o*net interest profiler: career list presentations/2019... · selena gomez's abilities and...

Selena GomezSelena is a 16-year-old freshman at Norman North High School in Norman, OK. Selena’s recent psychological testing states she has an IQ of 75. Selena qualifies for special education under the category of TBI. Her favorite subject at school is science. She attends the inclusion class for science and math and attends lab classes for ELA and Social Studies. She reads on a 2nd grade level. Selena communicates verbally, but her speech is slow and is hard to understand at times. Selena is able to walk; however, she cannot stand for long periods of time. She has difficulty with fine and gross motor tasks. Selena enjoys listening to music and dancing. She is a social butterfly and enjoys company of her peers (like Justin or Nikki). She recently took a trip to the beach with her family this summer and would love to live near it someday. During middle school, Selena attended several community experience workshops where she observed various individuals at different career sites. She liked the jobs inside quiet offices the most. Selena would like to live outside her family’s home someday.

9/25/2017 O*NET Interest Profiler: Career List at My Next Move

https://www.mynextmove.org/explore/ip-print?t=o&z=2&i=010815081928 1/5

O*NET Interest Profiler: Career List

Your interest results:

Realistic 1Investigative 8Artistic 15

Social 8Enterprising 19

Conventional 28

Your Job Zone:

Job Zone TwoSome Preparation Needed

Careers that fit your interests and preparation level:

Bill & Account Collectors

Correspondence Clerks

Credit Checkers

Freight Forwarders

Insurance Policy Processing Clerks

License Clerks

Payroll & Timekeeping Clerks

Receptionists & Information Clerks

Reservation & Transportation Ticket Agents & TravelClerks

Tellers

Word Processors & Typists

Billing, Cost, & Rate Clerks

Cargo & Freight Agents

Gaming Change Persons & Booth Cashiers

Hotel, Motel, & Resort Desk Clerks

Interviewers

New Accounts Clerks

Order Clerks

Retail Loss Prevention Specialists

Statement Clerks

Switchboard Operators, Including Answering Service

Other careers that fit your interests:



Job Zone One: Little or No Preparation Needed

Cashiers

Counter & Rental Clerks

Amusement & Recreation Attendants

Baristas

Combined Food Preparation & Serving Workers,Including Fast Food

Cooks, Short Order

Food Preparation Workers

Hosts & Hostesses, Restaurant, Lounge, & Coffee Shop

Models

Waiters & Waitresses

Job Zone Three: Medium Preparation Needed

Advertising Sales Agents

Bookkeeping, Accounting, & Auditing Clerks

Brokerage Clerks

Court Reporters

Credit Authorizers

Executive Secretaries & Executive AdministrativeAssistants

Human Resources Assistants

Insurance Adjusters, Examiners, & Investigators

Insurance Claims Clerks

Legal Secretaries

Loan Interviewers & Clerks

Loan Officers

Medical Records & Health Information Technicians

Municipal Clerks

Procurement Clerks

Production, Planning, & Expediting Clerks

Secretaries & Administrative Assistants

Tax Preparers



Travel Agents

Administrative Services Managers

Customs Brokers

Energy Auditors

FirstLine Supervisors of Office & Administrative SupportWorkers

Funeral Service Managers

Library Technicians

Licensing Examiners & Inspectors

Paralegals & Legal Assistants

Sales Agents, Financial Services

Tax Examiners & Collectors, & Revenue Agents

Travel Guides

Job Zone Four: High Preparation Needed

Accountants

Advertising & Promotions Managers

Auditors

Budget Analysts

Claims Examiners, Property & Casualty Insurance

Compensation, Benefits, & Job Analysis Specialists

Document Management Specialists

Financial Examiners

Fundraisers

Human Resources Specialists

Insurance Underwriters

Marketing Managers

Program Directors

Proofreaders & Copy Markers

Regulatory Affairs Specialists

Actuaries

Agents & Business Managers of Artists, Performers, &Athletes

Compensation & Benefits Managers



Cost Estimators

Credit Analysts

Credit Counselors

Editors

Energy Brokers

Financial Analysts

Financial Managers, Branch or Department

Industrial Production Managers

Insurance Sales Agents

Labor Relations Specialists

Logisticians

Logistics Analysts

Logistics Managers

Meeting, Convention, & Event Planners

Personal Financial Advisors

Purchasing Agents

Purchasing Managers

Regulatory Affairs Managers

Risk Management Specialists

Sales Agents, Securities & Commodities

Securities & Commodities Traders

Transportation Managers

Job Zone Five: Extensive Preparation Needed

Chief Executives

Curators

Distance Learning Coordinators

Judicial Law Clerks

Librarians

Treasurers & Controllers

Chief Sustainability Officers

Education Administrators, Postsecondary

Investment Fund Managers



Medical & Health Services Managers

Special Notice: Proper Use of O*NET Interest Profiler Results

You should use your O*NET Interest Profiler results to explore the world of work and identify careers that may satisfywhat is important to you in a jobyour interests. You will be able to look at the interests satisfied by careers and comparethem to your own interests. Talk to a vocational/employment counselor or teacher for more help on how to use yourO*NET Interest Profiler results.

Your O*NET Interest Profiler results should not be used for employment or hiring decisions. Employers, educationprograms, or other jobrelated programs should not use your results as part of a screening process for jobs or training.

If you think that your O*NET Interest Profiler results are being used incorrectly, talk to your vocational/employmentcounselor, teacher, or program administrator. You also can contact the National Center for O*NET Development forassistance.

National Center for O*NET Development Attention: Customer Service

P.O. Box 27625 Raleigh, NC 27611 Email: O*NET Customer Service ([email protected])

9/25/2017 O*NET Interest Profiler: Score Report at My Next Move

https://www.mynextmove.org/explore/ip-print?t=i&z=2&i=010815081928 1/2

O*NET Interest Profiler: Score Report

R I A S E C

Realistic

Your score: 1

People with Realistic interests like work thatincludes practical, handson problems andanswers. Often people with Realistic interestsdo not like careers that involve paperwork orworking closely with others.

They like:

Working with plants and animalsRealworld materials like wood, tools, andmachineryOutside work

Investigative

Your score: 8

People with Investigative interests like workthat has to do with ideas and thinking ratherthan physical activity or leading people.

They like:

Searching for factsFiguring out problems

Artistic

Your score: 15

People with Artistic interests like work thatdeals with the artistic side of things, such asacting, music, art, and design.

They like:

Creativity in their workWork that can be done without following aset of rules

Social

Your score: 8

People with Social interests like working withothers to help them learn and grow. They likeworking with people more than working withobjects, machines, or information.

They like:

TeachingGiving adviceHelping and being of service to people

Enterprising

Your score: 19

People with Enterprising interests like workthat has to do with starting up and carrying out

They like:

Persuading and leading people

Your interest results:

Realistic 1Investigative 8Artistic 15

Social 8Enterprising 19

Conventional 28

9/25/2017 O*NET Interest Profiler: Score Report at My Next Move

https://www.mynextmove.org/explore/ip-print?t=i&z=2&i=010815081928 2/2

business projects. These people like takingaction rather than thinking about things.

Making decisionsTaking risks for profits

Conventional

Your score: 28

People with Conventional interests like workthat follows set procedures and routines. Theyprefer working with information and payingattention to details rather than working withideas.

They like:

Working with clear rulesFollowing a strong leader

Special Notice: Proper Use of O*NET Interest Profiler Results

You should use your O*NET Interest Profiler results to explore the world of work and identify careers that may satisfywhat is important to you in a jobyour interests. You will be able to look at the interests satisfied by careers and comparethem to your own interests. Talk to a vocational/employment counselor or teacher for more help on how to use yourO*NET Interest Profiler results.

Your O*NET Interest Profiler results should not be used for employment or hiring decisions. Employers, educationprograms, or other jobrelated programs should not use your results as part of a screening process for jobs or training.

If you think that your O*NET Interest Profiler results are being used incorrectly, talk to your vocational/employmentcounselor, teacher, or program administrator. You also can contact the National Center for O*NET Development forassistance.

National Center for O*NET DevelopmentAttention: Customer ServiceP.O. Box 27625

Raleigh, NC 27611 Email: O*NET Customer Service ([email protected])

Transition Assessment and Goal Generator(TAGG) Profile

Student: Selena GomezAGE: 16GENDER: FemaleGrade: 9

Date: 2017-09-25Professional: Malarie Deardorff

The Transition Assessment and Goal Generator (TAGG) measures eight areas of behaviorsassociated with education and employment beyond high school. The scales below depict each ofthe eight areas of behavior and this student's performance in those areas compared to other youthwith disabilities.

Strengths and Limitations

Disability Awareness

Persistence

Interacting with Others

0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage

Below Average Average Above Average Well AboveAverage

0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


Goal Setting and Attainment

Employment

Student Involvement in the IEP

Support Community

0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


StudentInteracting With Others

ProfessionalInteracting With Others

StudentStrengths andLimitationsSupport Community Persistence

ProfessionalGoal Setting and AttainmentPersistence Support Community

StudentGoal Setting andAttainment

ProfessionalEmployment

StudentStudent Involvement in theIEPEmployment Disability Awareness

ProfessionalStrengths and Limitations Disability Awareness Student Involvement in theIEP

Combined Overall Score

Area of Greatest Strength

Areas of greatest strengths represent constructs with the highest scaled scores.

Areas of Relative Strength

Areas of relative strengths represent constructs with comparatively high scores.

Area of Greatest Need

Areas of greatest need represent constructs with the lowest scaled scores.

Areas of Relative Need

Areas of relative need represent constructs with comparatively low scores.

0 1 2 3 4 5 6 7 8 9

Student

0 1 2 3 4 5 6 7 8 9

Professional

Well BelowAverage


Present Levels of Performance

Selena Gomez's abilities and experiences were assessed using the TAGG, a norm-referencedassessment with research-based items known to be associated with post-school employment andeducation. Compared to similar students, Selena Gomez's overall results are average (based onprofessional score). Selena Gomez's scores indicate greatest strengths in the areas of InteractingWith Others. Selena Gomez's relative strengths include Strengths and Limitations, SupportCommunity, Persistence, and Goal Setting and Attainment. TAGG scores indicate the greatestneeds in the areas of Goal Setting and Attainment, and Employment compared to similar studentsand relative needs in the areas of Student Involvement in the IEP, Employment, DisabilityAwareness, and Strengths and Limitations.

Suggested Annual Transition Goals Ranked by Areas of Greatest Need

TAGG Goals

Goal Setting and Attainment (Based on Student Responses)

After the student completes one transition goal, he or she will report progress to the IEP team andoffer suggestions for the next transition goal at the next IEP meeting with 100% accuracy.

At the IEP meeting, the student will recall at least one transition goal and describe how the goalwill help to meet his or her postsecondary goal with 90% accuracy as measured by a teacher-made rubric.

Employment (Based on Professional Responses)

The student will report to the class three unpaid jobs that he or she completed for family membersand identify how two or more skills learned can be applied to a paid job with 100% accuracy asmeasured by a teacher-made rubric.

After completing two internships, the student will present to the class three or more of his or herjob preference likes and dislikes with 100% accuracy as measured by a teacher-made rubric.

APPENDIXC

Employability/Life Skills Assessment

STUDENT INFORMATION

Name: Selena, eroPlt7.

RATIONALE

Ages 14-21 years developed by

Roberta Weaver And Joseph R. Deluca

Birthdate: '\ .. \ • O \

Employability skills are those personal social behaviors and daily living habits that have been identified by employers and young entry-level workers as essential for obtaining employment and for success in the work place. These are life skills that must be taught with the same rigor as basic skills. The development of such skills is a life long process, with performance being relative to a student's ability and age. Teachers at all age levels have the responsibility to teach employability skills.

GENERAL DIRECTIONS

This criterion-referenced checklist may be used yearly, beginning at the age of 14, to assess student's level of performance in the twenty-four critical employability skill areas identified by Ohio's Employability Skills Project. Three descriptors are provided for each skill. Student performance should be rated using the following scale: 3 = usually, 2 = sometimes, 1 = seldom, 0 = never.

EXAMPLE (for-a 14 year old student)

I. SELF HELP SKILLS

A. Demonstrates personal hygiene andgrooming by:

- meeting teacher expectation forcleanliness.

- meeting teacher expectation for good grooming (hair combed, shirt tucked in,etc.

- meeting teacher expectation forconsistent, independent personalhygiene and grooming.

14

2

1

1

I 4

AGE

15 16 17 18 19 20 21

I

B. Dresses appropriately by:

- choosing and wearing clothes that are appropriate for the weather/activity/social custom.

- identifying when clothes should not bewom {dirty, ill fitting, etc.).

- wearing clothes that are in goodcondition, clean and pressed withdetail given to appearance.

14

2

3

1

I s

AGE

15 16 17 18 19 20 21

Scores for each descriptor are added, provided a value that can be recorded on the Student Profile of Employability Skills. When completed, the profile yields a graphic representation of employability skills performance that will help in planning instruction.

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OHIO'S EMPLOYABILITY SKILLS PROJECT

Funded through the Ohio Department of Education, Division of Special Education, with monies provided through Title VI-B (Education of All Handicapped Children Act, P.L. 94-142).

Administered by Miami Valley Special Education Center. Fiscal Agent Montgomery County Board of Education

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o*net interest profiler: career list presentations/2019... · selena gomez's abilities and...

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