Over the years Talent Assessment has received huge response from its users. This response is great for us because it lets us know that we are doing our job, which is to supply a product that can benefit all types of students. Please take a look at the testimonials or success stories from satisfied educators, and if you are a satisfied customer, please take the time to share your story.

CareerX Program, Great Oaks Career and Technical School

Scarlet Oaks Career Campus

3254 East Kemper Road

Cincinnati, Ohio 45241

May, 2011


Joe Dumont, M. Ed

CareerX Instructor




“All is going really well!  The data we are collecting is great, and I have been going over the results with the students and they are surprised at what they are finding out about themselves.  Joe and I see the value of this curriculum and our students are definitely going to benefit from the immediate independence the program promotes."


The CareerX Program in Cincinnati, Ohio recently purchased PAES for their Great Oaks Career and Technical School, Scarlet Oaks Campus.  Joe Dumont, M. Ed, and Jim Hansel, M. En, CareerX Instructors, were asked why PAES®? Read on for Joe and Jim's response, and also learn about the assessment driven data that PAES®  is providing for the CareerX student IEPs and transition planning.


Why PAES®?

"After looking at various options, we found that the PAES® system provided the missing link between the world of education and the world of work. The simulated work environment, with the focus on independence and exploration of skills and interests, has proven to be essential in effectively implementing the transition for our students. The way that the program simultaneously blends pure assessment of skills and interests with the building of employability skills has proven to be an extremely effective way to engage students in preparing for the world of work."


What transition data are you geting? (and not getting)

"The use of the PAES® system has allowed us to help determine where the student's strengths and interests lie while, at the same time, focus their transition goals to their areas of greatest need. Rather than simply determining where their interests lie, the implementation of the PAES® lab allows us to help hone the areas of strength while providing guided, practical opportunities for growth. This relevant data and skill building allows us to help students determine the next steps in their transition towards independence and competitive employment.  All is going really well!  The data we are collecting is great and we have been going over the results with the students and they are surprised at what they are finding out about themselves.”


Is the data helpful in writing IEPs and transition plans?

"Simply put, this is the most practical and relevant data we have ever collected. The assessment of norm-referenced skills on the tasks provides concrete data with which to direct future planning while the criterion referenced employability skills collected each day allow the students to get daily feedback on which areas to continue to focus on developing. The data applies directly to the IEP goals and objectives, as it provides solid evidence of the students’ present levels of performance and guides goal development."




Jim Hansel M.En

CareerX Instructor



Sara Gilberg, PAES Teacher

916 NE Metro Intermediate School District

White Bear Lake, MN

January, 2011


“The program is working very well for us.  We run 3 sessions a day, and we have at least 1 teacher,(myself) and one EA assigned to the lab.  The program is fun for staff and students, and we are all enjoying it.  Our population is mixed level 4, EBD, ASD, OHI and DCD. We use the program daily and we treat it as a preliminary work site.  The program provides a wonderful assessment, and the students learn a lot about themselves and their abilities.  They are exposed to many life skills that they will be able to carry into their independent lives.”


Tom Ambrasas,Special Ed Director

Spring Lake Park, MN

October, 2010


"Every High School in the State of Minnesota should have a PAES program."

Nancy Meyer, Ed. D. Supervisor of

Special Education for So Washington Co ISD 833.

Cottage Grove, MN

August, 2010


"We will use the PAES program with our three high schools, and our Next Step Program.  We look forward to providing the age appropriate training for both employment skills and independent living skills in-house, as well as offering a broad range of career pathways that will guide our students in the process of transition from school to the real world."

Annette Weiler

VE Teacher/PAES Instructor

Pinellas Park Middle School

6940 70th Avenue North

Pinellas Park, FL 33781

727.545.6400 Ext. 45


Imagine that you are a teacher standing at your classroom door, your ESE (Exceptional Student Education) students are entering the classroom asking if they got work today. You explain not today because there is a school wide assembly. They grumble and complain and ask, "do we have to go?" You say, Sorry, yes we do."


The next day the same scenario, but today you say, "Yes, we are working today." They get their supplies and get to work. One student calls you over to check their work. "Great Job!" you say and they beg to do more. Another student calls you over to check their work. You see a few errors and ask them to correct them, they do so with hardly a complaint. The room is busy with workers typing their best and proud of being independent.

What is going on here? A dream? The stepford children? Aliens invaded your students' bodies? No, you're just a PAES teacher in PAES classroom.


I have taught PAES (Practical Assessment Exploration System) for 4 years to a variety of ESE students: EH (Emotionally Handicapped), EMH (Educable Mentally Handicapped) and SLD (Specific Learning Disabilities), in grades 6 through 8. PAES has provided me with valuable information on my special diploma students. It provides detailed information on their aptitude for various career jobs and skill abilities. It has exposed them to real life work situations and expectations. It allows me to be a facilitator in the classroom. It provides the students with hands on experience. My students enjoy doing PAES and they are disappointed when circumstances prevent us from doing so. Inappropriate behaviors in my classroom are almost non-existent. Rules, procedures and expectations are easily complied with. My kids are having fun exploring entry job skills and getting "paid" too. They receive"money" through the Money Manager for the work they do in the PAES lab.

The Money Manager Program works seamlessly with PAES and adds to the success of the program in my class. Being able to buy real items with the money they earned is a tremendous motivator and learning tool. My students learn how to write checks, make deposits, and keep a check register. This leads to a more realistic picture of the world in which they must be a productive citizen. Students say they love PAES because it allows them to feel successful and exposes them to entry level job skills. They feel grown-up and important when they come into the class because they are expected to act as employees. All students must enter the room presentable and prepared to work. It helps them figure out their interests and aptitudes. It gives them awareness of the working world. The experience of PAES for my students will hopefully give them the skills and confidence they need when they are ready to enter the real world of work.


As for me, I feel that I am providing the missing link between schooling and the world outside of the classroom. For that, I am grateful that I am a PAES teacher.







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Phone: 800-634-1472    Email: info@talentassessment.com