Discovery Process for Students in Transition, Part II:

Discovery Process for Students in Transition, Part II:

Discovery Process for Students in Transition, Part II: Developing Florida Discovery Student Profiles, Representational Portfolios, and Visual Rsums This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Discovery Process for Students in Transition, Part II Sections of this training:

Part II A: Interviews, Observations, and More Part II B: The Florida Student Discovery Profile Part II C: The Representational Portfolio/Visual Rsum 1 Discovery Process for Students in Transition, Part II A: Interviews, Observations, and More

This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Objectives After this training, participants will be able to: Identify strategies for facilitating the Discovery process Describe information to be gathered from the students family and home Identify appropriate interview and observation

techniques Define characteristics of appropriate interview and observation note-taking 4 Purpose of Discovery The Discovery process identifies conditions which support a students success. Discovery focuses on how someone can participate not why they cant.

5 People Are Ready to Contribute The purpose of life is to contribute in some way to making things better. -Robert F. Kennedy 6 The Iceberg Analogy of Discovery What we usually know about

the people we try to assist is just the tip of the iceberg There is much more to discover 7 Features of Discovery Optimistic Nonjudgmental

Obtains comprehensive and descriptive information When we describe how someone does something we take our perspective out of it. (Condon, A Vision of Employment for All: From Competitive to Customized) 8 Identifying Conditions The Discovery process identifies conditions which may support student success. Its important to consider which work conditions are

ideal for the student, such as: Scheduling Physical environment Transportation/location Social aspects

Supports/strategies 9 Strategies for Facilitating the Discovery Process Conversation

Interview Time together Observation Participation with the student in activities, both familiar and novel Review of records (final step) 10

Documenting Challenges Many students face multiple challenges which impact employment. These challenges should be documented in the students Florida Discovery Student Profile in objective terms (just the facts). 11 The Where of Discovery

Discovery starts where relationships start where we live, including: Home Schools Neighborhoods Work experience sites Local communities Faith-based organizations Ethnic groups/peer groups

And, other places where students are most who they are. 12 Information from the Home 13 Home/Living Context The evidence is consistent, positive, and convincing that families have a major influence on their

childrens achievement in school and throughout life. (Henderson & Mapp, 2002 , p.7.) Discussion with the family is an integral part of the Discovery process. 14 Visit with the Family The Discovery process is a holistic approach. It seeks to find the best that a person has to offer, which involves exploration within different environments, including where

the student lives. Once the basic Discovery forms are completed, a team member should arrange a visit with the family in the students home or as close to the home as possible. 15 Visit with the Family If a visit with the family at their home is not possible, an alternate meeting location should be selected. Ensure that it is: Comfortable (to foster open discussion)

Mutually agreed upon location and time 16 Information from the Family Families have an abundance of information regarding the student, such as: Routines Home/daily living skills Responsibilities at home Interests

17 Information from the Family Additional information includes: Community activities and connections Motor/mobility skills, and access to transportation Health concerns 18

Information from the Family Additional information may be added to multiple sections within the Student Profile, such as successful strategies. 19 Interviews and Observations 20

Taking Notes The Florida Student Discovery Profile should not be completed during interviews and observations; however, brief notes are acceptable. Advise the interviewees (and student when observing) that you may be taking short notes Offer to share the notes 21

Interviews During discussions with the student and family, identify people who they feel know the student best. These individuals should be able to provide information such as: Skills, strengths, and capacities Interests and motivation Preferences, including environmental conditions Effective strategies Support needs Connections 22

Interviews A variety of people, both personal and professional, might include: Friends/classmates and neighbors Other family members Employers or work site supervisors Agency providers School personnel, including paraprofessionals Members of faith-based organizations Community-based professionals

23 Interviews Keep in mind that sometimes information is discovered which may merit an interview with a person who was not initially identified. Be flexible! 24 Scheduling the Interviews

Ask permission from the student and family to contact the individuals identified. Whenever possible, facilitate interviews in person. If this is not possible, try to schedule a conference call, or a meeting via facilitated technology. Try to avoid communicating solely through email. 25 Activity: Interview in

Pairs Ask your partner: Under what conditions are you at your best? 26 Beyond Asking Asking works for some of the people some of the time; however: Different people can ask the same question to a student

and get different answers. People often tell us what they think we want to hear. The same person can ask a student the same question, at different times, and get different answers. People may not have an accurate, thoughtful response to answer important questions such as What do you want to do for work? (Callahan, Marc Gold and Associations, n.d., slide 69) 27 Observations

A critical component of the Discovery process is observing the student as he/she participates in various activities. Observers should note a students: Strengths Preferences (and what motivates them) Support needs Successful strategies 28 Observations

Typically, the first observation would be at the students home. 29 Observations in the Home If a visit to the home is not possible, find other methods of capturing the data. For example, provide the family with a video camera to record the student performing certain tasks and activities. Ask them to record a segment with a tour of

the students room. Review the video from the family and document it as you would a direct observation. 30 Observing Typical Life Activities From the information gathered, identify several typical life activities that the student participates in successfully (at school and in the community). Observe the student as he or she engages in these activities.

31 Observing Familiar Activities Ask the individual and family to determine activities outside the home in which the individual is the most familiar and most competent. Accompany the individual as he/she participates in these activities and take note of strengths, skills, preferences, relationships, support needs, etc.

32 Observing a Novel Activity Based on the students interests, determine an unfamiliar activity that he/she hasnt tried before, or a place he/she hasnt gone before. Participate in this activity with the student. Observe the students support needs, reactions, attention to environmental awareness, etc. 33

Observation Strategies There are basically two kinds of observation: Observation from a position removed from an activity Observation from within an activity (Callahan, Marc Gold and Associations, n.d., slide 71) 34 Observation Strategies When

Removed From an Activity Always ask for permission of the individual and others in the setting Introduce yourself and explain your role Offer to share your notes (if applicable) Focus on task performance, social interactions, conditions present during the activity and possible impact (Callahan, Marc Gold and Associations, n.d., slide 72) 35

Observation Strategies When Within an Activity Complete notes afterward Allow the student the opportunity to lead Use a natural conversation to engage the student while gathering information Let the individual communicatebe patient Be aware of small things while you participate (Callahan, Marc Gold and Associations, n.d., slide 73) 36

Features of Task Observation When observing tasks, be on the look out for the following: Motivation or preference indicated Supports offered/used General Performance Ability to transfer skills

Concerns Items that may merit additional exploration Pace, correctness, consistency, stamina (Callahan, Marc Gold and Associations, n.d., slide 76) 37 Observation Tips Be as natural as possible

Take photos when appropriate Be objective when observing Only document what you see, do not add subjective comments Observe and document from a positive angle You are capturing information such as skills, interests, preferences, support needs, etc. 38

Observation Tips Look with new eyes and ask others to also be willing to look with new eyes, including family members Prepare for the observation ahead of time Remember to stay focused 39 Questions to Keep in Mind

Did anything spark the students interest? How could you tell? How did the student interact with familiar and unfamiliar people? What skills and strengths were observed? Does anything merit further exploration? 40 Sample Notes Format

Students Name:________________ Date: _________________________ Time: _________________________ Location: _____________________ Activity: ______________________ Observer: _____________________

Im a morning person. Need to observe Tim transferring into and driving car Jammin Java Drives his own car Takes from 1 hr. to 1.5 hrs. to prepare for the day with

personal assistant (Callahan, Marc Gold and Associations, n.d., slide 68) 41 Using Discovery to Clarify Ideal Work/Activity Conditions Example Jake does best in an environment where:

Rules are clear and enforced Staff is stable and consistent Instruction is succinct and up front Job responsibilities include a variety of familiar tasks Physical activity is included regularly 42

Descriptive Writing Tips Capture what the student can do, not what he/she cannot do Note concerns objectively, and with evidence Clearly define supports needed 43 Remarkable and Intentional

Moments There are two additional methods for capturing information which may be collected on an on-going basis: Remarkable moments Intentional moments 44 Remarkable and Intentional Moments

Remarkable moments refer to instances of a students performance/behavior that are significant enough to merit documentation. Intentional moments refer to planning for a specific time in the near future to strategically observe the student engaging in a performance activity for a brief period of time. (Callahan, Marc Gold and Associations, n.d., slide 65-66) 45 Documentation of Information

The information gathered from the home visit, interviews, and observations should be recorded in the Florida Discovery Student Profile. Remarkable and intentional moments will be added as they are collected and the profile is updated. 46 Record Review Part of the Discovery process includes a review of the students record. This should be done after the majority of

information is gathered from observations and interviews. The following should be included in the record review: Routine(s) at school Skills targeted in the students IEP Academic performance History of vocational experiences 47 The journey takes time, but the results

are invaluable 48 References/Resources References Callahan, M., (n.d.). Marc Gold and Associates, Discovery: Finding the Direction to Facilitate Successful Employment [PowerPoint presentation]. Retrieved from http://partnersintransition.fmhi.usf.edu/past.html. Condon, E. (2011). A Vision of Employment For All: From competitive to customized [PowerPoint presentation].

DiLeo, D. (2001). Key factors to analyze a work culture. Adapted from Supported employment and natural supports: A Florida training curriculum (3rd edition). Tallahassee, FL: Florida Department of Education. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory. Resources Job Accommodations Network (JAN) http://askjan.org/ Marc Gold & Associates http://www.marcgold.com/

49 Click icon to add picture Questions? Comments? 50 Part II B: The Florida Student

Discovery Profile This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Objectives After this training, participants will be able to: Describe the six sections of the Florida Discovery Student Profile Identify information required under each section

Write responses in objective terms 52 Florida Discovery Student Profile Sections of the Florida Discovery Student Profile include: 1. Information From the Home 2. Information for the Portfolio/Visual Rsum 3. Interviews and Observations 4. Additional Skills

5. Record Review 6. Additional Information 53 SECTION 1 Information From the Home 54 Routines Identify routines: Typical school day

Weekends, vacation days, etc. Explain support needs and specific strategies provided Describe strengths, interests and abilities 55 Home and Daily Living Skills Identify skills related to: Self care Meal preparation

Home maintenance Safety Budgeting 56 Responsibilities at Home What are the students responsibilities within the home? If possible, observe the student performing one/some of these tasks.

Identify any support needed to complete the activity(ies) successfully. 57 Interests What does the student choose do with his/her free time? Does he/she have any specific hobbies?

Ask if you can tour the students bedroom. 58 Community Activities and Connections Where does the student like to go in the community? How does the student access the location(s)? How often do he/she go to these places? What does he/she do while there?

59 Mobility How does the student access his/her environment? Are there supports needed? If so, describe. 60 Health Concerns Are there health concerns that could impact the

students performance either at school or work? Does the student take any medications that could cause side effects and impact school or work? 61 SECTION 2 Information for the Portfolio/Visual Rsum The Representational Portfolio and Visual Rsum will be discussed in detail in Part II C.

62 SECTION 3 Interviews and Observations 63 Supports and Accommodations Identify supports that are typically provided Explain any accommodations needed Describe support strategies that are most effective

64 Interests and Preferences Identify strengths and interests Describe the students performance Does he/she perform differently with different people? Does he/she perform differently in different situations? Some details may be subtle

65 Work Experience Work Experience includes Volunteering Job shadowing Internship opportunities Paid and unpaid work experiences Describe the students work

experiences Skills demonstrated New tasks learned Supports needed Likes/dislikes in regards to the work experience 66 SECTION 4 Additional Skills

67 Connections/Social Skills Who are the students friends, and where do they socialize? Who works well with the student? Consider a variety of environments:

Home School Job Community 68 Communication Skills How does the student best communicate? If the student does not communicate verbally, how does

he/she express himself/herself? How does the student interact with others? 69 Assistive Technology Skills Does the student currently use assistive technology? Is there technology that could increase the students independence and/or performance (at school, home, community, work, etc.)? 70

Self-Determination / Self-Advocacy Skills Is the student aware of his/her disability? Can the student describe the disability and its impact? Can the student identify and request needed supports/accommodations? If unable to do so independently, what supports need to be in place? 71

Self-Management Skills Self-management includes a variety of skills, the following are a few examples: Managing time Transitioning from one activity/environment to another Keeping track of belongings 72 SECTION 5

Record Review 73 Routine at School Describe the students school day Are there particular times of day that work better than others? Identify the students support needs and what is currently being provided

List successful strategies Academic, social, vocational, etc. 74 Individual Educational Plan (IEP) Review the IEP and document the students: Skills Current and targeted Transition assessment data

New information may be identified which should be included or explored further. 75 Academics Describe the students skills and performance in the areas of: Math Money management Time management

Reading Following a daily schedule 76 SECTION 6 Additional Information 77 Ideal Work/Activity Conditions

This section will summarize much of the information previously gathered about ideal work/activity conditions, including: Characteristics of the physical environment Time of day Social aspects Supports and strategies 78

Environments/Strategies to Avoid Knowing what does not work for a student is as important as knowing what does work. Note any strategies and/or environments that may cause undue stress or agitation to the student and should be avoided. 79 Challenges Are there behavioral, social, or physical challenges?

Define challenge(s) in objective terms. Which strategies have been successful in managing or resolving these situations? 80 Available Services, Resources and Family Supports Identify any services that are currently in place Describe any family support currently provided

Research services that may be needed in the future Discuss family support available for future employment (and other postsecondary options) 81 References/Resources References Condon, E., Brown, K., & Jurica, J. (2007). Transition Assessment and Planning Guide: A Tool to Assist Students, Families, and Schools to Coordinate Meaningful Transition

Activities for Youth with Disabilities. Rural Institute at the University of Montana. Retrieved from http://ruralinstitute.umt.edu/transition/Transition_Assessment.doc Marc Gold and Associates (2013). Discovery Vocational/Personal Profile Form. Retrieved from http://www.marcgold.com/Publications/formssamplesguides.html Resources Florida Diagnostic and Learning Resource Systems (FDLRS), Technology http://www.fdlrs.org/technology.html Project 10: Transition Education Network http://www.project10.info/ 82

Click icon to add picture Questions? Comments? 83 Part II C: The Representational Portfolio/Visual Rsum

This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Objectives After this training, participants will be able to: Define the difference between a representational portfolio and a visual rsum Describe the information included in each Identify basic tips to create a successful portfolio/ rsum presentation

85 Developing a Representational Portfolio Representational portfolios may be used in a variety of situations, such as: At IEP and other transition planning meetings During introductions When interviewing for school and communitybased programs

86 Format Different formats/templates may be used to create a representational portfolio, such as: Microsoft PowerPoint* Prezi *Microsoft PowerPoint, one of the most commonly used tools, will be discussed in detail during this presentation. 87

Including Pictures Throughout the process obtain pictures which: Showcase the students strengths, skills, and interests Portray successful support strategies Depict the students life in a variety of setting Video recordings may also be utilized to capture activities 88

Representational Portfolio: Basic Template There is flexibility in how the information is presented. The following slides provide a general guideline. 89

Introduction Opening slide should include a portrait picture of the student and a basic salutation Introduction of who the student is (e.g. full name, grade level and/or age, school and/or program, hometown, etc.) (Condon, n.d.a; Condon, n.d.b) 90 Family and Home Life

Information about family lifewho the student lives with (e.g. parents, siblings, pets, etc.) Activities within the homeinclude information and pictures regarding the students favorite activities responsibilities/chores activities in which the student excels 91 Extra-Curricular and

Community Activities Extracurricular activities Chorus Art club Sports teams Community Places the student likes to go Activities the student enjoys (noting supports) People involved 92

Friends and Social Network Individuals the student spends time with Activities the student likes to do with his/her social network Communication skills and other skills required to participate 93 School

Favorite class(es) and part(s) of the school day Least favorite class (why?) What works well at school Including strategies and supports Challenges about school Current goals Personal goals; IEP goals, including postsecondary goals 94

Work Experience Work experience, including paid and unpaid: Describe the work experience (basic logistics) List the tasks performed Identify successful supports and strategies Include any employer/supervisor references (Condon, n.d.a) 95

Life After High School Postschool Outcomes What type of continued education and/or training would the student like to pursue? What would the student like to do for employment? Where and with whom would the student like to live? What activities would the student like to do, or learn how to do, in the community? How will the student access his/her community? 96

Working towards Postsecondary Goals The portfolio could also indicate actions the student plans to take in reaching his/her postsecondary goals. For example, things the student would like to work on at home, in school, and in the community. 97

Additional Information Strengths and skills Some skills may not be readily apparent Interests and preferences

Utilization of assistive technology Method(s) of communication Pertinent medical information Safety support needs Things to avoid 98 Successful Strategies I learn best when I perform best when

These are important things to help me be successful 99 Photography Tips The following are a few photo tips to keep in mind: Use photos that capture the student in action Photos should be competency-based Depict supports provided/accessed as appropriate

100 Photography Tips Fix photos as needed E.g., crop, remove red-eye Try to avoid the student wearing the same clothes in multiple pictures Turn off the time and date stamp on the camera

101 Visual Rsum: Basic Template There is flexibility in how the information is presented. The following slides provide a general guideline. 102

What is a Visual Rsum? A Visual rsum is a tool for introducing a job seeker to a prospective employer that showcases the best aspects of a student. It includes photographs and narrative information about the student, such as: Skills Abilities Work experience(s) Supports

Employment-related tasks Potential contributions 103 Planning the Visual Rsum Visual rsums should be approximately 10-12 pages; therefore, it is critical to be selective regarding information included. Involve the family and student in deciding which images are the most powerful, what information to share, and how to best display the information.

104 Visual Rsum Template Students Full Name This slide should include: A picture depicting student working (or another competency-based activity) An introduction; ideas include:

School/program Graduation (or expected graduation) date Current position, if applicable Town/city where student resides 105 Tips Dont overcrowd the slides with pictures

Pair narrative information with photos Keep it simple (words and format) Use professional business language Tailor each visual rsum to the particular type of job Avoid using is able to and instead use action verbs (see next slide)

106 Activity What not to say How to convey it better Mandy can complete simple math and reading

Mandy matches letters and numbers, and identifies discrepancies Mandy is rather shy and is working at responding to people greeting her Mandy is most talkative when following a script; she acts in plays and makes presentations at conferences.

Mandy helps with chores around the house At home, Mandy is responsible for folding and putting away laundry for all family members Mandy is able to use the local bus after extensive training and practice if there is only one transfer of buses Mandy rides the public bus to her volunteer

position at the library and to the pool for swim team practice. Based on Using a Visual rsum for Job Development, Ellen Condon, University of Montana Rural Institute and Marc Gold and Associates 107 Representational Portfolio and Visual Rsum Presentation The portfolio may be shared

electronically (e.g. through a computer or iPad) or a stand-up presentation binder. A standard three-ring binder with sheet protectors could also be used. 108 Representational Portfolio and Visual Rsum Presentation It is suggested to print two sets of the portfolio/

rsum One set in color to display Another in black and white (with notes if needed) for the student to use as a guide when presenting It is also recommended that the student bring a traditional rsum to leave with the employer 109 References/Resources

References Condon, E. (n.d.a). Designing Representational Portfolios, Planning Work Sheet. Retrieved from the University of Montana Rural Institute website: http:// ruralinstitute.umt.edu/transition/form_portplan.asp Condon, E. (n.d.b). Using a Visual rsum for Job Development. Retrieved from the University of Montana Rural Institute website http:// ruralinstitute.umt.edu/transition/portfolio.asp Goodreads. (n.d.). Robert F. Kennedy Quotes. Retrieved from http ://www.goodreads.com/quotes/145501-the-purpose-of-life-is-to-contribute-in-some-way Martin County School District. (2013). The Discovery Expedition: A School Districts Journey.

University of South Florida, Florida Center for Inclusive Communities. (2013). Collaborative on Discovery and Innovation in Employment (CODIE) Resource and Training Guide. Resources Prezi http://prezi.com/ 110 Click icon to add picture

Questions and Thank You! Questions, concerns, or recommendations? Thank you for your attendance and input today! 111 Presenter

Contact Information (RTR Name) Project 10: Transition Education Network Region ( ) Transition Representative Email: Office: Updated July 2014 112

C g n i om n o So

Discovery Process for Students in Transition, Part III: Including Customizing Employment 113

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