1. “Transition" Welcome to...
[This slide can be on display as participants come into the room.]
Welcome
Introduce yourself to the group. Tell a brief story about why you do what you do.
If you have a small group – ask participants to introduce themselves.
If you have a large group – ask, by show of hands, how many participants are: parents, teachers, etc.
Explain that you have put index cards (or blank pieces of paper) on the tables, and invite people to write down questions as you go through the workshop. Announce that you will have time at the end of the workshop to answer questions.

2. Family Network on Disabilities of Florida, Inc. (FND) is:
Family Driven
Non-Profit 501(c)3
ANIMATED
Click 1 - Family Driven: What makes FND unique is that the majority of our Board of Directors, all of our Management Staff and all of our Program Staff are parents or family members of persons with disabilities.
When family members call FND, they not only receive the expertise and knowledge of a professional, but also the compassion and empathy of someone who has walked (and continues to walk) in their shoes.
Click 2 - Membership: FND is a statewide network that relies on and represents its membership. Please take a moment before you leave today, to look over our membership brochure [show participants brochure] and sign up to be a member of our heart network.
Family Driven: What makes FND unique is that the majority of our Board of Directors, all of our Management Staff and all of our Program Staff are parents or family members of persons with disabilities.
When family members call FND, they not only receive the expertise and knowledge of a professional, but also the compassion and empathy of someone who has walked (and continues to walk) in their shoes.
Note: Additional information and handout which accomany this workshop will also be available at the end of this presentation.

3. We do NOT: We DO: Act As Attorneys Provide Support Provide Information
Help Identify Options
ANIMATED
Click 1 - Act as Attorneys: We don’t represent families, and we don’t give legal advice.
Click 2 - Support: FND has been the statewide Parent to Parent since 1985, and the value of families getting support by networking with other families is built into everything we do. We often get calls from parents or other family members who just need to talk – and we’re there to listen.
Click 3 - Information: Altogether, FND logs over 15,000 calls a year, most of them from parents, family members, or professionals who are looking for information. We have a large database of resources in Florida, and a library filled with disability-related information. Regardless of the question, our staff will go the extra mile to find an answer.
Click 4 - Identify Options: Our philosophy at FND is that it is not our role to tell families what to do. It is our role, however, to inform families of what their options are – and encourage them to make their own decisions about what is right for their family.
Act as Attorneys: We don’t represent families, and we don’t give legal advice.
Support: The value of families getting support by networking with other families is built into everything we do. We often get calls from parents or other family members who just need to talk – and we’re there to listen.
Identify Options: Our philosophy at FND is that it is not our role to tell families what to do. It is our role, however, to inform families of what their options are – and encourage them to make their own decisions about what is right for their family.
Information: Altogether, FND logs over 15,000 calls a year, most of them from parents, family members, or professionals who are looking for information. We have a large database of resources in Florida, and a library filled with disability-related information. Regardless of the question, our staff will go the extra mile to find an answer.

4. WELCOME
The purpose of this presentation is to help participants have a better understanding of the transition process, how to effectively participate, and how to access follow-up supports.

5. IDEA
“…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.”
NO ANIMATION
A General Provision of the Individuals with Disabilities Education Act states:: ( “…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living”)
Today, we will be talking about making transitions from school to community.
A General Provision of the Individuals with Disabilities Education Act states: ( “…to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living”)
Today, we will be talking about making transitions from school to community.

6. Passage from one form, state, style, or place to another.
Transition
Passage from one form, state, style, or place to another.
School To
Community
NO ANIMATION
The dictionary defines transition as a passage from one form, state, style, or place to another.
Parents of children with disabilities experience many transitions throughout the lives of their children.
* Hospital to home
* Home to Early Intervention Services and the Family Support Plan
* Early Intervention Services to Pre School and the IEP Process
* Pre School to Elementary School
* Elementary School to Middle School
* Middle School to High School
* High School to Community and/or Higher Education
Throughout all of the transitions made, there is always paperwork, research, family meetings to discuss hopes and dreams, more paperwork, and more research.
The dictionary defines transition as a passage from one form, state, style, or place to another.
Parents of children with disabilities experience many transitions throughout the lives of their children.
* Hospital to home * Home to Early Intervention Services and the Family Support Plan * Early Intervention Services to Pre School and the IEP Process * Pre School to Elementary School * Elementary School to Middle School * Middle School to High School * High School to Community and/or Higher Education. Throughout all of the transitions made, there is always paperwork, research, family meetings to discuss hopes and dreams, more paperwork, and more research.

7. Transition means that “something is about to change.”
ANIMATION
Click 1: Brings in the “frazzled guy”.
FND doesn’t want anyone to feel like this man! Change is unsettling, but necessary for growth. The more students and parents know about the process, and the more they are involved in the process, the less likely they are to have THIS reaction to change.
FND doesn’t want anyone to feel like this man! Change is unsettling, but necessary for growth. The more students and parents know about the process, and the more they are involved in the process, the less likely they are to have THIS reaction to change.

8. Transition Services Coordinated set of activities
Focused on improving academic and functional achievement
Based on needs and preferences
Instruction and Related Services
ANIMATION
Click 1: Brings in the four statements on the slide, one at a time.
The term ‘transition services’ means a coordinated set of activities for a child with a disability that:
Is focused on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities.
Post school activities may include: continuing education, vocational education, employment (including supported employment), 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, when appropriate, the development of daily living skills and functional vocational evaluation.
The term ‘transition services’ means a coordinated set of activities for a child with a disability that is focused on improving the academic and functional achievement of the child to facilitate movement from school to post-school activities.
Post school activities may include: continuing education, vocational education, employment (including supported employment), independent living, or community participation.
It 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 when appropriate, the development of daily living skills and functional vocational evaluation.

9. Post-School Outcome Statements may include:
Transition and the IEP
Age 14 (in Florida)
Post-School Outcome Statements may include:
Diploma Option
Post–Secondary Education
Employment
Living Arrangements
Other Relevant Preferences
NO ANIMATION
At age 14, the IEP team begins the development of The Transition IEP. Up until age 14, Present Level of Performance has driven the development of the IEP. At age 14, in addition to present level, the post school outcome drives the development of the IEP.
The child’s functional levels and interests will be determined by transition assessments, which include student input, parental input, teacher observation, and other relevant data.
The analysis of these assessments will be used to develop an individual Post-School Outcome Statement.
An example of a post-school outcome statement might be: Sam will complete requirements for a special diploma, maintain his job in the hospital cafeteria, live in an apartment with a friend, and participate in recreational activities in the community.
At age 14, the IEP team begins the development of The Transition IEP. Up until age 14, Present Level of Academic Achievement has driven the development of the IEP. At age 14, in addition to present level, the post school outcome drives the development of the IEP.
The child’s functional levels and interests will be determined by transition assessments, which include student input, parental input, teacher observation, and other relevant data.
The analysis of these assessments will be used to develop an individual Post-School Outcome Statement.
An example of a post-school outcome statement might be: “Sam will complete requirements for a special diploma, maintain his job in the hospital cafeteria, live in an apartment with a friend, and participate in recreational activities in the community.”

10. Post-School Outcome Statements may include:
Transition and the IEP
Age 14 (in Florida)
Post-School Outcome Statements may include:
a statement of the student’s transition service needs
consideration of instruction or the provision of information in the area of self-determination
NO ANIMATION
The IEP team must write a statement that reflects the student’s needs that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational education program.
The team must also consider the student’s need for instruction or information (addressing skills including self-awareness, self-advocacy, making choices, setting goals, solving problems, and taking action) that will assist him or her to be able to actively and effectively participate in IEP meetings and self-advocate, if appropriate.
The IEP team must write a statement that reflects the student’s needs that focuses on the student's courses of study, such as participation in advanced-placement courses or a vocational education program.
The team must also consider the student’s need for instruction or information (addressing skills including self-awareness, self-advocacy, making choices, setting goals, solving problems, and taking action) that will assist him or her to be able to actively and effectively participate in IEP meetings and self-advocate, if appropriate.

11. Transition and the IEP Age 14 (in Florida) Student Invited
Diploma options
ANIMATION
Click #1: Brings in the graphic.
If appropriate, the student is invited to participate in the IEP meeting.
During the student's eighth grade year or during the school year of the student's fourteenth birthday, whichever comes first, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma.
In order to identify diploma options, it is helpful to first understand the Florida Sunshine State Standards.
If appropriate, the student is invited to participate in the IEP meeting.
During the student's eighth grade year or during the school year of the student's fourteenth birthday, whichever comes first, the IEP must include a statement of whether the student is pursuing a course of study leading to a standard diploma or a special diploma.
In order to identify diploma options, it is helpful to first understand the Florida Sunshine State Standards.

12. Sunshine State Standards
The Sunshine State Standards are a set of statewide academic standards that represent the knowledge and skills Florida students will need to achieve in order to succeed in the world of work or college.
NO ANIMATION
The Sunshine State Standards are the guidelines that identify what a child is expected to learn in each grade level, in order to be promoted into the next grade level. The Sunshine State Standards are heavy on academic basics, like reading, writing and mathematics.
The standards provide clear, identifiable goals for learning what a child is expected to know in each subject at each grade level.
It is strongly recommended that parents familiarize themselves with the Sunshine State Standards when developing goals on the IEP.
In order to graduate with a regular diploma a student needs to master the Sunshine State Standards.
The Sunshine State Standards are the guidelines that identify what a child is expected to learn in each grade level, in order to be promoted into the next grade level. They are heavy on academic basics, like reading, writing and mathematics. The standards provide clear, identifiable goals for learning what a child is expected to know in each subject at each grade level.
It is strongly recommended that parents familiarize themselves with the Sunshine State Standards when developing goals on the IEP. In order to graduate with a regular diploma a student needs to master the Sunshine State Standards.

13. Diploma Options Standard Diploma 2.0 grade point average
Passing score on FCAT
Complete credits
NO ANIMATION
Refer participants to the “Getting the Right Fit” handout in their packets.
We will be briefly going over all of the diploma options, for further information, please refer to the handout.
We’ll begin here, with Standard Diploma:
To earn a Standard Diploma, students must meet the graduation requirements set by the state and any additional requirements set by the local school district.
The student must earn an overall 2.0 (C) grade point average (GPA) on a 4.0 (A) scale.
The student must earn a passing score on both portions of the Florida Comprehensive Assessment Test (FCAT).
The student must successfully complete credits in the required subject areas for one of the following graduation programs:
traditional 24 credit standard diploma
Three year, 18 credit college preparatory diploma
Three year, 18 credit career preparatory diploma
At the end of 8th grade, students working toward a standard diploma will be asked to select one of these three programs.
The student must successfully complete credits in the required subject areas for one of the following graduation programs:
Traditional 24 credit standard diploma,
Three year, 18 credit college preparatory diploma, and
Three year, 18 credit career preparatory diploma.
To earn a Standard Diploma, students must meet the graduation requirements set by the state and any additional requirements set by the local school district.
The student must earn an overall 2.0 (C) grade point average (GPA) on a 4.0 (A) scale.
The student must earn a passing score on both portions of the Florida Comprehensive Assessment Test (FCAT).
At the end of 8th grade, students working toward a standard diploma will be asked to select one of these three programs.

14. Diploma Options Standard Diploma FCAT Waiver IEP Team may waive FCAT
Criteria for consideration
Mastered Sunshine State Standards
FCAT not accurate measure
NO ANIMATION
For students with disabilities, the IEP team may waive the FCAT requirement for graduation with a 24 credit standard diploma. To be considered for the waiver, the student must meet certain criteria.
If there is sufficient evidence that the student has mastered the Sunshine State Standards and the IEP Team determines that the FCAT is NOT an accurate measure, the FCAT requirement must be waived for the math or reading portion, or both.
For students with disabilities, the IEP team may waive the FCAT requirement for graduation with a 24 credit standard diploma. To be considered for the waiver, the student must meet certain criteria.
If there is sufficient evidence that the student has mastered the Sunshine State Standards and the IEP Team determines that the FCAT is NOT an accurate measure, the FCAT requirement must be waived for the math or reading portion, or both.

15. Diploma Options Special Diploma Option 1 Minimum number of credits
Mastery of Sunshine State Standards for Special Diploma
NO ANIMATION
Special Diploma Option 1:
The student must earn the minimum number of course credits determined by the local school board.
The student must show mastery of the Sunshine State Standards for Special Diploma.
Special Diploma Option 1:
The student must earn the minimum number of course credits determined by the local school board.
The student must show mastery of the Sunshine State Standards for Special Diploma.

16. Diploma Options Special Diploma Option 2 Successfully employed
Achieve all annual goals
Competencies in employment
NO ANIMATION
This Option is based on mastery of a set of employment and community competencies identified in the graduation training plan developed for each individual student by the IEP Team.
Requirements for a Special Diploma Option 2 are:
The student must be successfully employed for at least one semester, at or above minimum wage.
The student must achieve all annual goals related to employment and community competencies identified in the IEP.
The student must show mastery of competencies in employment and community.
This Option is based on mastery of a set of employment and community competencies identified in the graduation training plan developed for each individual student by the IEP Team.
Requirements for a Special Diploma Option 2 are:
The student must be successfully employed for at least one semester, at or above minimum wage.
The student must achieve all annual goals related to employment and community competencies identified in the IEP.
The student must show mastery of competencies in employment and community.

17. Regular Certificate of Completion
Complete course requirements Unable to hold Unable to Pass Grade 10 FCAT
Regular Certificate of Completion for Students with Disabilities
Eligible to receive Special Diploma Option 1
ANIMATION
Click 1: Regular Certificate of Completion
May be awarded to a student who completes all standard course requirements, but who is unable to earn an overall 2.0 grade point average, and earn a passing score on the grade 10 FCAT.
Click 2: Regular Certificate of Completion for Students with Disabilities
Students with disabilities who are eligible to receive a regular certificate of completion may choose to receive a Special Diploma, Option 1, instead.
Students with disabilities who are eligible to receive a regular certificate of completion may choose to remain enrolled and continue to receive exceptional student education (ESE) services in pursuit of a standard diploma until their 22nd birthday.
Regular Certificate of Completion may be awarded to a student who completes all standard course requirements, but who is unable to earn an overall 2.0 grade point average, and earn a passing score on the grade 10 FCAT.
Regular Certificate of Completion for Students with Disabilities:
Students with disabilities who are eligible to receive a regular certificate of completion may choose to receive a Special Diploma, Option 1, instead.
Students with disabilities who are eligible to receive a regular certificate of completion may choose to remain enrolled and continue to receive exceptional student education (ESE) services in pursuit of a standard diploma until their 22nd birthday.

18. Certificate of Completion College Placement Test Eligible
2.0 Grade Point Average Unable to pass FCAT Eligible to take College Placement Test
ANIMATION
Click 1: Certificate of Completion College Placement Test Eligible
May be awarded to a student who completes standard course requirements and earns an overall 2.0 grade point average on a 4.0 scale but who is unable to earn a passing score on the grade 10 FCAT. Students who receive a Certificate of Completion—College Placement Test Eligible must be allowed to take the College Placement Test and be admitted to remedial or credit courses at a Florida community college, as appropriate.
Certificate of Completion College Placement Test Eligible may be awarded to a student who completes standard course requirements and earns an overall 2.0 grade point average on a 4.0 scale but who is unable to earn a passing score on the grade 10 FCAT. Students who receive a Certificate of Completion—College Placement Test Eligible must be allowed to take the College Placement Test and be admitted to remedial or credit courses at a Florida community college, as appropriate.

19. Special Certificate of Completion
Unable to meet requirements for a special diploma
A special certificate of completion is available to students with disabilities who are unable to meet all of the requirements for a special diploma. The certificate indicates that the student passed required ESE courses but did not master all of the Sunshine State Standards for a Special Diploma.
A special certificate of completion is available to students with disabilities who are unable to meet all of the requirements for a special diploma. The certificate indicates that the student passed required ESE courses but did not master all of the Sunshine State Standards for a Special Diploma.

20. Transition and the IEP Update Outcome Statement
Review Diploma Decisions
Develop Goals
Update Statement of Transition Needs
Develop Statement of Needed Services & Linkages
Invite Agencies and Document Participation
NO ANIMATION
At age 16, the team must:
Update desired post-school outcome statement on the Transition IEP. Review and if needed revise the diploma decision. Develop goals based upon transition assessments which relate to training and education, employment, and independent living skills.
Update the statement of transition needs that focuses on courses of study.
Develop a statement of needed transition services that may include instruction, related services, community experiences, employment, post-school adult living and, if appropriate, daily living skills and functional vocational evaluation. When appropriate, develop statement of agency responsibilities or any needed linkages. Invite any agency likely to provide or pay for any transition services to send a representative.
At age 16, the team must:
update desired post-school outcome statement on the Transition IEP.
review and if needed revise the diploma decision.
develop goals based upon transition assessments which relate to training and education, employment, and independent living skills.
update the statement of transition needs that focuses on courses of study.
develop a statement of needed transition services that may include instruction, related services, community experiences, employment, post-school adult living and, if appropriate, daily living skills and functional vocational evaluation. when appropriate, develop statement of agency responsibilities or any needed linkages. Invite any agency likely to provide or pay for any transition services to send a representative.

21. Transition and the IEP Age 16
Student Participation
Agency Participation in the Transition IEP Meeting
Provision of Services by Agencies
Alternative Strategies
If the student does not attend the Transition IEP meeting, the team should document other steps taken to ensure that the student’s needs, preferences, and interests were considered.
• If an agency invited to send a representative to the Transition IEP meeting does not do so, the team should document other steps taken to obtain their participation. • If an agency fails to provide transition services described in the Transition IEP, the team should reconvene to identify alternative strategies to meet the student’s transition objectives.
The district shall identify an IEP team member or designee who will follow-up with agencies, as needed, and verify the provision of services by other agencies to the student and/or the student's parents as provided for in the IEP.
If the student does not attend the Transition IEP meeting, the team should document other steps taken to ensure that the student’s needs, preferences, and interests were considered.
If an agency invited to send a representative to the Transition IEP meeting does not do so, the team should document other steps taken to obtain their participation.
If an agency fails to provide transition services described in the Transition IEP, the team should reconvene to identify alternative strategies to meet the student’s transition objectives.
The district shall identify an IEP team member or designee who will follow-up with agencies, as needed, and verify the provision of services by other agencies to the student and/or the student's parents as provided for in the IEP.

22. Transition and the IEP Age 17 Transfer of Rights
NO ANIMATION
In Florida, the age of majority is 18. Just before students turn 17, they must be informed of the rights that will transfer to them when they turn 18. The IEP must include a statement confirming that the student was informed.
This notice must be provided to both the individual and the parents.
If a child has, through guardianship procedures, been determined to be “incompetent,” then this provision does not apply.
Florida’s statutes include a special guardianship for individuals with developmental disabilities called “guardian advocate,” which, while it does not include a “competency” hearing, can state that the person does not have the ability to provide informed consent with respect to their educational program.
In Florida, the age of majority is 18. Just before students turn 17, they must be informed of the rights that will transfer to them when they turn 18. The IEP must include a statement confirming that the student was informed.
This notice must be provided to both the individual and the parents.
If a child has, through guardianship procedures, been determined to be “incompetent,” then this provision does not apply.
Florida’s statutes include a special guardianship for individuals with developmental disabilities called “guardian advocate,” which, while it does not include a “competency” hearing, can state that the person does not have the ability to provide informed consent with respect to their educational program.

23. Transition and the IEP Age Of Majority
NO ANIMATION
At age 18, the rights transfer to the student. The parents will still receive notice to attend the meeting as a person knowledgeable about the student.
At age 18, the rights transfer to the student. The parents will still receive notice to attend the meeting as a person knowledgeable about the student.

24. Should take part in their own IEP meetings
Students
Should take part in their own IEP meetings
NO ANIMATION
Students themselves should take part in their own IEP meetings, if they are able to do so, especially when the focus is transition planning.
The student should be encouraged to:
Actively participate.
Read the IEP.
Express needs, preferences, and interests.
Write down long term goals. What does the student want to do?
Learn about civil rights.
Practice job interviews.
Help identify accommodations, supports, and technology to assist him/her in the community
Students themselves should take part in their own IEP meetings, if they are able to do so, especially when the focus is transition planning.
The student should be encouraged to actively participate, read the IEP, express needs, preferences, and interests, write down long term goals (What does the student want to do?), learn about civil rights, practice job interviews, and help identify accommodations, supports, and technology to assist him/her in the community.

25. Parents Help prepare Provide insight Provide information Partner
Monitor
Commit
NO ANIMATION
Parents can:
Help prepare the student by role playing different situations, such as interviews.
Observe the student’s independent living skills
Provide insight on his or her strengths, needs, preferences, and interests and assist in developing the Post-School Outcome Statement
Provide information on independent living skills, and medical needs
Introduce the student to adult role models with disabilities
Identify community participation and social relationships outside of school For example, there are resources available in the blue pages of the phone book.
Partner, monitor, and commit to a successful Transition IEP
Parents can:
help prepare the student by role playing different situations, such as interviews.
observe the student’s independent living skills.
provide insight on his or her strengths, needs, preferences, and interests and assist in developing the Post-School Outcome Statement.
provide information on independent living skills, and medical needs.
introduce the student to adult role models with disabilities.
identify community participation and social relationships outside of school. For example, there are resources available in the blue pages of the phone book.
partner, monitor, and commit to a successful Transition IEP.

26. School Help prepare Provide insight Provide information Partner
Monitor
Commit
NO ANIMATION
Did you notice that the list for School District Personnel is the same as the list for Parents?
Like parents, school district personnel should help prepare the student through role play, Community Based Instruction, and other methods.
Provide insight regarding the provider network in the area.
Talk to the student about transition services.
Help to identify the student’s outcome statement.
Encourage staff to be creative in the problem solving.
Partner, Monitor and Commit.
Did you notice that the list for School District Personnel is the same as the list for Parents?
Like parents, school district personnel should help prepare the student through role play, community based instruction and other methods, provide insight regarding the provider network in the area, talk to the student about transition services, and help to identify the student’s outcome statement.
School District Personnel should also encourage staff to be creative in the problem solving, partnering, monitoring, and commitments.

27. The Future Partners in the Process School Counselors
Career Assessment Personnel
Vocational Educators
Vocational Rehabilitation Counselors
Transition Specialists
Employment Specialists
Independent Living Centers
Post Secondary Programs
The Future
Partners in the Process
ANIMATION
The completion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, getting a job, and living independently.
Partners in the process may include:
Click 1: School Counselors, Career Assessment Personnel, Vocational Educators, Vocational Rehabilitation Counselors, Transition Specialists, Probation Officers, Employment Specialists, Job Coaches and Local Businesses.
Click 2: Independent Living Centers and Post Secondary Programs
Partners in the process may include:
School Counselors, Career Assessment Personnel, Vocational Educators, Vocational Rehabilitation Counselors, Transition Specialists, Probation Officers, Employment Specialists, Job Coaches, Local Businesses, Independent Living Centers, and Post Secondary Programs.
The completion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, getting a job, and living independently.

28. Planning for Employment Training and Preparation
Provide instruction
Community based experiences
Identify providers
Supports
On the job training
ANIMATION
Click 1: brings in the list
Training and preparation may include:
providing instruction to youth on job-seeking skills -16
providing community-based work experiences related to career development -16
Identifying potential service providers -16
providing natural supports and accommodations -16
providing instruction and training (pre-employment or on-the-job)
Training and preparation may include:
providing instruction to youth on job-seeking skills -16.
providing community-based work experiences related to career development -16.
identifying potential service providers -16.
providing natural supports and accommodations -16.
providing instruction and training (pre-employment or on-the-job.)

29. Planning for Employment Assessment
Interview
Observation in a work setting
Vocational evaluation
Self assessment
Develop awareness
Discuss health care issues
ANIMATED
Click 1: Brings in the list one at a time.
Conduct a functional transition assessment which includes interviewing Marissa regarding her vocational interests and preferences
Both Marissa and her parents reported that she likes working with people.
Conduct situational assessment (observation in a work setting) to assess endurance, strength, aptitude, social skills, interests, interactions
Self-assessment – Marissa identifies things she believes she can do
Develop Marissa's awareness of different jobs
Discuss health care issues that may impact employment (part of an assessment)
Assessment may include:
a functional transition assessment which includes interviewing in regards to vocational interests and preferences.
situational assessment (observation in a work setting) to assess endurance, strength, aptitude, social skills, interests, and interactions.
self-assessment to identify things that they believe they can do.
develop awareness of different jobs.
Discussion of health care issues that may impact employment (part of an assessment).

30. Planning for Employment Contact employment services
Development
Contact employment services
Work experiences
Community programs
Community contacts
Employer training
ANIMATION
Click 1: Brings in the list one at a time
analyze local labor market (contact employment services for state and request information for the region; contact local vocational advisory council; contact local chamber of commerce; review local want ads; contact employment agencies) to identify job openings and local labor needs
get a range of work experiences: explorations, job shadowing, mentoring, and internships
Development would include:
Analyze local labor market (contact employment services for state and request information for the region; contact local vocational advisory council; contact local chamber of commerce; review local want ads; contact employment agencies) to identify job openings and local labor needs
Get a range of work experiences: explorations, job shadowing, mentoring, and internships

31. Planning for Employment Matching
Analyze demands and expectations
Supports student needs
Match assessment to job demands
Identify gaps
Identify natural supports
ANIMATION
Click 1: Brings in content of the box
Could be provided in a vocational classroom or a vo-tech program:
analyze the demands and expectations of the job site (e.g., duties, skill requirements, hours, location, transportation, wages, benefits, social skills)
list the supports the student needs to be successful on the job
match the student's assessment and the list of needed supports to the job demands, including transportation to the job
identify current gaps and needs for success
identify needed natural supports, job accommodations, adaptive equipment, and support services
Analyze the demands and expectations of the job site (e.g., duties, skill requirements, hours, location, transportation, wages, benefits, social skills)
List the supports the student needs to be successful on the job
Match the student's assessment and the list of needed supports to the job demands, including transportation to the job
Identify current gaps and needs for success
Identify needed natural supports, job accommodations, adaptive equipment, and support services
Matching could be provided in a vocational classroom or a vo-tech program:

32. Planning for Employment Placement and Follow Along
Identify strategies
Natural supports
Monitor progress
Changing needs
Make adjustments
ANIMATION
Job Placement
communicate with employer to determine employee's response to the job demands and identify strategies to capitalize on strengths and minimize limitations
providing natural supports and accommodations
monitoring progress and readiness for job advancement
monitoring changing need for natural supports
making adjustments, as needed
Job Placement:
communicate with employer to determine employee's response to the job demands and identify strategies to capitalize on strengths and minimize limitations
providing natural supports and accommodations
monitoring progress and readiness for job advancement
monitoring changing need for natural supports
making adjustments, as needed

33. Thank You! (800) 825-5736 (727) 523-1130 fnd@fndfl.org www.fndfl.org
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Please do not hesitate to call or if we can be of any assistance to you.