1. V3 Discovery Process

2. “Results will no longer take a back seat to compliance.” Eleanor White
Michigan State Director of Special Education ( )
Key Concepts:
It is very important to point out that this training is not a compliance training on IEPs. There are compliance monitors for that. This module should be presented with an administrator / monitor present at as frequently monitoring questions come up. Since ISDs and districts often differ slightly in their monitoring rules, it is important to make sure participants go to their administration for answers to these questions.
It’s also important to point out that this training is not intended to cover all aspects of the IEP. For example, the current module does not address ESY or Transition. Those sections may be developed for future training, but at this time are not included.
Additionally, this training is not intended to include all disabilities, although many participants will see that when you say “ASD”, they could plug in the name of any disability and in most cases, it will fit.
It is important to let participants know that although there will be time to work on parts of the IEP for target students, this module is not intended to serve as the IEP meeting. It should be thought of as a “pre-IEP planning” as there are monitoring rules about conducting an IEP and those rules may or may not be followed within this training.
Considerations:
This module was developed to improve IEP processes around LRE, ASD, and Implementation. Point out that IEP implementation is the number one litigated issue in special education in Michigan. Namely, we are not doing what we say we are doing on the IEP or at least we don’t have data to show it. As such, this module will include tools to assist IEP teams in implementing IEPs with fidelity and document the implementation.
Application:

3. Conditions for Employment
Accurate? Reliable?
Accurate? / Reliable?
Aligned with Principles of Person-Centered Planning / Self-Determination?
Unemployable vs.
Conditions for Employment

4. What are your current Transition Assessments?

5. What is TRANSITION ASSESSMENT?
“…ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of the current and future working, educational, living and personal and social environments…”
CEC: Division on Career Development and Transition (DCDT)
(Sitlington, Neubert & Leconte, 1997)
Do your current assessment(s) accomplish this for youth with ASD?

6. What is the PURPOSE of Transition Assessment?
Develop a Post-Secondary Vision
Post-Secondary Education
Employment
Independent Living
Establish Post-Secondary Goals
Do your current assessment(s) provide ACCURATE information to accomplish this for youth with ASD?

7. Attempt to answer the question whether or not a person CAN work…
Problems with Traditional (Current) Approaches to Transition Assessment for Students with ASD
Attempt to answer the question whether or not a person CAN work…
Tends to just predict success / failure in employment rather than establish CONDITIONS for successful employment
“Predictive measures almost always predict failure.” <Mark Gold & Associates)
Provide info on the specific job or career path the person should pursue often unrelated to skills, passions, etc.
MOTIVATION: If the task itself is motivating, you don’t need to provide a motivator!!

8. Deficit / Readiness Focused Focused on Traditional Self Determination:
Problems with Traditional (Current) Approaches to Transition Assessment for Students with ASD
Tend to lead the job seeker into a competitive process and narrow the field of potential jobs.
Deficit / Readiness Focused
Focused on Traditional Self Determination:
Problems with Reciprocity means Self-Determination for students with ASD may look different
Often Requires Good Self-Reflection

9. Issues with Traditional Assessment for Students with ASD
Communication
Social Reciprocity
Theory of Mind

10. Age-Appropriate Transition Assessment -- DISCOVERY
Division on Career Development and Transition (DCDT) of CEC
Ongoing Process
Data on the individual’s needs, preferences, and interests
Related to the demands of current and future working, educational, living, and personal and social environments

11. An Alternative Age-Appropriate Assessment V3 Discovery
Vision:
Aligned with the principles of self-determination and person-centered planning
Vocational Profile:
Conditions for employment
Contributions to potential employers
Brain Blizzard / Social Capital Map
Visual Resume / State ID

12. V3 Discovery Process

13. HISTORY / Resources in DISCOVERY
Mark Gold, & Associates / Michael Callahan
Griffin & Hammis, Associates
Nila Benito, USF
Collaboration on Discovery and Innovation and Employment (CODIE)
Florida Center for Inclusive Communities

14. RESOURCES

15. What is the Discovery Process?
It is an evidence based transition assessment and process focused on inclusive community employment for all persons including those with the most complex needs and challenges.
It is:
An in-depth study of ONE;
An alternative to comparative, standardized assessments and evaluations;
A process aligned with the principles of person- centered planning, self determination and informed choice.
Michael Callahan,

16. Discovery Process Translates Daily Life / Experiences into Variables to Support Employment
Choices (interests & preferences)
Contributions (skills)
Conditions (frame challenges)
Connections (social capital

17. Let’s Experience Discovery
What skill or talent do you have that most people don’t know about?
Where/when are you at your best?
Where/when are you at your worst?
Other than spouse/parents/partner/ kids, who would you like to give others information about you?
What event(s) most shaped your life?

18. V3 Discovery: The 5 Steps http://www. gvsu

19. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development

20. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development
Select Target Student (Student Information Form)
Identify TEAM (Team Information Form)
- School Staff
- Agencies
- Family Members
Meeting Schedule
Records Review (Documentation Form)

21. Information on Discovery & Customized Employment
Explain V3 Discovery / Outcomes to missing team members (including Guiding Principles)
Complete Griffin & Hammis Online Modules
Review AIM Modules
Review MI-TOP Learnport Modules

22. WHO is doing WHAT by WHEN
TEAM TIME: V3 Discovery
V3 Discovery Step 1
Action steps and time line
NEVER LEAVE WITHOUT
AN ACTION PLAN
WHO is doing WHAT by WHEN

23. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development

24. The FOUR C’s Choices (interests & preferences) Contributions (skills)
Conditions (frame challenges)
Connections (social capital

25. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development

26. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development
V3 Discovery Summary FORM
Section 1: VISION
Section 2: Vocational Profile & Brain Blizzard
Section 3: Visual Resume

27. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development

28. Preparation for Last Module
PRESENTATION of your PROCESS
Full Team including Student
Follows V3 Discovery Process
BRIEF focus on DISCOVERIES (so not repetitive across presentations)
Job Opportunities
Paper Plate Awards
Turn in copy of:
V3 Discovery Checklist
V3 Discovery Summary
Student’s Visual Resume
Examples of visual resumes and a V3 Discovery Process PPT shell available on the START website and flash drives

29. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development
Discovery Short Survey
Detailed Discovery Survey / Interview
Peer Survey

30. Persons of Interest PEERS SIBLINGS EXTENDED FAMILY MEMBERS
CHURCH MEMBERS (OTHER COMMUNITY MEMBERS)
OTHERS?

31. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development
ICIE Observation Form
Home Visit & Neighborhood Tour Form

32. Challenges important but NOT the intention (NOT DEFICIT DRIVEN)
Intentional Community Integrated Experience ICIE (or “I see”): Hang Out w/ Intention
Challenges important but NOT the intention (NOT DEFICIT DRIVEN)
Observe and experience / participate with the student in identified activities / locations in order to identify
CHOICES (interests and preferences)
CONTRIBUTIONS (skills)
CONDITIONS (reframe challenges)
CONNECTIONS (social capital).

33. ICIE: Intentional Community Integrated Experiences
During observations, limit your note-taking so you don’t miss important information.
Use pics / video to assist with recollection later as well as provide examples for the other team members.
Take notes right after the observation while it’s fresh in your mind.
Take time after the observation to follow-up with the student and family to confirm and clarify anything which may be inconsistent with information you gathered or observed.

34. ICIE: Intentional Community Integrated Experiences
NO opinions, judgments, or assumptions;
Rule of thumb: “Just the Facts.”
Observation Types: Familiar / Unfamiliar
Typical Routines
Favorite Places
Favorite Activities
Novel Experiences

35. ICIE Observation Notes
1. What sparked the student’s interest or motivation to participate in the activity? How could you tell? 2. What skills, abilities, and strengths did the student demonstrate during the activity? 3. What supports were necessary for him/her to engage/participate successfully? 4. How did the individual interact with other familiar and unfamiliar people? Did anyone do anything to facilitate the interaction?

36. ICIE Observation Notes
5. Were there any challenges the student experienced during the activity? Are there additional supports that if used may have made the experience more successful for the student? 6. Based on your ICIE experience today, is there something you would like to see explored further with this individual? Do you have other ideas, comments, or questions?

37. Home Visit and Neighborhood Tour

38. The V3 Discovery Steps Preparation Interviews & Surveys Observations
V3 Discovery Summary
Employment Development
V3 Discovery Summary FORM
Section 1: VISION
Section 2: Vocational Profile & Brain Blizzard
Section 3: Visual Resume

39. Step 4: V3 Discovery Summary Section 1: The Vision
Use V3 Discovery interviews and observations the Educational Development Plan (EDP) and any other transition assessments to develop the vision. The vision must include four key areas:
Post-secondary Education / Training (e.g. After school is completed, <student> will attend <name> Technical School for 2 years to study <program>)
Employment / Career (e.g. After school is completed, <student> will work at <business> as a <name of position or job tasks>)  
Independent Living (e.g. After school is completed <student> will live with roommates at the <local> community college)
Community Participation (what hobbies / recreational activities will the student do as an adult) (e.g. After school is completed, <student> will participate in <hobbies / activities>) 
Remember: The IEP must include at least ONE measurable annual IEP goal related to the student’s vision    

40. Step 4: V3 Discovery Summary Section 2: The Vocational Profile
Alternative to traditional evaluation reports that compare persons with complexities against an arbitrary norm, skill or other person.
Robust: It fully develops aspects of the person’s life so that contributions and qualities can be translated to employers.
Optimistic: It focuses on the best of who people are rather than on difficulties or shortcomings.
Descriptive: It describes the individual and carefully avoids any evaluative or opinion-based statements.

41. V3 Discovery Summary—Step 4 Section 2: Vocational Profile & Brain Blizzard
Choices (Interests / Preferences):
Personal passions
Preferred activities
General areas of work interests
Highly motivating interests and activities (e.g. activities the student is motivated to engage in without being expected to do so).
Contributions (strengths & skills): Activities / tasks the student performs and skills demonstrated that could be contributions to an employer (ex. punctual, orderly).
Include academic and non-academic skills (including task initiation, task engagement, and task completion)
Independence skills including managing a personal schedule, transitions from one activity to another, assembling / keeping track of own supplies (e.g. wallet, lunch, planner, communication system, etc.)
Communication skills / Social interactions
Use of technology
Self-determination / advocacy skills

42. V3 Discovery Summary Step 4
Section 2: Vocational Profile & Brain Blizzard
V3 Discovery Summary Step 4
Conditions for Success: Employment features that have to be in place / avoided for the student to:
Be at their best
Demonstrate their contributions
Be most independent
Perform at their level of full participation
Make the greatest contribution to the activity.
Includes:
Physical environment
Times of day
Movement needs
Social preferences
Positive behavioral interventions and supports
Personal supports
Instructional strategies.

43. V3 Discovery Summary – Step 4 Section 2: Vocational Profile & Brain Blizzard
Conditions for Success:
Challenges re-framed to conditions for success
”no transportation” = “work close to home”
“not organized” = “need checklists and visuals”
“has trouble with” = “working on” (GOALS)
Supports the student needs to be independent and successful in an employment situation:
Visual Supports
Peer / Natural Supports
Behavioral Supports
Accommodations
Technology
Adult Support
Service Agencies

44. V3 Discovery Summary—Step 4 Section 2: Brain Blizzard (Nila Benito, CODIE)
Using vocational profile info to:
Develop a list of vocational job opportunities related to vocational themes
Identify job responsibilities, duties, and tasks linked to identified theme areas
Identify specific employers who may have these types of jobs / job tasks in their businesses
Develop actions to facilitate job development

45. Customized Plan of Employment Form of Person-Centered Planning
Meeting Format
Who (6-9):
Job Seeker
Family members
Friends & neighbors
Professionals & paid service members
Close relationship
Optimistic support for employment

46. One Option to Start: What works / What doesn’t
Working alone
Time on a computer
Talk about the weather
Own work area
Reading directions
What Doesn’t
People standing behind
Sitting, watching others
Wearing formal clothes
Sharing personal items
Unclear expectations

47. V3 Discovery Summary – Step 4 Section 2: Brain Blizzard
Use Meeting Mechanics: Chart Board
Identify 3-5 Vocational Themes: Blending of the student’s preferences, interests, strengths, skills, necessary supports, etc.
ONE THEME PER CHART BOARD
For each theme, develop a list of potential skills, duties, tasks associated with the theme
Example: Theme = Computers
Tasks: Transcription, data entry, editing movies in moviemaker
NOT Job Titles!!

48. V3 Discovery Summary – Step 4 Section 2: Brain Blizzard
Have each team member list at least THREE employers / businesses in the local community consistent with the identified themes, tasks, conditions for employment (approx. 20 per theme)—Use sticky notes
Employers
Theme: 1. 2. 3. 4. 5.

49. BOOKS THEME Job Ideas Classrooms; GED prep sites
1Research Institutes
Museums; museum research dept.
Gift Shops (i.e. Hallmark)
Auction Websites Online
Online stores
Hair Salons
Hotels
Thrift Stores (i.e. shelving the donated books)
Publishing House/Company
Printing company Book Manufacturing/book binding company
Legal department; law libraries
Post secondary training site departments
Guidance departments
Vendors that go around and sell book items to large companies (i.e. “Books are Fun” display that comes to the school monthly)
Telephone book depositories
County appraiser dept.
School and university libraries and media centers bookstores
children’s book stores or children’s section at a library
Book fairs
Books for Kids charity event dollar store
card shops
medical libraries
medical records at the hospital
church; and church libraries
Superstores: Target, Kmart, Wal-Mart
Discount Stores: Marshall’s, Ross, TJMaxx
Music Stores: FYE, Virgin Megastore
Visitor Centers
Career Centers
Daycare Centers
County engineer dept.
Real estate appraiser offices
Court house reference areas
Airport, and magazine counters

50. Brain Blizzard

51. Brain Blizzard Themes:
1. Office – Collate, staple, stuff envelopes, shredding
2. Organization – Filing, folding, sorting, stocking, organizing clothing and materials
3. Assembly – labeling, booklets, cards labeled/stamped
Employers
Theme: Office
Theme: Organization
Theme: Assembly
Fremont Methodist
Church
1. St. Vincent DePaul
1. Sheffield Place
2. F.P. Horak Co.
2. Bay Area Family Y
2. Better Made
3. Prime Brothers
3. Goodwill
3. Jack’s Market
4. DuRussel Insurance
Agency
4. Wirt Bay County Library
4. Pizza Hut
5. Wirt Bay County Library
5. Electric Beach
5. American Gourmet

52. V3 Discovery Summary – Step 4 Section 3: Visual Resume
Focus
Paint a clear picture of the person
Convey skills, contributions, conditions

53. Forms of Visual Resumes
Written
Portfolio
Video
PPT
Business Card

54. Visual Resume Tips Portray competence Be specific Use verbs
Be respectful informative
Emphasize strengths and abilities
Show strategies that work
Turn challenges into conditions for success

55. V3 Discovery Summary – Step 5 Employment Development
Contact Potential Employers from Brain Blizzard for an interview / tour.
Conduct an Employer Needs Analysis (interview & tour)
Identify the Match---match student’s Choices (interests / preferences), Contributions (strengths & stills), and Conditions for success with the needs of employers.
Negotiate a position with Employers

56. Three Relevant Questions
Do you have any unmet workplace needs or tasks that need to get done but often are not?       
Do you have individual tasks or aspects of larger tasks performed by highly paid employees that could be performed by entry level workers? If so, what tasks?   
   
Do you have tasks that would benefit from specific productivity or quality enhancement based on specific competencies of job seekers?      

57. Other Relevant Considerations
What is the culture of the business?
Dress Code:      
Commonly Used Language (e.g. slang, acronyms):      
Work Hours:      
Break Times:      
Lunch Procedures:      
Initiation for New Hires:      
Social Interactions:      
Transportation (e.g. carpooling):      
Disclosure of Disability Considerations:      
For each job in the business, outline the following:
Job Tasks (task analyze the responsibilities of the job)      
Tools Required      
Performance Expectations      
Quality Measures      
Supervision and Instruction      

58. Blueprint for Employment
Job Seeker:
Job Developer:
Employer:
Date Job Begins: Available Not Avail
Choices (interests & preferences) 1. 2. 3. 4.
_______
Contributions (strengths & skills)
Conditions for Success

59. Preparation for Last Module
PRESENTATION of your PROCESS
Full Team including Student
Follows V3 Discovery Process
BRIEF focus on DISCOVERIES (so not repetitive across presentations)
Job Opportunities
Paper Plate Awards
Turn in:
V3 Discovery Checklist
V3 Discovery Summary
Student’s Visual Resume
Examples of visual resumes and a V3 Discovery Process PPT shell available on the START website and flash drives

60. Implementation Variables
Who benefits best from V3 Discovery as an age-appropriate assessment?
Who should conduct it?
How long does it take to do?
When should it be done?