1 Student Career Plans A Person Centered Plan, Identifying Post School Employment Goals Washington Initiative for Supported Employment (206) , ext 103 Marsha Threlkeld

How Does Student Career Planning Align With IDEA & Indicator 13? The term “transition services” means a coordinated set of activities for a child with a disability that: Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation; Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation. [34 CFR (a)] [20 U.S.C. 1401(34)] 2www.theinitiative.ws

3 Table of Contents Basic Information 4 Conducting the Meeting 5 Experience & Activities 6 Preferences and Interests 8 Strengths and Abilities 10 Possible Career Goals 12 Essentials for Success 14 IEP Considerations 16 Next Steps 18 For Further Information 20

4 Basic Information Orient yourself with the different slides or templates that follow. These are: –Experience & Activities, Preferences & Interests, Strengths & Abilities, Possible Career Goals, Essentials for Success, I.E.P. Considerations, and Next Steps. Orient the student and family to the process. Share the blank sheets with them before the meeting. Talk with the student and family about who to invite to participate in the planning meeting. The student must be present and the meeting generally includes the parents and school staff and is enhanced with the inclusion of family friends, adult services providers or other community members identified by the student and family. The meeting is generally held at school, but it can take place at the family home or a community location. You will need 1.5 to 2 hours to complete the planning meeting.

5 Conducting the Meeting Have all the forms ready to be covered at the meeting. Use large easel paper; one for each page with the headings labeled on each sheet. Have these up on the wall for everyone to see. Work on each sheet one at a time. Use the Facilitator Tips information to solicit the group for information on each sheet. Use colored markers to fill in information as the team discusses it. Be open and attentive to everyone present. Make sure the student is heard. After the meeting, transfer the information to PowerPoint for permanent documentation. You can use the enclosed CD. The teacher uses the information to complete the I.E.P.

6 Experience & Activities School Home Community

7 Experience & Activities Facilitator Tips School –List all work the student has done on a paid or volunteer basis –List work experience done as part of school community based work experience, school based experiences or any other. –These can be short or long term. Note how long the experience lasted. Home –Ask what chores and activities are done at home –Ask what might be done in the neighborhood as paid work or volunteerism –Ask about hobbies and special interests Community –Ask what jobs or activities the student might be a part of in the community. – For instance, do they help out at church or the swimming pool? –Ask about camping or traveling Make note of whether the activities were liked or disliked

8 Preferences & Interests What is preferred or of interest? What brings joy and fulfillment?

9 Preferences & Interests Facilitator Tips What is preferred or of interest? What is of special interest to the student? What environments or places interest the student? What brings joy and fulfillment? What makes the student happy? What makes the student feel fulfilled? Think of things, people, and activities Think of what makes the student happy when they are working or learning Highlight items of the most importance

10 Strengths and Abilities Strengths & Positive Attributes Abilities & Skills

11 Strengths and Abilities Facilitator Tips Strengths & Positive Attributes List positive things about the student. List positive attributes that would assist in work environments. List things that make the student stand out or are special about them. Abilities & Skills List typical work skills List special skills List academic skills List skills found in school, home and the community Think about typical vocational skills as well as people skills and other abilities of the student

12 Possible Career Goals Possible Careers Connections to Opportunities Possible Duties Possible Locations

13 Possible Career Goals Facilitator Tips Possible Careers Connections to opportunities Possible Duties Possible locations List possible careers or job categories. Example: Working in a hardware Store, an automotive detailer List specific Tasks or duties Example: Shelving Items, Pricing merchandise, Vacuuming out cars Ask who has connections to any of the jobs or locations mentioned. Do this triangle Last. List any job sites where the student would want to work Example: Home Depot, Honda Dealers List several ideas for employment and job duties. Highlight those of the most interest to the student.

Essentials for Success, What Works & Doesn’t Work WORKS DOESN’T WORK Think About: Special Considerations, Supports and Systems, and Equipment or Technology

15 Essentials for Success, What Works & Doesn’t Work Facilitator Tips Considerations List any concerns which need to be addressed Examples: medical issues, transportation issues Take into account what careers or conditions for employment will meet with the family’s approval Supports and Systems List supports which must be in place. Examples: staff supports, cue cards, new clothing, necessary meetings with adult service providers Equipment or Technology List Assistive Technology, Information technology, devices or machines. Example: a new wheelchair, a cell phone, AT assessment, or a laptop computer Think about everything that needs to be in place for the student to be successful

16 IEP Considerations Instruction Related Services and Technology Community Experiences

17 IEP Considerations Facilitator Tips Instruction List academic and skilled based instruction needs Related Services and Technology List adult services and professionals which need to be connected to the student List technology and equipment which needs to be obtained. Community Experiences List sites in the community where instruction or experience will occur. Keep things in a conversation mode. This information will be used later when you draft the IEP.

18 Next Steps Is there a next meeting? ________ What needs to be done? Who will do it? When will it be done by?

19 Next Steps Facilitator Tips Is there a next meeting? ________ What needs to be done? Who will do it? When will it be done by? Example: Contacting Home Depot Store Employment Specialist/Vendor November 15 Example: Opening a case with DVR MomDecember 1 Example: Teaching the bus route schoolJanuary 1 Example: Assistive Technology assessment schoolMarch 1 Several different people, including the family should be represented

20 For information on technical assistance or training around these materials contact: Marsha Threlkeld Washington Initiative for Supported Employment , ext S. King St, Suite 260 Seattle, WA