)
o
?
samples of best class work/projects
o
?
capstone project
o
?
pictures of completed projects
o
?
program completion awards and certificates
o
?
MOCPs certificate
o
?
three letters of recommendation
?
instructor
?
employer/work-based experience supervisor
?
community member/mentor
o
?
letters from parents, students, employers
o
?
performance and/or job evaluations
32?

o
sample completed job application
o
transcripts
o
licensure/certification documentation
Sample Teacher Reproducible Masters
Use the reproducible masters listed below when implementing this
step. These masters are located in the appendix (page 51).
The career portfolio contains four separate masters that can be
photocopied on card stock, on a file folder, or on individual sheets for
implementation. The career portfolio consists of
SIMPLY
Careers
Career Portfolio
o
cover sheet
o
four year program planning worksheet
o
experiences worksheet
o checklist
The masters are provided as an example only. Review the masters
carefully to determine if using them as is will meet the individual
needs of your students or if some modification may need to be made
to meet individual student or district needs.
Implementation
The career portfolio is the place where all SIMPLY
Careers
7-step
activities can be organized. The career portfolio can be implemented
for
all
students and should be used on a regular basis as a part of
classroom activities throughout high school. Begin using the portfolio
in the 9th grade year. It can be implemented as a part of a particular
class or used in individual counseling sessions with the student.
Continue using the portfolio every year by establishing a particular
time or course where updates will be made. Making it an integral part
of the school day will ensure implementation is effective.
This portfolio serves as a valuable reference that should also be
reviewed and updated as necessary prior to each transition IEP
meeting. The portfolio should be used during the meeting for the
development and refinement of the desired post-school outcome;
present level of educational performance; annual goals and short term
objectives; and transition services needs focusing on courses of study,
needed services, accommodations, and linkages. The portfolio
The career
portfolio is the
place where all
SIMPLY
Careers
7-step activities
can be organized.
33?

The career
portfolio repro-
ducible masters
should be photo-
copied and used
as inserts in the
three ring
binder.
contains a wealth of knowledge that will assist the transition IEP team in
transition IEP development.
The career portfolio belongs to the student and should be given to the
student upon graduation/exit from school. Each district should determine
the process that best meets the individual needs and demographics of that
district. In the classroom, students should be taught how and when to use
the portfolio after school exit, including reviewing it before an interview
to prepare to speak on their accomplishments and taking it to future job
interviews to illustrate points made during the interview. These skills
should be practiced regularly in class prior to the student exiting school.
The student should also learn how to schedule regular reviews and updates
to their portfolio and continue to collect artifacts and write about them.
The career portfolio is a self-reflection over time.
The career portfolio reproducible masters should be photocopied and used
as inserts in the three ring binder. If desired, it can also be photocopied on
a file folder, but keep in mind that although using a file folder is more
economical, it can limit the amount of documentation that the student can
collect and may make it more difficult to keep contents in order. Frequent
use of the portfolio contents throughout high school will validate to the
student the importance of the information contained within and the
relevance to their future goals.
School stakeholders should determine the best avenues for implementing
the continued use of the portfolio throughout high school. For example, it
may be used each year in English classes or English class in 9th grade,
social studies in 10th grade, employability and/or vocational classes in
11th and 12th grade, or the guidance counselor or a transition specialist
may implement a particular grade level or activity, etc. Remember to be
flexible and creative. It is important that counselors, transition specialists,
and teachers from all disciplines work together to implement a consistent
approach that best meets the needs of each student in the district.
In the
Transition Services from School to Adult Living for Students with
Disabilities: A Guide for Persons Involved in Transition Planning
, it states
that a “career plan is a separate document from the Transition IEP;
however, its content should be reflected in the student’s Transition IEP.
The career plan should become part of the transition portfolio.” The
SIMPLY
Careers
Career Portfolio is the student’s career plan and contains
all of the recommended components listed in that career plan.
The cover sheet describes each section of the portfolio with suggested
contents listed. It serves as the portfolio’s table of contents.
34?

The four-year program planning worksheet serves as the student’s
course of study worksheet. It may be completed as a classroom
activity or during one-on-one counseling with the student. Using this
completed document when finalizing course selections simplifies
implementation. The completed worksheet should be kept in section 2
of the portfolio.
The experiences worksheet provides a place for students to summarize
their employment and work history; community service and volunteer
experiences; participation in clubs, associations, and extracurricular
activities; and awards, achievements, and other successes. The
completed worksheet should be kept in section 2 of the portfolio.
The portfolio checklist is designed to be used for 9th through 12th
grades and serves as a summary of activities and experiences
completed. Students may check off the activity completed as a part of
a classroom activity, in individual counseling sessions, or as part of the
transition IEP meeting discussion.
Consider the individual needs of your district when implementing the
use of the career portfolio
.
The four-year
program plan-
ning worksheet
serves as the
student’s course
of study work-
sheet.
35?

Key Factors for Implementation Success
?
There are five
important fac-
tors that must
be considered in
order to ensure
the successful
implementation
of
SIMPLY
Careers.
There are five important factors that must be considered in order to ensure
the successful implementation of SIMPLY
Careers
. These factors along
with implementation ideas are as follows:
A.
?
Implement all 7 Steps of SIMPLY
Careers
Implement and use all of the SIMPLY
Careers
7 steps for transition
IEP development. The comprehensive SIMPLY
Careers
7-step
process will assist students in achieving the career and employment
components of their desired post-school outcomes through sequential
career assessment, exploration, activities, experiences, programs,
support, and planning centered around the four broad career focus
areas. Implementing all 7 steps will help to better equip students to
reach their goals. By using SIMPLY
Careers
, students can take charge
of their futures. Implementation ideas include
?
assist in implementation by putting information about specific
subject areas taught on bulletin boards arranged by career focus
?
post the SIMPLY
Careers
7 steps around the classroom
designating sample student activities in each step
?
lead student discussions on the purpose of specific daily
assignments and how they fit into one or more of the steps
B.
?
Market your Program
In order for any program to be successful, people must know about it.
Marketing the SIMPLY
Careers
7 steps and career focus areas to other
teachers, administrators, business partners, service providers, parents,
and of course, students must be done so that all stakeholders can work
as a team to help students reach their goals. Implementation ideas
include
?
put information about the program in school newsletters, letters
to parents, school web sites
?
post program information on school bulletin boards
?
let students promote each step through updates during daily
announcements and school public relations events
C.
?
Focus on Student Needs, Interests, and Goals
It is important to share the SIMPLY
Careers
7 steps and the entire
career development process with the student. By making the 7 steps
an active part of all classroom learning and frequently using the career
portfolio, students will clearly see the relevance of school and how it
leads to reaching future goals. It is critical that students remain in
36?

charge of their destinies through personal decision-making.
?
Implementation ideas include
?
?
implement self-advocacy activities in the classroom
?
teach the SIMPLY
Careers
7-Step process as a daily or
weekly lesson
?
have the student identify where he/she is in the process and
begin goal setting
D.
?
Teamwork
Working closely with vocational teachers, tech prep contacts, and
school administrators will enhance program implementation. Each
of these individuals has valuable information that can help the
student in the career development process. Administrative support
for any program is essential. Regularly update administrators on
program successes and needs. Vocational teachers can keep ESE
teachers up to date by sharing specific program information and
business linkages already in place. ESE teachers can keep team
members up to date by sharing how each teacher fits within the 7-
step implementation and the importance of each teacher’s role in
student success. Ensuring that team members have up-to-date
information on program implementation can assist in securing
active participation by all stakeholders.
Career development is an integral part of each school’s
comprehensive guidance and counseling program. The sharing of
expertise among guidance counselors, occupational specialists,
ESE teachers, and transition specialists can result in cohesive and
smooth program implementation. The guidance department has a
wealth of knowledge and invaluable information that can assist
students in reaching their goals.
Maintain open dialogue with adult service providers.
?
Share the SIMPLY
Ca
reers 7-step career development
process.
?
Explain career focus areas so that providers can become an
integral part of the process.
?
Brainstorm linking activities that providers may be able to
implement for students that will link to the student’s career
goals.
This collaboration results in the student making a smoother
transition to adult services after exiting high school. A variety of
collaboration activities may be implemented for all students: job/
agency fairs in career focus areas, mock job interviews by agency
Working closely
with vocational
teachers, tech
prep contacts,
and school
administrators
will enhance
program
implementation.
37?

Utilize the
talents and skills
of business part-
ners and com-
munity members
by inviting them
to share their
expertise as
career focus
guest speakers
or mentors.
representatives in career focus areas, etc. In all collaboration efforts,
remembering that individual student confidentiality and required
consents, as appropriate, should remain in the forefront of activity
planning.
E. Maintain Active Business, Community, and Family Involvement
Utilize the talents and skills of business partners and community
members by inviting them to share their expertise as career focus guest
speakers or mentors.
Plan a joint classroom activity or lesson that the business partner
actively participates in or teaches to the student. Let the student
suggest business or community members as guest speakers. Have the
student identify which career focus area that business partner fits into.
This active learning will help to validate the importance for the entire
career development process.
Consider sending the SIMPLY
Careers
Attention Families! flyer home
initially during the 8th grade year, and then use it again in 9th grade
for family members who may have missed it. It is important for
stakeholders to see the overall goal in order to participate. Try adding
a “SIMPLY
Careers
Clips” section or article to the school newsletter
that is mailed home. Conduct family/student open houses based on the
career focus areas with teachers from different programs in attendance
to explain what they have to offer. In the later high school years, have
career focus nights with business, post-secondary representatives, and
agencies in attendance so they can highlight their opportunities.
In closing, implementing the SIMPLY
Careers
7-step process will not
only focus transition IEP development, high school courses, activities,
and training, but also will pull together education and business towards
a common focus. More importantly it will assist students in preparing
for their careers, learning life long, and reaching their career and
personal goals.
38?

Acronyms
ADA
The Americans with Disabilities Act—this
federal law prohibits discrimination against
persons with disabilities by both private
sector and state and local government.
AT
assistive technology
CBVA
curriculum-based vocational assessment
DCT
diversified cooperative training
DOE
Department of Education.
DVR
Division of Vocational Rehabilitation,
Department of Education
ESE
exceptional student education—specialized
programs and services designed to meet the
needs of students with disabilities in
accordance with the Individuals with
Disabilities Education Act (IDEA)
IDEA
Individuals with Disabilities Education
Act—the federal law that guarantees that
eligible children and youth with disabilities
will have available to them a free
appropriate public education
IEP
individual educational plan—a written plan
that is developed and implemented in
accordance with the provisions of IDEA for
a student with a disability
MOCPs
modified occupational completion points—a
group of competencies/skills needed to
obtain proficiency in a specific occupation
that falls between established occupational
completion points identified in vocational
education curriculum frameworks
OJT
on-the-job training
Transition IEP
transition individual educational plan—a
Florida term used for an IEP that is
developed for students with disabilities ages
14 and older that focuses on the student’s
transition services needs
Acronyms
?
39

Suggested Resources for Each Step
STEP 1 Career Assessment Resource Listing
No endorsement
is made nor
intended for any
of the commer-
cial products
listed.
Below are examples of level 1, 2, and 3 assessments. Since numerous new
products become available on the market each year, this list is provided to
give
examples
only of the resources available to help define the three
levels. No endorsement is made nor intended for any of the commercial
products listed. Products can be purchased from individual vendors, if
desired. Ordering information or additional information can be acquired
from the Florida Department of Education products catalog (800) 342-
9271, Clearinghouse Information Center (850) 245-0477, vendors
attending conferences and conventions, professional journal
advertisements, the National Career Development Association, or Internet
searches. See additional resources after the level 3 examples below.
Level 1 Examples
?
career interest inventories
?
paper/pencil
o
?
Career Game Explorer (middle school)
o
?
USES interest inventory (8th)
o
?
Harrington-O’Shea Career Decision Making System Level
1 (marketed for middle school-4th grade reading level)
o
?
Harrington-O’Shea Career Decision Making System Level
2 (marketed for high school-adult-7th grade reading level)
o
?
Florida VIEW
o
?
Self -Directed Search
o
?
Chronicle Career Quest
o
?
RFVII (Reading Free Vocational Interest Inventory)
o
?
Dare to Dream, Revised
?
computerized
o
?
Multimedia Guide to Occupational Exploration
o
?
Discover (includes values and career research)
o
?
C-Lect
o
?
Interest Based Career Decision Making (IBCD)
o
?
Career Futures (middle school) includes career research
o
?
Choices (high school) includes career research
?
personality and work values inventories
?
paper/pencil
o
?
DISC Dimensions of Behavior (Carlson Learning
Company)
o
?
Keirsey Temperament Sorter (based on Myers-Briggs
types)
o
Myers-Briggs Type Indicator
?
o
Values Scale
?
40?

?
computerized versions
?
o
Vocational Implications of Personality, Jr. (middle school)
?
o
Vocational Implications of Personality, Sr. (high school)
?
o
Values auction software
?
o
?
Bridges Career Explorer (web site subscription, includes
?
career research)
?
?
learning style inventories
?
Learning Style Program (software)
?
curriculum-based vocational assessment (CBVA)-classroom
FL DOE CBVA (curriculum-based vocational assessment) Guide
Level 2 Examples
?
aptitude and ability assessments
?
Apticom (aptitude levels, software)
?
Aptitude Based Career Decision Making (ABCD)-software
?
Career Assessment Program
Work Keys
?
Professional Dynametrics Personality Assessment Software
?
job readiness assessments
?
System for Assessment and Group Evaluation (SAGE)
?
work samples
Resources
Talent Assessment Program (TAP)-work samples, software
management program
PAES (work samples, software)
VALPAR System 2000 (work samples and software)
?
situational assessment
?
CBVA-work setting (work related behavior checklists) in FL DOE
?
CBVA (curriculum-based vocational assessment) Guide
?
Level 3 Examples
?
vocational evaluation/simulated work station
?
Singer Work Systems
VALPAR Evaluation Systems
Other Resources
Florida Department of Education. (1999)
CBVA: Curriculum-Based
Vocational Assessment in Florida.
Florida Department of Education:
Tallahassee, FL.
Kapes, J., Mastie, M., Whitfield, E., ( 1994)
A Counselor’s Guide to
Career Assessment Instruments.
The National Career Development
Association, A Division of the American Counseling Association:
Alexandria, VA. (Note: This resource includes specific details for
most of the examples listed above as well as publishers’ addresses.)
41?

Resources
?
STEP 2 Career Focus Resource Listing
?
Occupational Outlook Handbook (
Bureau of Labor Statistics
http://www.bls.gov/)
STEP 3 Career Research and Pathway Resource Listing
?
Career Related Websites (These sites include information on
occupations as well as links to additional resources for investigating
career paths and processes.)
?
American Counseling Association: http://www.counseling.org/
?
Bureau of Labor Statistics, including the Occupational Outlook
Handbook: http://www.bls.gov/
?
O*Net, The Occupational Information Network:
?
http://www.doleta.gov/programs/onet/occchar.asp
?
?
Educational Kits and Fact Sheets:
?
www.dol.gov/ (type “educational kits” in the search box)
?
?
NOICC (The National Occupational Information Coordinating
Committee): http://www.ed.gov/pubs/TeachersGuide/noicc.html
?
The National Board for Certified Counselors: http://www.nbcc.org/
?
JobSmart Salary Surveys: http://www.jobsmart.org/tools/salary/
?
College View: http://www.collegeview.com
?
Peterson’s Education Center: http://www.petersons.com/
?
Academic Innovations:http://www.academicinnovations.com
?
Career Information: http://www.militarycareers.com
?
Career Information: http://www.myfuture.com
?
Career Information: http://www.careermosaic.com
?
Career Information: http://www.cweb.com
?
Career Information: http://www.monster.com (includes quick
personality assessment and sample matching jobs to personality
type)
?
Career Information: http://disability.monster.com
General Internet Information Resources/Search Engines:
?
Yahoo: http://www.yahoo.com
?
The Clearinghouse: http://www.clearinghouse.net
?
Alta Vista: http://www.altavista.digital.com
42?

STEP 4 Career Planning and Decision Making by Chosen Career
Focus Resource Listing
Bingham, M., & Stryker, S. (1990)
Career Choices: A Guide
?
for Teens and Young Adults: Who Am I? What Do I Want?
?
How Do I Get It?
Academic Innovations: Santa Barbara,
?
CA: (805) 967-8015 http://
?
www.academicinnovations.com/
?
Bolles, R. (2000)
What Color is Your Parachute: A Practical
?
Manual for Job Hunters & Career Changers.
Ten Speed
?
Press: Berkeley, CA.
?
Florida Department of Education
.
(1999)
Dare to Dream,
?
Revised: A Guide for Planning Your Future.
Florida
?
Department of Education: Tallahassee, FL: Author
?
Kirk, J.J., & Kirk, L. (1995)
Training Games for Career
?
Development.
(reproducible) McGraw-Hill, Inc., New
?
York.
?
Resources
STEP 5 Support Services Resource Listing
Florida Department of Education. (2000)
Accommodations and
Modifications for Students with Disabilities: Vocational
Education and Adult General Education.
Florida
Department of Education: Tallahassee, FL: Author.
Florida Department of Education. (1998)
Modified
?
Occupational Completion Points in Vocational Education
?
for Students with Disabilities: Proceedings Document.
?
Florida Department of Education: Tallahassee, FL:
Author.
43

Resources
?
STEP 6 Program and Training in Chosen Career Focus Resource Listing
?
U. S. Department of Education. Office of Vocational and Adult
Education.
http://www.ed.gov/offices/OVAE
U. S. Department of Education: New American High Schools.
http://www.ed.gov/offices/OVAE/ (type “New American High
Schools” in the search box)
Southern Regional Education Board. High
Schools That Work
. Atlanta,
GA: (404) 875-9211
Florida Department of Education. (2001)
Program Options for
Students with Disabilities: Vocational Education and Adult General
Education.
Florida Department of Education: Tallahassee, FL:
Author.
Florida Department of Education. (2000)
Accommodations and
Modifications for Students with Disabilities: Vocational Education and
Adult General Education.
Florida Department of Education:
Tallahassee, FL: Author.
Florida Department of Education. (1998)
Modified Occupational
Completion Points in Vocational Education for Students with
Disabilities: Proceedings Document.
Florida Department of
Education: Tallahassee, FL: Author.
44?

STEP 7 Work-Based Experiences in Chosen Career Focus Resource
Listing
For additional transition services products and technical assistance
?
contact:
?
Career Development and Transition Project, Transition Center,
?
Department of Special Education, University of Florida,
?
G315 Norman Hall, PO Box 117050, Gainesville, FL 32611-7050
?
(352) 392-0701 ext. 291.
http://www.thetransitioncenter.org
Transition to Independence Process (TIP) Project
?
http://tip.fmhi.usf.edu
?
Bureau of Instructional Support and Community Services:
?
http://www.myfloridaeducation.com/commhome/
?
Office of Workforce Education, Bureau of Program Planning and
Resources
Development, Special Needs:
http://www.myfloridaeducation.com/programs/spec_nds.htm
Career Portfolio Resource Listing
Bingham, M., & Stryker, S. (1990)
Career Choices: Workbook and
Portfolio.
Academic Innovations: Santa Barbara, CA:
(805) 967-8015
http://www.academicinnovations.com/
Bridges Career Explorer Career Portfolio http://www.bridges.com
?
(one month free access may be available)
?
45?

References and Additional Resources
?
Center on Education and Work, University of Wisconsin-Madison. (1992)
Developmental Guidance Classroom Activities for Use with National
Career Development Guidelines.
University of Wisconsin System
Board of Regents. Madison, WI: (608) 263-2929.
Florida Department of Education. (1999)
Dare to Dream, Revised: A
Guide for Planning Your Future.
Florida Department of Education:
Tallahassee, FL: Author.
Florida Department of Education. (Revised 2000)
Developing Quality
Individual Educational Plans: A Guide for Instructional Personnel
and Families.
Florida Department of Education: Tallahassee, FL:
Author.
Florida Department of Education. (2001)
Program Options for Students
with Disabilities: Vocational Education and Adult General Education.
Florida Department of Education: Tallahassee, FL: Author.
Gysbers, N. C. & Henderson, P. (2000)
Developing and Managing Your
School Guidance Program (3rd edition)
. American Counseling Asso-
ciation: Alexandria, VA.
Kapes, J., Mastie, M., Whitfield, E. ( 1994)
A Counselor’s Guide to Career
Assessment Instruments.
The National Career Development Associa-
tion, A Division of the American Counseling Association: Alexandria,
VA.
Keirsey, D., & Bates, M., (1984)
Please Understand Me, Character and
Temperament Types.
Prometheus Nemesis Book Company: Del Mar,
CA.
U. S. Department of Education.
Career Clusters: Focusing Education on
the Future.
U. S. Department of Education: Washington, D. C. http://
www.ed.gov/offices/OVAE/clusters.
Warren, T. M., (1987)
Vocational Assessment of Secondary Special Needs
Students.
Illinois State Board of Education: Springfield, Illinois.
References
47

Summary of Sample Teacher Reproducible Masters for Each Step
(See appendix.)
SIMPLY
Careers
Fact Sheet
(This summary can be used for presentations, meetings, or other distribu-
tion where a general program overview is needed.
Step 1 Career Assessment
?
SIMPLY
Careers
All about Me Organizer
?
SIMPLY
Careers
Family Survey
?
Student Self Exploration Survey Examples
o
?
Mini-Survey of My Interests
(Taken from Dare to Dream, Revised. See reference section
for more information.)
o
?
Mini Survey of My Aptitudes and Strengths
(Taken from Dare to Dream, Revised. See reference section
for more information.)
Teacher Survey Example
?
(Miami-Dade County Public Schools CBVA Rating Form)
?
Teacher Survey Example
(School District of Osceola County Career and Technical Assess-
ment Rating Form)
Step 2 Career Focus
?
SIMPLY
Careers
Career Focus Card
(Describes all four career focus areas on one sheet, pathways are
not discussed-for use with middle school or students with more
intense needs.)
?
SIMPLY
Careers
Focus/Pathway Cards
(Each career focus area and pathway are described on separate
sheets for each area—for high school use.)
Continue using SIMPLY
Careers
All about Me Organizer in this step.
Step 3 Career Research and Pathway
?
SIMPLY
Careers
Career Research Activity Sheet
(Top three favorites should be recorded on the All about Me Orga-
nizer.)
Continue using SIMPLY
Careers
All about Me Organizer in this step.
Continue using SIMPLY
Careers
Focus/Pathway Cards in this step.
48

Step 4 Career Planning and Decision Making by Chosen Career
Focus
SIMPLY
Careers
Career Portfolio
o
cover sheet
o
4-year program planning worksheet
o
experiences worksheet
o checklist
SIMPLY
Careers
Attention Families! flyer
SIMPLY
Careers
Program Opportunities Worksheet
Continue using SIMPLY
Careers
All about Me Organizer in this
step.
Step 5 Support Services
Continue using SIMPLY
Careers
All about Me Organizer in this
step.
Continue using SIMPLY
Careers
Career Portfolio in this step.
Step 6 Program and Training in Chosen Career Focus
Continue using SIMPLY
Careers
Career Portfolio in this step.
Continue using SIMPLY
Careers
Program Opportunities
Worksheet in this step.
Continue using SIMPLY
Careers
All about Me Organizer in this
step.
Step 7 Work-Based Experiences in Chosen Career Focus
Continue using SIMPLY
Careers
Career Portfolio in this step.
Continue using SIMPLY
Careers
All about Me Organizer in this
step.
Continue using SIMPLY
Careers
Program Opportunities
?
Worksheet in this step.
?
49?

Appendix
?

Back to top


Teacher Reproducible Masters

S
IMPLY
Careers!
?
Helping Students with Disabilities Effectively Plan Their Futures through
Comprehensive Career Development
To assist the student in leaving
SIMPLY
Careers
!
school prepared for adult life,
transition services requirements
7 Steps to Focused Career Development
were added to the Individuals with
Disabilities Education Act (IDEA).
“Transition IEP” is a term used in
?
Attainment of Desired Post-School Outcome
Florida to describe all IEPs with a
?
77
77
7
Work-Based Experiences in Chosen Career Focus
transition focus beginning on or
66
66
6
Program Training in Chosen Career Focus
before the student’s 14th birthday.
55
55
5
Support Services
Implementing the new transition
IEPs reflects a changing and
44
44
4
Career Planning & Decision Making by Chosen Career Focus
exciting emphasis on preparing the
33
33
3
Career Research and Pathway
student for adult life through careful
22
22
2
Career Focus
and collaborative planning, effec-
11111
Career Assessment Level 1 (Level 2 and Level 3, if needed)
tive/relevant instruction, implemen-
tation of support services, and
smooth transition to future goals.
SIMPLY
Careers
consists of a 7-step process that assists students in achiev-
To help guide the transition IEP
ing their transition IEPs and future goals through sequential career assess-
team, SIMPLY
Careers
pulls
ment, exploration, activities, experiences, programs, support, and planning
together and simplifies each
centered around four broad career focus areas. SIMPLY
Careers
considers
component through a sequential
the “whole” student in its process: personal/social needs, academic needs,
process with activities and steps
and career development needs. The SIMPLY
Careers
process helps students
that will guide the student through
identify their interests, goals, personal attributes, qualities, and abilities and
effective career development with
matches them with future career and personal goals. This process results in
grade level recommendations from
the student and the entire transition IEP team being equipped with the
kindergarten through post-second-
information necessary to guide and make informed decisions about the
ary education. Implementing
student’s future. The process is based on national and state standards in the
SIMPLY
Careers
makes the
three researched and adopted career development competency areas of self-
planning process easier and more
knowledge, educational/vocational development, and career planning and
effective for the entire transition IEP
exploration. For a student to achieve maximum benefit, the SIMPLY
Careers
7
team while effectively preparing the
steps should be completed sequentially.
student for his/her future.
The SIMPLY
Careers
7-step process
A SIMPLY
Careers
guide with
uses a broad career focus approach for implementation
reproducible masters is available
from the Clearinghouse Information
?
uses pathways of careers at a variety of levels to meet the needs of
all students
Center, Bureau of Instructional
Support and Community Services,
moves each student smoothly through the process using a kindergar-
Florida Department of Education,
ten through post-secondary grade level career development se-
325 W. Gaines St., Room 628
quence
Turlington Bldg., Tallahassee,
links classroom learning, activities, experiences, and training to the
Florida 32399-0400. (850) 245-
student’s future goals
0477, cicbiscs@fldoe.org.
• is implemented by teams of stakeholders: students, teachers,
guidance counselors, parents, adult service providers, and business
The SIMPLY Careers guide is
?
partners
designed for use by educa-
?
promotes collaboration with business partners and community for
effective implementation
tors, guidance counselors,
demands integration of academics, personal/social goals, career
career specialists, and other
development goals, standards, and accountability
stakeholders who participate
prepares the student for careers and lifelong learning
in transition IEP meetings.
assists in and focuses transition IEP development
53?

SIMPLYSIMPLY
SIMPLYSIMPLY
SIMPLY
Careers!
?
Careers!
Careers!Careers!
Careers!
All about Me Organizer
?
All about Me Organizer
All about Me Organizer
All about Me Organizer
All about Me Organizer
The purpose of this organizer is to compile all of the different things that best describe you.
Complete the sentences below with your personal information, assessment and survey results,
preferences, and choices. Be sure to update your information frequently as you refine your
goals.
Personal Profile
Personal Profile
Personal Profile
Personal Profile
Personal Profile
—a summary of my personal information
My full name is
My address is
My phone number is
My email address is
My social security number is
My birth date is
My driver’s license number is
List three words that best describe you: 1.
2.
3.
STEP 1: Career Assessment Results
STEP 1: Career Assessment Results
STEP 1: Career Assessment Results
STEP 1: Career Assessment Results
STEP 1: Career Assessment Results
—the results of inventories and surveys I have taken and
the things that best describe me (After completing this section, I will use this information
to match my abilities and attributes to a career focus area.)
My personality type is (ex. persuader, investigator, etc.)
?
My learning style is (ex. visual learner)
?
My likes and hobbies are
?
Based on career interest inventory results, my top three career interest areas are
1.
2.
3.
My work values are (The things that I want most from my career are, for example, job
satisfaction, job security, etc.)
My favorite skills and abilities are
?
My strongest aptitude is in the area of (the thing I am best at)
?
Other career assessment results that describe me include
?
55?

STEP 2: Career Focus
STEP 2: Career Focus
STEP 2: Career Focus
STEP 2: Career Focus
STEP 2: Career Focus
STEP 3: Career Research and Pathway
STEP 3: Career Research and Pathway
STEP 3: Career Research and Pathway
STEP 3: Career Research and Pathway
STEP 3: Career Research and Pathway
(List
(Choose one career focus area below.)
career research results below.)
arts, design, and communication
My top three favorite occupations I have re-
searched are
(I am creative, imaginative, and original.)
Occupation Why it is one of my favorites
?
business, sales, and management
1.
?
(I am organized, efficient, and goal
?
oriented.)
?
2.
scientific, technical, and natural
?
resources
?
(I like to solve problems, build, invent,
?
3.
?
and be active.)
?
social science, health, and education
(Choose one pathway below.)
?
(I like to help others, protect, and teach.)
Direct Entry Pathway
?
(After high school, I am planning on going directly
to work and/or take a specialized course related
STEP 4: Career Planning and
STEP 4: Career Planning and
STEP 4: Career Planning and
STEP 4: Career Planning and
STEP 4: Career Planning and
to my job.)
Decision Making—My Career Goal
Decision Making—My Career Goal
Decision Making—My Career Goal
Decision Making—My Career Goal
Decision Making—My Career Goal
After looking at my interests, abilities
and aptitudes, needs, desires and career
Technical Pathway
research results, I am planning to pre-
(After high school, I am planning on completing a
pare for the following career goal:
certificated program, apprenticeship, or two
year degree at a community college.)
Professional Pathway
(After high school, I am planning on completing a
four year bachelors degree and possibly a
graduate degree program at a University.)
STEP 5: Support Services
STEP 5: Support Services
STEP 5: Support Services
STEP 5: Support Services
STEP 5: Support Services
support, service, or other things that I may need to help me reach my goals:
STEP 6: Program and Training in Chosen Career Focus
STEP 6: Program and Training in Chosen Career Focus
STEP 6: Program and Training in Chosen Career Focus
STEP 6: Program and Training in Chosen Career Focus
STEP 6: Program and Training in Chosen Career Focus
my top three favorite classes and the thing I like best about each class
1.
2.
3.
STEP 7: Work-Based Experiences in Chosen Career Focus
STEP 7: Work-Based Experiences in Chosen Career Focus
STEP 7: Work-Based Experiences in Chosen Career Focus
STEP 7: Work-Based Experiences in Chosen Career Focus
STEP 7: Work-Based Experiences in Chosen Career Focus
my top three favorite jobs or work experiences
1.
2.
3.
56

S
imply
Careers!
?
Student’s Name
Completed by (Family Member’s Name)
Date
Family Survey
Dear family members,
This survey is a way to gather information that may help your child, you, and the school in planning for appropri-
ate high school courses and experiences that will prepare your child to meet his/her future goals. Please read
the numbered questions below and circle that answer that best describes your child’s performance.
Please circle one number for each question.
4 3 2
1
excellent good average needs to improve
1.
?
How would you rate your child's EFFORT in the home
environment?
(ex. showing initiative in home activities and chores)
4 3 2
1
2.
?
How would you rate your child's ATTITUDE TOWARD
HELPING OUT in and around the home?
4 3 2
1
3.
?
How would you rate your child's ABILITY TO GET
ALONG WITH OTHERS?
4 3 2
1
4.
?
How would you rate your child's ABILITY TO TAKE
DIRECTIONS at home?
4 3 2
1
5.
?
How would you rate your child's APPROPRIATE
BEHAVIOR at home?
4 3 2
1
6.
?
How would you rate your child's ABILITY TO ACCEPT
AUTHORITY from others in the home environment?
4 3 2
1
7.
?
How would you rate your child's ATTENTION SPAN? 4 3 2
1
8.
?
How would you rate your child's ABILITY TO COMPLETE A JOB? 4
3 2
1
9.
?
How would you rate your child on ABIDING BY HOME RULES? 4 3 2
1
10. How would you rate your child's QUALITY OF WORK around
the house?
4 3 2
1
11.
?
How would you rate your child's ABILITY TO ACCEPT
RESPONSIBILITY?
4 3 2
1
12
?
How would you rate your child's OVERALL PERFORMANCE
at home?
4 3 2
1
13. What do you see your child doing after high school?
Please check one.
?
going directly to work
?
completing a certificate or technical program
?
completing a community college 2 year degree program
?
completing a university 4 year degree program
?
entering the military
Please fill in the blanks.
14.
?
What kind of job or work does your child seem interested in or has your child talked about at home?
15.
?
What are your child's responsibilities at home?
16.
?
Has your child had any previous volunteer experience or work training (with family members, relatives,
friends, etc.)? If yes, please list them.
17.
?
What does your child like to do most when not working or in school? (i.e., hobbies)
18.
?
Are you aware of any behaviors that might interfere with your child's getting and holding a job?
19.
?
Please add any other information you feel would be helpful to consider in planning and setting goals for your
child’s future.
20.
?
What vision or desires do you have for your child after graduation? (job, living arrangements, etc.)
21.
?
Does your child use any assistive technology at home? If yes, please describe.
57

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____________
______________________
_________________
___
_______________________________________
________________
________________
________________
________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
________________ __________________
MIAMI-DADE COUNTY PUBLIC SCHOOLS • OFFICE OF SCHOOL REFORM
CURRICULUM-BASED VOCATIONAL ASSESSMENT (CBVA) RATING FORM
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
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Y N
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Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
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Y N
31.
32.
33.
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40.
41.
42.
43.
44.
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51.
Y N
Y N
Y N
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Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Name ______________________
ID# ______________
Exceptionality ___________________________
Home School __________
Shared-time School ______________________
ESE Dept. Chairperson
Scale
Y = Yes N = No
DO NOT RATE
A NY ITEM NOT OBSERVED
School Year(s) __________________________ Grade(s) _
Course Name:
Course #:
Rater's Name
Rater's Signature
WORK RELATED BEHAVIORS:
Dates:
SPECIFIC SKILL OUTCOMES:
Dates:
1. Complies with attendance
2. Practices punctuality
3. Interacts with teachers or supervisors
4. Cooperates as a team member
5. Seeks assistance appropriately
6. Works unsupervised
7. Completes task accurately & in timely manner
8. Uses good judgment
9. Accepts changes
10. Ac cepts constructive criticism
Displays:
11. Initiative
12. Integrity
13. Frustration tolerance
14. Good manners and personal habits
15. Appearance required by situation
16. Safe use & proper care of materials/equipment
17. ____________________
18. ____________________
19. ____________________
20. ____________________
GENERALIZED SKILL OUTCOMES:
Dates:
ACCOMMODATIONS:
List date, item #, and accommodation for each (A) rating.
21. Understands/follows oral directions
22. Communicates orally
23. Communicates in writing
24. Understands/follows written directions
25. Applies related terminology
26. Applies related measurement
27. Applies related math computation
28. De monstrates problem solving
29. De monstrates computer literacy
30. Shows interest in occupational area
DATE ITEM# ACCOMMODATION
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
_____ _____ ____________________________
Use back of for m to li st additional a ccommodations or make general comment s.

__________________________________
____________________
THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA
CAREER AND TECHNICAL
ASSESSMENT
RA
TING FORM
Student: _______________________________________ School: ________ Grade Level: ____ Semester (circle): 1 2 SEMESTE
R GRADE:____ Date_____________
Instructor: ______________________________________ Course: ____________________________________ OCP: ___ regular
___ modified ___ not applicable
Accommodations, Modifications, and Outcomes
Check accommodations/modifications used and describe:
As related to your course, rate the student’
s overall:
?
_____
Setting
:
Interest: _____ High _____ Medium _____ Low
?
_____
Content:
?
_____
T
eaching Method
:
Aptitude
: _____ High _____ Medium _____ Low
?
_____
Materials/Equipment
:
?
_____
Modified Occupational Completion Points
:
Progress
: _____ High _____ Medium _____ Low
?
W
ork Related Behaviors
For each behavior, please circle the number that best corresponds with the following rating scale.
?
Add all numbers circled, enter the total in the box on the right. The score automatically converts to a percentage.
?
4 = ALWAYS 3 = USUALLY 2 = SOMETIMES
1 = NEVER
W
ork Related Behavior
Scor
e
______%
T
otal of all numbers circled:
1. Displays initiative
4 3 2 1
10. Relates with teachers/supervisors
4 3 2 1
18. Displays appropriate appearance/hygiene
4 3 2 1
2. Exhibits a desire to improve
4 3 2 1
11
. Cooperates as a team member
4 3 2 1
19. Complies with attendance regulations
4 3 2 1
3. Displays integrity
4 3 2 1
12. Accepts constructive criticism
4 3 2 1
20. Practices punctuality
?
4 3 2 1
4. Exhibits self-confidence
4 3 2 1
13. Works unsupervised
?
4 3 2 1
21. Displays appropriate conduct
4 3 2 1
5. Displays frustration tolerance
4 3 2 1
14. Completes tasks accurately
4 3 2 1
22. Uses tools/materials/equipment properly
4 3 2 1
6. Exhibits flexibility
4 3 2 1
15. Completes tasks in a timely manner
4 3 2 1
23. Takes proper care of tools/materials/
4 3 2 1
7. Uses good judgment while
?
4 3 2 1
16. Seeks assistance appropriately
4 3 2 1
equipment
making decisions
17. Displays appropriate personal
4 3 2 1
24. Complies with safety precautions
4 3 2 1
8. Solves problems ef
fectively
4 3 2 1
habits/manners
?
25. Displays truthfulness
4 3 2 1
9. Relates with peers/co-workers
4 3 2 1
Related
General Skills
1. Understands and follows oral directions
4 3 2 1
5. Demonstrates computer literacy
4 3 2 1
Instructor Signature
2. Understands and follows written directions
4 3 2 1
6. Applies related terminology
4 3 2 1
3. Communicates orally
?
4 3 2 1
7. Applies related measurement
4 3 2 1
Date
4. Communicates in writing
?
4 3 2 1
8. Applies related math computation
4 3 2 1
White: GUIDANCE OFFICE/Permanent Records
FC-300-0997
Yellow: Student
(Rev. 6/03)
Pink Teacher
An Equal Opportunity
Agency

63?
SIMPLY
Careers
Career Focus Card
?
Career focus
areas are broad groupings of career clusters and occupations with common attributes.
?
They are based on personality traits, preferences, interests, and natural talents. Into which career focus area do you fall?
?
Career Focus:
Arts, Design and
Communication

Back to top


Do you like to…
?
use your imagination
create
debate
draw or paint
perform
use innovative ideas
be independent and
original
play a musical
instrument
create computer
graphics
Career Focus:
?
Business, Sales,
?
and Management
?
Do you like to…
?
be organized and
efficient
work with words and
numbers
be goal and result
oriented
express ideas
analyze information
work indoors
persuade others
appraise things
manage things
use a computer
Career Focus:
Scientific,
T
echnical, and
Natural
Resources

Back to top


Do you like to…
?
explore
solve problems
build, assemble, repair
invent
protect the environment
work outdoors
use body energy
think logically
use math and science
use technology
Career Focus:
Social Science,
Health, &
Education

Back to top


Do you like to…
?
help others
protect others
teach
provide services
prepare and serve
work with children
enforce rules
use strong social skills
use strong verbal skills

65
Career Focus:
ARTS, DESIGN
and COMMUNICA
TION
Do you like to…
����
use your imagination
����
be creative
����
debate
����
draw or paint
����
perform
����
imagine
����
use innovative ideas
��
��
be independent and original
��
��
play a musical instrument
����
create computer graphics
Career Focus
areas are broad groupings of career clusters and occupations with
common attributes. They are based on personality traits, preferences, interests, and
natural talents. A
Pathway
is the direction, education, or training required to reach a
specific occupation within each
Career Focus
area.
Some Examples of Career Opportunities
in Each Pathway
SIMPLYSIMPLY
SIMPLYSIMPLY
SIMPLY
CareersCareers
CareersCareers
Careers
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
DIRECT ENTRY
career opportunities that typically
require on-the-job training or
completion of a specialized course
Stagehand
Floral Arranger
TV Technician
Proofreader
Film Processing Technician
Bookbinder
Production Assistant
Merchandise Displayer
TECHNICAL
career opportunities that typically require completion of a two-
year community college associate degree, completion of a
certification program, or an apprenticeship
Artist
Film Maker
Graphic Design Artist
Set Designer
Photographer Camera
Tech
Composer/Arranger
Speech Writer
Dancer
Sound Tech
Disc Jockey
Writer
Broadcast Tech
Actor
Cartoonist
Sculptor
PROFESSIONAL
career opportunities that typically
require completion of a four-year
university bachelors degree or
graduate degree program
Librarian
Attorney
Public Relations Director
Journalist
Museum Curator
Interior Designer
Commercial Artist
Related Extracurricular Activities
Photography Club
Drama Club
Yearbook
Band
Newspaper
Debate club
Chorus
Speech Club

Shipping and Receiving Clerk
Finance Officer
Receptionist
Postal Service Manager
Computer Tech.
Related Extracurricular Activities
Secretary
Claims Examiner
Purchasing Agent
Systems Analyst
FBLA (Future Business Leaders of America)
Bank Loan Officer
File Clerk
Trade Show Manager
Desktop Publisher
Yearbook
Newspaper
Fashion Merchandiser
Admin. Assistant
Marketing Director
Debate club
Speech Club
Telemarketing Specialist
Investment Broker
Sales Manager
Court Reporter
Sales Associate
67
SIMPLYSIMPLY
SIMPLYSIMPLY
SIMPLY
CareersCareers
CareersCareers
Careers
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Do you like to…
be organized and efficient
work with words and
numbers
be goal and result oriented
express ideas
analyze information
work indoors
persuade others
appraise things
manage things
use a computer
Career Focus:
Business, Sales, &
Management
Career Focus
areas are broad groupings of career clusters and occupations with
common attributes. They are based on personality traits, preferences, interests, and
natural talents. A
Pathway
is the direction, education, or training required to reach
a specific occupation within each
Career Focus
area.
Some Examples of Career Opportunities
in Each Pathway
DIRECT ENTRY
career opportunities that typically
require on-the-job training or
completion of a specialized course
Cashier
Bookkeeper
TECHNICAL
career opportunities that typically require completion of a two-
year community college associate degree, completion of a
certification program, or an apprenticeship
Banker
Credit Manager
Real Estate Appraiser
Retail Manager
Office Manager
Marketing Asst.
PROFESSIONAL
career opportunities that typically
require completion of a four-year
university bachelors degree or
graduate degree program
Certified Public Accountant
Buyer

PROFESSIONAL
career opportunities that typically
require completion of a four-year
university bachelors degree or graduate
degree program
Civil Engineer
Architect
Chemical Engineer
Related Extracurricular
Physicist
Activities
Geologist
Wildlife Manager
Math Club Science Club
Veterinarian
FFA (formerly Future Farmers of America)
Meteorologist
Scouting 4H
69
SIMPLYSIMPLY
SIMPLYSIMPLY
SIMPLY
CareersCareers
CareersCareers
Careers
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Career Focus
areas are broad groupings of career clusters and occupations with
common attributes. They are based on personality traits, preferences, interests, and
natural talents. A
Pathway
is the direction, education, or training required to reach
a specific occupation within each
Career Focus
area.
Some Examples of Career Opportunities
Do you like to…
����
explore
����
solve problems
����
build, assemble, repair
����
invent
����
protect the environment
����
work outdoors
����
use body energy
����
think logically
����
use math and science
����
use technology
Career Focus:
Scientific, Technical, and
Natural Resources
DIRECT ENTRY
career opportunities that typically
require on-the-job training or
completion of a specialized course
Welder
Painter
Masonry/Brick Layer
Fern Cutter
Landscaper
Pest Controller
Groundskeeper
Construction Laborer
in Each Pathway
TECHNICAL
career opportunities that typically require completion of a two-year
community college associate degree, completion of a certification program,
or an apprenticeship
Draftsman
Veterinarian Assistant
Auto Body Technician
Heat/Air Conditioning Tech.
Florist
Fish and Game Warden
Machinist
Surveyor
Ocean Systems Technician
Farm/Ranch Manager
Forestry Technician
Apprentice Electrician
Carpenter
Tool and Die Maker
Apprentice Plumber
Nursery Technician

71
Do you like to…
����
 
help others
protect others
teach
provide services
prepare and serve
work with children
enforce rules
use strong social skills
use strong verbal skills
SIMPLY SIMPLY
SIMPLY SIMPLY
SIMPLY
CareersCareers
CareersCareers
Careers
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Focus/Pathway Card
Career Focus
areas are broad groupings of career clusters and occupations with
common attributes. They are based on personality traits, preferences, interests, and
natural talents. A
Pathway
is the direction, education, or training required to reach
a specific occupation within each
Career Focus
area.
Some Examples of Career Opportunities
in Each Pathway
Career Focus:
Social Science, Health,
and Education
Related Extracurricular
Activities
Future Educators of America
Student Government
Science Club
DIRECT ENTRY
career opportunities that typically
require on-the-job training or
completion of a specialized course
Food Service Worker
Waitress
Security Guard
Bus Driver
Cook
Orderly
Pre-School Worker
Teacher Assistant
TECHNICAL
career opportunities that typically require completion of a two-year
community college associate degree, completion of a certification
program, or an apprenticeship
Police Officer
Travel Agent
Legal Assistant
Chef
Registered Nurse
Dental Assistant
Home Health Aid
Firefighter
Laboratory Technician
Paralegal
Radiographer (X-ray Tech)
Child Care Director
Emergency Medical Technician
Interpreter
Patient Care Assistant
Dental Hygienist
PROFESSIONAL
career opportunities that typically
require completion of a four-year
university bachelors degree or
graduate degree program
Dentist
Physician
Teacher
Social Worker
FBI Agent
Nutritionist
Resort Manager

SS
SS
S
IMPLY
Careers!
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Career Research Activity Sheet
?
Research three occupations and record the information below. Use as many of these sheets as you need. Record your favorite three
occupations and why they are your favorites on your SIMPLY
Careers
All about Me Organizer. Good luck in exploring careers!
Specific occupation
Career Focus
area this occupation is in
Average salary
Employment outlook
Education and training required
(
Pathway
)
Special skills required
Working conditions
Rewards of the job
Sacrifices of the job
Daily activities
Research Source:

video

resource book

interview

job shadowing

software

other
What I like about this occupation:
What I dislike about this occupation:
Specific occupation
Career Focus
area this occupation is in
Average salary
Employment outlook
Education and training required
(
Pathway
)
Special skills required
Working conditions
Rewards of the job
Sacrifices of the job
Daily activities
Research Source:

video

resource book

interview

job shadowing

software

other
What I like about this occupation:
What I dislike about this occupation:
Specific occupation
Career Focus
area this occupation is in
Average salary
Employment outlook
Education and training required
(
Pathway
)
Special skills required
Working conditions
Rewards of the job
Sacrifices of the job
Daily activities
Research Source:

video

resource book

interview

job shadowing

software

other
What I like about this occupation:
What I dislike about this occupation:

______________________
______________________
______________________
______________________
______________________
________
________
________
________
Student Name_____________________________________
SIMPLY Careers
Student Career Portfolio
Cover Sheet
This career portfolio contains my learning history, skills, interests, abilities, experiences, achievements,
qualifications, feedback from others, and evidence of my best work. This important information is used to help guide
me in personal and career choices. The portfolio is divided into three (3) sections; section 1=Vision, section
2=Experience, and section 3=Collection. Each year my current experiences and skills are added. The contents of each
section include:
)
i
ience
(r
)
ll
)
 
l
l
 
i
 
(SC) All
r
 
l
 
l
 
Card
 
 
i
 
SC
nn o heet
 
SC
n
 
l
i
i
l
i
 
 
 
l
 
l
 
 
 
l
i
 
 
1.
 
l
i
 
ial
 
Section 1: Vision
(me and my dreams
Sect on 2: Exper
eaching my goals
Section 3: Co ection
(documentation of my skills
Desired Post Schoo
Outcome and Career Goa
Completed Dare to Dream
Act vities
SIMPLY Careers
about Me Organize
Self Exp oration Surveys
Family and Teacher
Surveys
Comp eted Inventories
Chosen SC Career
Focus/Pathway
Completed SC Career
Research Activity Sheet
Additional items:
___________________
___________________
___________________
___________________
___________________
___________________
Diploma Option Selection, Graduation
Requ rements for Selected Option
4-Year Program Pla ing W rks
Checklist of Career Focus
Activities and Experie ces
SC Experiences Worksheet
which
includes Emp oyment Experiences,
Work History, Community Serv ce
and/or Volunteer Exper ences, Clubs,
Associations, and Extracurricu ar
Activ ties, Achievements and
Successes.
Description or List of Skills Acquired
Resume and Sample Cover Letter
Sample Job App ication Completed
Additional items:
_______
_______
_______
_______
_______
Samp es of Best Class Work or
Projects, Including Pictures of
Projects
Career Focus Capstone Project
Writing Sample
Program Comp etion Awards and
Certif cates
MOCPs Certificates
3 Letters of Recommendation
I nstructor
2. Employer/Work-Based
Experience Supervisor
3. Community Member/Mentor
Letters from Parents, Students
Performance/Job Eva uations
CBVA Rat ng Forms
Offic Transcripts
Licensure/Certification
Documentation
Additional items:
_________________
_________________
_________________
_________________
High
9
th
Probe and Set Goals
10
th
Expand and Focus
th
Develop Skills
12
th
Enhance and Link
Elementary
K-3
rd
Introduction
4–5
th
Middle
6
th
Understand Me
7
th
Explore Career
Attributes
8
th
Compare and Match
Post-
Secondary
11
Awareness
Initial 5 Years:
Achieve and Apply
Lifelong
?
5+ Years:
?
Upgrade, Change, Advance
?
75?

re ts
1.0
1.0
1.0
1.0
SIMPLY
Careers
Student Career Portfolio
4-Year Program Planning Worksheet
(Use the table below to plan your program of study. Use pencil so that it can be updated easily. Put this into section 2 of y
our portfolio.
Course choices should be based on your chosen career focus, career path, and goals)
Student Name
Career Focus:
Career Path Choice:
Diploma Choice:
Applied Technology
Anticipated Date of
  
Arts, Design, and Communication
Direct Entry Pathway
Standard Diploma
or Other Program:
Business, Sales, and Management
T
echnical Pathway
Special Diploma
School Exit:
Scientific, Technical, and Natural
Professional Pathway
Resources
Social Science, Health, and
Education
Re
quired Courses and
El
ectives
Re
quired
Cr
edits
9
th
Grade
Co
urse Name
Credits
10
TH
Grade
Co
urse Name C di
Credits
th
11
TH
Grade
Co
urse Name
Credits
th
12
TH
Grade
Co
urse Name
Credits
th
E
xample:
English
4
En
glish I
1?
E
nglish II
1?
En
gl
ish III
1?
Eng
lish IV
1?
1.
2.
3.
4.
5.
6.
7.
8.
Total Requ ired Credits
for Diploma Choice:
Tot
al Credits
9
th
Grade:
To
tal Credits
10
th
Grade:
T
otal Credits
11
th
Grade:
T
otal Credits
12
th
Grade:
77

________________
_______
____________________________
________________
_______
____________________________
Student Name_____________________________________
SIMPLY Careers
Student Career Portfolio
Experiences Worksheet
(Fill in the information below and put into Section 2 of your portfolio.)
Employment Experiences and Work History
Company Name____________________________ Dates Employed from______to_________
Address_________________________________ Rate of Pay_________________________
_______________________________________ Duties_____________________________
Phone___________________________________ __________________________________
Supervisor’s Name_________________________ __________________________________
Reason for Leaving____________________________________________________________
Company Name____________________________ Dates Employed from______to_________
Address_________________________________ Rate of Pay_________________________
_______________________________________ Duties_____________________________
Phone___________________________________ __________________________________
Supervisor’s Name_________________________ __________________________________
Reason for Leaving____________________________________________________________
Company Name____________________________ Dates Employed from______to_________
Address_________________________________ Rate of Pay_________________________
_______________________________________ Duties_____________________________
Phone___________________________________ __________________________________
Supervisor’s Name_________________________ __________________________________
Reason for Leaving____________________________________________________________
Community Service and/or Volunteer Experiences
?
Company Name___________
Dates from____ ___to_________
Supervisor’s Name________________________
Phone_
Company Name___________
Dates from____ ___to_________
Supervisor’s Name________________________
Phone_
Clubs, Associations, and Extracurricular Activities
Name of Club____________________________ Dates from______________to_________
Name of Club____________________________ Dates from______________to_________
Name of Club____________________________ Dates from______________to_________
Awards, Achievements, and Successes
Name of Award____________________________ Date Received_______________________
Name of Award____________________________ Date Received_______________________
Name of Award____________________________ Date Received_______________________
79

__
__
__
__
SIMPLY
Careers
Student Career Portfolio
Portfolio Checklist of Career Focus Activities and Experiences
(Check off each activity when completed.)
Student Name__________________________
9
th
Grade
Pro
be and Set Goals
10
th
Grade
Ex
pand and Focus
11
th
Grade
De
velop Skills
12
th
Grade
En
hance and Link
  
start career portfolio 3-ring
binder
  
complete activities and update
A
ll
ab
out M
e Organizer
and put
in portfolio
  
review focus pathway cards
and add choice to portfolio
  
explore occupations within
chosen career focus through
guest speakers, career videos,
books, software, and the
internet
  
review and tour program
opportunities that match with
chosen career focus
  
investigate extracurricular
opportunities that may support
career goals
  
interview seniors in chosen
career focus
  
develop a 4-year program of
study using the 4-year program
planning worksheet and add to
portfolio
  
list support needed to reach
goals
  
use career portfolio for
transition IEP development and
course registration
update
A
ll about M
e
Organizer
adding current career
assessment results
  
explore occupations within
chosen career focus through
guest speakers, job shadowing,
and field trips
participate in volunteer and/or
community based experiences
that will facilitate career goal
attainment
  
interview employees in chosen
career focus
participate in program
opportunities that match with
chosen career focus
  
use a career focus business
mentor for planning
participate in school based
enterprises and extracurricular
activities that may help reach
career goal
  
begin to explore
postsecondary transition options
  
review and update 4-year
program planning worksheet
update Career Portfolio for
transition IEP development and
course registration
update
A
ll about Me Organizer
adding current career
assessment results, favorite
courses, and work-based
experiences
  
participate in courses and
programs that lead to reaching
career goals
participate in work
experiences and/or employment
that lead to career goals
participate in career days,
career fairs
  
continue exploring occupations
through job shadowing
  
use a career focus business
mentor for planning
participate in school based
enterprises, extracurricular
activities, and community service
that lead to career goals
review and update 4-year
program planning worksheet
  
add artifacts to section 3 of
your career portfolio
update and use career
portfolio for transition IEP
development and course
registration
update
A
ll
ab
out Me Or
ganizer
participate in programs,
internships, co-op opportunities, and
work experiences relating to career
goal
participate in employment
opportunities relating to career goal
  
complete career focus capstone
project
review postsecondary option
requirements and finalize plans
add artifacts to section 3 of
career portfolio
  
update and use career portfolio
for postsecondary planning and
linkages
  
transfer assistive technology
devices
additional activities to reach goals
_______________________
_
_______________________
_
_______________________
_
_______________________
_
81

Attention Families!
?
Do you know where your child will be after graduation from high school?
S
IMPLY
Careers
can help answer that question; read on.
Entrance into high school brings many opportunities and challenges that will lay the foundation for
your child’s future. Families play a significant role in this planning process. There are seven key
steps that will assist in contributing to your child’s overall success in high school and help your child
successfully prepare for his/her future.
We encourage you and your child to review this information together so that you can plan effectively
toward your child’s career and personal goals. Write down any ideas that come up when talking with
your child about the SIMPLY
Careers
7 steps and bring those ideas to the transition IEP meeting.
The key to success is to start early! For more information, please contact your child’s high school to
learn about career focus opportunities, available programs and courses, support services, and
employment opportunities. The seven steps are
Step 1: Career Assessment
In this step, your child may explore his/her interests, preferences, needs,
personality style, learning style, abilities, aptitudes, and skills using a
variety of career assessment methods and tools. The results can be used
to help focus career goals based on your child’s interests, preferences, and
needs.
Step 2: Career Focus
In this step, your child may choose one out of the four career focus areas
based on the information he/she acquires from step 1. Career focus areas
are four broad groupings of career clusters and occupations with common
attributes based on personality traits, preferences, interests, and natural
talents. Every individual and every job falls into one of the four focus
areas. The four focus areas are Arts, Design and Communication;
Business, Sales, and Management; Scientific, Technical, and Natural
Resources; Social Science, Health, and Education.
Step 3: Career Research
In this step, your child may research different careers and choose the
& Pathway
pathway that matches his/her assessment results, career focus, and career
research choices. A pathway is the direction, education, or training
required to reach a specific occupation. (i.e. Does the type of career I
would like to pursue require that I follow a university pathway, a community
college pathway, a technical center pathway, a military pathway, or enter
directly into the workforce after graduation?)
Step 4: Career Planning
& Decision Making
In this step, your child may map out high school courses and programs,
volunteer experiences, and extracurricular activities that will prepare him/
her in reaching career and personal goals after high school.
Step 5: Support Services
In this step, your child may identify additional assistance that he/she may
need that will help him/her in reaching career and personal goals.
Step 6: Program & Training
In this step, your child may participate in training programs that assist in
developing chosen career focus skills that are needed to reach his/her
career and personal goals. This step focuses on developing skills that will
be used in the real world.
Step 7: Work-Based Experiences
In this step, your child may participate in work-based experiences (not in
school) that can assist your child in learning to apply the skills he/she has
learned in the classroom to real world situations.
Putting it All Together—The Career Portfolio
The SIMPLY
Careers
Career Portfolio is used to collect important information gathered from these 7
steps. A C
areer Portfolio
is a collection showcasing the student’s learning history, skills, interests,
abilities, experiences, achievements, qualifications, feedback from others, and evidence of the
student’s work organized from a career development perspective. The career portfolio can show
who the student is, who the student hopes to become, and what the student plans to achieve. Your
child will keep his/her completed
Career Portfolio
and can use it for job interviews, future educational
planning, and goal setting.
83

SS
SS
S
IMPLY
Careers
!
Program Opportunities
W
orksheet
Career Focus Area__________________________________________________________ Date Updated________
The teacher, transition specialist, counselor, or other designee can complete one of these worksheets for each of the four
Career Focus
areas within the
program, training, and courses available in the local area. Distribute this information to teachers and other stakeholders inv
olved in transition IEP development.
These worksheets should be updated annually to ensure accuracy of program availability. See SIMPLY
Careers
planning guide for additional ideas on
completion and distribution.
85
Name of Program or
Training Opportunity
Courses Offered i n
Program/# of Credits
Age /Grade Level for
Participants (list both
high school and post
secondary
opportunities)
Other Eligibility
Requirements
Location
Special Services
Available
Contact Person and
Telephone Number
Example:
Con struction
Technology Program
Con st. Tech 1, 2, a nd 3
(3 credi ts total, 1 per
course)
Grades 10-12
N/A
Best Hig h School
Instructional
Accommodation s and
Curriculum
Modifications ,
Tutoring, Notetaking
John Helper
(222)222-2222

Jim Horne, Commissioner
?
ESE 312087
?

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