Student Career Plans

Student Career Plans A Person Centered Plan, Identifying Post School Employment Goals Washington Initiative for Supported Employment www.theinitiative.ws (206)343-0881, ext 103 Marsha Threlkeld www.theinitiative.ws

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 300.43 (a)] [20 U.S.C. 1401(34)] www.theinitiative.ws

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 www.theinitiative.ws

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. www.theinitiative.ws

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. www.theinitiative.ws

Experience & Activities • School • Home • Community www.theinitiative.ws

Experience & ActivitiesFacilitator 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 www.theinitiative.ws Make note of whether the activities were liked or disliked

What is preferred or of interest? What brings joy and fulfillment? Preferences & Interests www.theinitiative.ws

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 Preferences & InterestsFacilitator Tips www.theinitiative.ws Highlight items of the most importance

Strengths & Positive Attributes Abilities & Skills Strengths and Abilities www.theinitiative.ws

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 Strengths and AbilitiesFacilitator Tips Think about typical vocational skills as well as people skills and other abilities of the student www.theinitiative.ws

Possible Career Goals Possible Careers Possible Duties Possible Locations Connections to Opportunities www.theinitiative.ws

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

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

Essentials for Success,What Works & Doesn’t WorkFacilitator 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 www.theinitiative.ws

IEP Considerations • Instruction • Related Services and Technology • Community Experiences www.theinitiative.ws

IEP ConsiderationsFacilitator 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. www.theinitiative.ws

Is there a next meeting? ________ Next Steps www.theinitiative.ws

Is there a next meeting? ________ Next StepsFacilitator Tips Several different people, including the family should be represented www.theinitiative.ws

For information on technical assistance or training around these materialscontact: Marsha Threlkeld Washington Initiative for Supported Employment marsha@theinitiative.ws 206-343-0881, ext 103 100 S. King St, Suite 260 Seattle, WA 98104 www.theinitiative.ws

Student Career Plans