Employment MPG

1. Make It Specific and Data-Driven

   • Base employment goal on reliable, age-appropriate assessments — not just interviews.

   • Include assessments on education, skills, personality, values, experience, interests, and preferences.

   • Use work-based learning observations as valuable assessment tools.

   • Collaborate with school counselors, teachers, and the DARS counselor to gather results.

   • Strengthen next year’s data with:

     1. Pre-ETS 2-day career exploration

     2. Pre-ETS 5–8 week career exploration

     3. WWRC Virtual or In-Person PERT assessments

   • Access resources in the Google Assessment Folder

2. Reflect the Student’s Career Aspirations

   • Focus on the student’s long-term career goal, "after high school..."

   • Ensure goal is tied to their strengths, preferences, interests recognizing needs.

   • Ensure goal is realistic. If a student's voiced goal is different than what the data suggest, ensure that transition activities further support identifying if the goal is realistic for the student, 

3. Adhere to Virginia’s Employment First Principles

   • Virginia prioritizes integrated, competitive employment for all individuals with disabilities.

   • Postsecondary employment goals should aim for “real jobs for real pay” in the community, not sub-minimum wage or sheltered workshop jobs.

   • If student is on an applied studies diploma track, a MPG may be more skill oriented

   • If a student is 14-15, a MPG may be related to a career cluster.

   • Once a student reaches 16 years old, the MPG must be specific and aligned with a job from the OOH.

4. Include Supports If Needed

   • Employment goal can include information about necessary supports, such as individualized job coaching or accommodations, to ensure success.

5. Career Awareness and Exploratory Resources; This link will take you to a list of great vocational assessments! Any of these assessments will help you identify career interest, values, preferences, and skills needed.

• the use the words or similar, "of their interest."

• saying they are "unsure" or "undecided."- If parent protest to having a goal- please note in PLAAFP and ensure a compliant IEP.

• full or part-time work without describing the work or stating the specific job.

• content field only such as science, business owner (entrepreneur), etc. Must be specific to the actual interest by the age of 16. 

• stating a student "would like to..." or " will pursue..."- not measurable.

• noting the student "will be a part of the workforce."

• location of where a job is wanted instead of what job is wanted, I.e. will work at the shipyard or will work in the military.

• Incorrect name or pronoun.

• goal not supported by an assessment summarized in the  "Assessment Summary"

• day-program, long-term care, or sheltered workshop without additional information. Consider this more for education or training rather than employment.

• when the goal is not clear and the student is over 16: At a minimum, include a career cluster and the closest occupation the IEP team can identify based on data.

  • • approved goal: After high school, Megan will be employed in the field of Arts, Audio/Video Technology & Communications-Visual Arts- Craft Artist.

• Not appropriate for the student based on data and has no activities to support new assessments.

1. Continuous Year Round Assessment Collection:

   • Offer the student a battery of vocational assessments to complete: Pathful, Career OneStop, or Virginia Wizard all offer a battery of assessments in one easy location. 

   • When assessment are completed, upload results to VA IEP or your students transition folder-Be consistent!

   • Feedback from transition services can be found in the student's transition folder and/or in PowerSchool under the Student Support: Transition tab.

   • Collaborate with family, school counselors and teachers in gathering data and assessment results.-Ask for the Academic Career Plan, located in Xello (Clever), from the counselors. Ask teachers to forward vocational and supportive assessments to you.

   • Ask the student and family to complete the VA IEP interviews.

2. Review old data:

   • Pull out last year's IEP and review the contents 

   • Review new data, including transition observations and notes (found in the student's transition folder or in PowerSchool under Student Support: Transition)

   • Ask, "Does the Employment MPG still agree with the new data? Were the transition activities completed? And, did they move the student closer to their goal?"

   • Do any of the new assessments or interviews set off any alarms that something is different or wrong?

3. Meet with the student:

   • Share your interpretation of the data (assessments) with the student and gain their feedback.

     • Update the student's Strengths, Preferences, Interest, and Needs together...

   • Together- Reiterate, expand or create the Measurable Postsecondary Employment Goal

     • Lookup the Job in OOH-Ask the student, "why do you want this job?"

     • Discuss the requirement for education, training, income, and the outlook for the job with them.

     • Does this job fit- aptitude, expectation and motivation of the student- If no, look under "similar jobs" tab in OOH site and help the student identify a more realistic job for where they are today. Remember- The MPG are considered every year and next year may present stronger supporting data and a student with a stronger idea of what he or she wants.

4. Identify the "Course of Study (COS)"

• Review the Course of Study (COS) in Xello or with the counselor. If the counselor assists, have them meet with the student, provide a copy of the Academic Career Plan (ACP), and upload it to VA IEP.

  • Send recommendations to the counselor, cc the student, of any recommendations based on new understandings. Ensure the student understands the recommendations so they can advocate for themselves with the counselor.

  • Upload the ACP to VA IEP, and in the COS section of the IEP, include the phrase ‘ACP attached’ and attach it to the finalized IEP.

5. Identify the transition activities/services

• Ask the student what activities they would like to do to get closer to their goal this year.

• Offer an opportunity or an activity for them to review O*Net.

  • Review job skills, job task, characteristics, and technology need to be successful iin the job

  • Develop activities based on any deficits discovered through the O*Net discussion process with the students

  • Review generalized transition activities or the bank of activities to support activities when you cannot identify them as a team.

  • Ensure any responsible party agrees to support the activity including the student.

  • If a topic in the Activities section of VA IEP has no activity listed, document that the IEP team determined it is not a priority for this year, but will be reconsidered next year (or as otherwise decided by the team).

• Consider Transition Services/ Pre-ETS Opportunities

  • Consider Pre-ETS/ VR referral, Meeting with DARS Counselor or Transition Specialist, In-school and after school Employment Ready Programs, Pre-ETS 2-day WBL career exploration, 5-8 week WBL career exploration, 120 hour paid/unpaid Internship, WWRC Virtual and In-Person PERT Assessments, RAMP mentorship program, PEERS Communication class, IT After School Program, etc. as great opportunities in supporting students.

    • Rolling Applications for any above recommendation- submit request here

    • State activity as a Referral for Transition Services (by teacher)

    • Set up an appointment with transition specialist/DARS rep through your PA

6. When developing Annual Goals, include at least one goal that will support the MPG and link it in VA IEP.

Goal: Identify what the student does well (academic, functional, personal, social, technical skills).

To identify information beyond those things currently in the IEP and testing, consider:

1. Strengths

• Skills Assessments:

  • Pathful Battery in Clever

  • O*NET Abilities Profiler (simplified student version)

  • PAES Lab results 

  • Brigance Transition Skills Inventory

  • Transition Skills Inventory (TSI)

• Teacher Observations:

  • CTE task performance checklists

  • Classroom skill rubrics (communication, problem-solving, teamwork)

  • Academic teacher of interest

• Student Reflection Activities:

  • “What’s Easy for Me” worksheet

  • Peer/teacher positive feedback surveys
    
    

2. Preferences

Goal: Determine the environments, conditions, and styles the student works best in.
Teacher Can Use:

• Work Preference Surveys:

  • Pathful Battery in Clever

  • Work Preference Survey

  • Work Value Survey

  • O*NET Interest Profiler (can also fit under Interests)

  • Picture Interest Career Survey (PICS) for students with lower reading levels

  • Environmental Preference Survey (noise level, pace, people vs. alone)

• Classroom Simulations & Rotations:

  • Have students try different work tasks (independent, group, quiet, active) and record comfort/enjoyment levels

• Preference Interview Questions:

  • “When do you feel most comfortable learning or working?”

  • “Do you like to work indoors/outdoors?”
    
    

3. Interests

Goal: Discover what motivates and excites the student.
Teacher Can Use:

• Career Interest Surveys:

  • Pathful Battery in Clever

  • Holland Code (RIASEC) assessment (My Next Move, Virginia Career View)

  • Career Cluster Survey

  • CareerScope (through DARS or CTE)

• Hands-On Exploration:

  • Job shadowing logs

  • Career videos (O*NET, Virginia Career View) with reflection sheets

• Student-led Research:

  • Have students research 3 careers they are curious about and share what they learned
    
    

4. Needs

Goal: Identify supports, accommodations, and skills the student must develop to succeed.
Teacher Can Use:

• Independent Living Assessments:

  • Casey Life Skills Assessment

  • AIR Self-Determination Scale

  • Life Centered Education (LCE) assessments

• Functional Skills Checklists:

  • Daily living skills (meal prep, hygiene, money management)

  • Travel training readiness checklists

• Self-Advocacy & Disability Awareness Tools:

  • “About Me” accommodation profile (student names supports they need)

  • I’m Determined One-Pager (strengths, needs, goals)

Need more on Assessments?

Goal:
After graduation, John will work as a plumber, assisting with installations, repairs, and maintenance in residential and commercial settings.

Rationale:
John has demonstrated strong problem-solving skills, an interest in hands-on work, and a preference for working independently in practical environments. His ability to follow detailed instructions and his interest in mechanics make plumbing a natural fit. Transition assessments indicate a need for further training in specific tools and safety protocols, which can be addressed through an apprenticeship program.

Goal:

After high school, Taylor will work in a supported role at a retail store stocking and organizing shelves.

Rationale:

Taylor has shown a preference for structured tasks and environments where expectations are clear and consistent. Working in a supported role at a retail store aligns with their strengths in organization, attention to detail, and task completion. This opportunity allows Taylor to develop workplace skills, such as time management and following instructions, while receiving the necessary support to build confidence and independence. Stocking and organizing shelves provide a predictable, hands-on work experience that matches Taylor’s abilities and preferences, supporting their transition into a meaningful and sustainable role in the workforce.

Goal:
After graduation, Sarah will work as a childcare assistant at a local daycare, supporting young children with their daily routines and learning activities.

Rationale:
Sarah has shown a preference for working with children and a natural ability to create positive interactions. Her patience, nurturing personality, and interest in helping others align well with this role. Assessments reveal a need for additional training in early childhood development, which can be addressed through hands-on experiences and supportive coaching.

Goal:
After graduation, Marcus will work as a mechanic, specializing in automobile repairs and diagnostics at a Toyota dealership.

Rationale:
Marcus enjoys working with his hands and has shown an interest in how machines operate. He demonstrates strong attention to detail, mechanical aptitude, and a preference for troubleshooting problems. Assessments highlight a need for further development in formal diagnostic procedures, which can be addressed through on-the-job training or vocational programs.

Goal:
After graduation, Anna will work as a baker, preparing pastries and breads in a local bakery.

Rationale:
Anna has shown a passion for baking through elective classes and enjoys creative, hands-on work. She has a keen eye for detail and a preference for structured routines. Transition assessments indicate a need for additional training in time management and food safety, which can be developed through mentoring or practical experiences in a bakery setting.

Goal:
After graduation, Chris will work as a landscaper, focusing on lawn care and garden design.

Rationale:
Chris has expressed an interest in outdoor work and enjoys physical tasks that involve creativity. He has strong spatial awareness, a preference for independent tasks, and a need for further development in project planning and customer interaction. These skills can be cultivated through on-the-job training in a landscaping company.

Goal:
After graduation, Maria will work as a veterinary assistant, supporting animal care and clinic operations.

Rationale:
Maria has a strong interest in animals and a demonstrated ability to handle them with care and patience. She prefers environments where she can combine compassion with practical skills. Assessments show a need for training in medical terminology and safety protocols, which can be provided through hands-on experiences in a veterinary clinic.

Goal:
After graduation, Liam will work as a warehouse associate, managing inventory and assisting with shipping operations.

Rationale:
Liam excels in tasks requiring organization and attention to detail. He has expressed an interest in logistics and prefers structured, predictable work environments. Assessments reveal a need for development in teamwork and workplace communication, which can be addressed through job coaching in a warehouse setting.

Goal:
After graduation, Jessica will work as a hairstylist, specializing in haircuts and color treatments.

Rationale:
Jessica has a creative eye and an interest in helping others feel confident. She has shown a preference for hands-on, people-centered tasks. Transition assessments suggest a need for further technical training and customer service skills, which can be gained through a mentorship or an apprenticeship in a salon.

Goal:
After graduation, Noah will work as an IT support specialist, assisting clients with troubleshooting and technical problems.

Rationale:
Noah has a natural aptitude for technology and enjoys solving problems systematically. He prefers working in settings where he can provide practical assistance and interact with others. Assessments indicate a need for training in communication and advanced troubleshooting, which can be addressed through entry-level IT support roles.

Goal:
After graduation, Emily will work as a delivery driver for a local logistics company such as Amazon, ensuring packages are delivered efficiently.

Rationale:
Emily has strong time management skills and a preference for working independently. She enjoys navigating and planning routes, as revealed through assessments. A need for further training in obtaining her driver's license and customer interaction can be supported through on-the-job training.

Goal:

After graduation, Chris will engage in volunteer serving work at the soup kitchen at church while exploring job options with individualized supports to transition into competitive employment with his vocational rehabilitative counselor.

Rationale:

Chris has demonstrated a desire to contribute to his community and enjoys helping others in a structured, supportive environment. Volunteer work at the soup kitchen allows him to build foundational workplace skills, such as time management, teamwork, and communication, in a low-pressure setting. This aligns with his preference for meaningful, hands-on tasks that directly benefit others. Through individualized support and guidance from his vocational rehabilitative counselor, Chris can explore career options that match his interests and strengths while developing the confidence and skills needed to transition into competitive employment.