Functional Vocational Evaluation

The Functional Vocational Evaluation (FVE) is an important strategy in the process of secondary transition planning. The FVE is the framework through which information is gathered to guide the development of a student’s program in order to successfully move the student from the public school to a post–high school setting. While the FVE can include formal or commercial assessment, it can also include interviews, observation, and surveys. Perhaps more important than the type of assessment used is that the process is a systematic method used to collect and organize information regarding the student’s interests, skills, strengths, temperaments and areas of need. This process should begin early and be quite broad during the middle school years, but becomes increasingly more specific as the student moves closer to graduation.

The goal of the FVE is to assist the student in achieving her or his vocational potential; therefore, the goal of the person responsible for the Functional Vocational Evaluation is to accurately determine that potential as closely as possible. This becomes more likely by looking at the student’s interests, aptitudes, and preparation opportunities from a global concept and gathering that information in a systematic way.

To determine the student’s potential, both general and specific skills should be assessed. Some of these skills include: abilities, aptitudes, interests, personality and temperament, values, attitudes, motivation, physical capacity, and work tolerance. It may also include: work habits, employability, and social skills. This is not a task that should be done one time only, but rather will be built upon as the student has new experiences.

The Process

The FVE should be the first step of the secondary transition planning process. Information is gathered, the anticipated outcome determined, and only then, can the transition plan be developed that is based on the student’s needs, preferences, and interests. As the plan is designed, goals and objectives are determined. The Individualized Education Program (IEP) can then be written based on this information. When attempts are made to write the IEP prior to the Functional Vocational Evaluation, the plan may not make sense for the student, and may not necessarily reflect the skills and experiences the student needs to reach his/her potential goals. It is through this planning process—with the FVE first, followed by the IEP—that the student’s needs and preferences are fully considered. The student will experience firsthand the development of the IEP and will have many meaningful contributions to make throughout the transition planning process.