Code of Maine Rules › 05 - DEPARTMENT OF EDUCATION › 071 - EDUCATION - GENERAL › Chapter 232 - STANDARD CRITERIA FOR MAINE SECONDARY VOCATIONAL PROGRAMS › Appendix 071-232-J - VOCATIONAL ASSESSMENT

Current through 2024-29, July 17, 2024
I. SCOPE
An assessment of the interests, abilities, and special needs
				  of students with respect to predicting successful completion of the vocational
				  education program shall be provided.
Vocational assessment is a comprehensive, ongoing process - K
				  through Adult - with the purpose of identifying individual characteristics,
				  strengths, weaknesses, interests, education, training, and placement needs in a
				  manner which considers individual interests and abilities free of sex bias and
				  sex role stereotyping. The goal of this process is to provide students with
				  insight into their vocational potential and to provide educators and
				  parents/guardians the basis for planning a student's individual vocational
				  program.
II. SEQUENCE
The following is a recommended delivery system of assessment
				  based on a three-level hierarchy. The responsibilities and activities of each
				  Level are described.
Level 1: Analyze information which is currently available for
				  all
students.
1. School records
a. academic achievement
b. Intelligence test results
c. attendance
d. medical history social history
2. Interviews with
a. student
b. teacher
c. parent/guardian
3. Special education records
a. current multidisciplinary evaluation team report
b. IEP
c. IVEP
It is the responsibility of the teacher, counselor, teacher
				  consultant, or assigned professional to compile Level I data and share this
				  report with staff required to complete Level 11 activities.
Level II: Special information on ability, interest,
				  achievement, and behavior as it would relate to vocational programming.
1. Administer interest Inventory
2. Administer ability/aptitude measures
3. Complete a behavioral *valuation form
4. Administer social awareness scale
Level it assessments should be completed by professionals
				  trained in the use of the test instruments. A vocational assessment report must
				  be completed following Level I and Level II activities and prior to vocational
				  placement.
Level III: If it is determined that data in addition to Level
				  I and II information is required, then a referral will be made for a Level III
				  evaluation. This referral will contain specific questions to be addressed
				  during the Level III evaluation.
Level III evaluation is a multi-dimensional, comprehensive
				  evaluation for students needing hands-on simulated work experiences designed to
				  measure perceptional skills, psychomotor skills, and physical
				  stamina/agility.
1. Administer work samples
2. Administer aptitude tests
3. Observe and record work behavior
4. Situational assessment
5. Administer other appropriate tests
Level III assessment should be performed by a trained
				  vocational evaluator.
Information obtained from vocational assessment way be used
				  in the following ways:
to determine whether vocational program placement is
					 appropriate;
									 to determine the applicability of services available
					 to special population students;
									 to determine need for remediation/developmental
					 studies;
									 to identify the need for other modifications such as
					 adoptions of curriculum, methods of instruction, equipment, and
					 facilities;
									to provide a data base for guidance counseling and
					 career development activities for Individual students; and to assist the
					 student in cooperative education, work experience, or job placement.
Eligibility of educational handicapped students to
				  participate in vocational programs is determined by the Pupil Evaluation Team.
				  Participation may be limited to specific aspects of the program, extended
				  beyond the normal time prescribed by the curriculum, or otherwise modified to
				  accommodate the special needs of the educationally handicapped student. These
				  modifications must be part of the student's IEP; the IEP must also provide for
				  sufficient support services so that the regular program will not be
				  compromised.