discovery process for students in - project 10

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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:

Developing Florida Discovery Student Profiles, Representational Portfolios, and Visual Résumés

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 Résumé

Discovery Process for Students in Transition, Part II

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Discovery Process for Students in Transition, Part II – A:

Interviews, Observations, and More

After this training, participants will be able to:

Identify strategies for facilitating the Discovery process

Describe information to be gathered from the student’s family and home

Identify appropriate interview and observation techniques

Define characteristics of appropriate interview and observation note-taking

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Objectives

The Discovery process identifies conditions which support a student’s success.

Discovery focuses on how someone can participate not why they can’t.

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Purpose of Discovery

“The purpose of life is to contribute in some way to making things better.”

-Robert F. Kennedy

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People Are Ready to Contribute

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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

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”)

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Features of Discovery

The Discovery process identifies conditions which may support student success.

It’s important to consider which work conditions are ideal for the student, such as: • Scheduling• Physical environment• Transportation/location• Social aspects• Supports/strategies

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Identifying ConditionsStrategies for Facilitating the

Discovery Process

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Conversation

Interview

Time together

Observation

Participation with the student in activities, both familiar and novel

Review of records (final step)

Many students face multiple challenges which impact employment.

These challenges should be documented in the student’s Florida Discovery Student Profile in objective terms (just the facts).

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Documenting Challenges The “Where” of Discovery

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Home

Neighborhoods

Local communities

Ethnic groups/peer groups

Schools

Work experience sites

Faith-based organizations

And, other places where students are “most who they are.”

Discovery starts where relationships start – where we live, including:

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Information from the Home

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The evidence is consistent, positive, and convincing that families have a major influence on their children’s achievement in school and throughout life.

(Henderson & Mapp, 2002 , p.7.)

Discussion with the family is an integral part of

the Discovery process.

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Home/Living Context

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 student’s home or as close to the home as possible.

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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

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Visit with the Family

Families have an abundance of information regarding the student, such as:

Routines

Home/daily living skills

Responsibilities at home

Interests

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Information from the Family

Additional information includes:

Community activities and connections

Motor/mobility skills, and access to transportation

Health concerns

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Additional information may be added to multiple sections within the Student Profile, such as successful strategies.

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Interviews and Observations

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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

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

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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

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Interviews

Keep in mind that sometimes information is discovered which may merit an interview with a person who was not initially identified.

Be flexible!

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Interviews

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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.

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Scheduling the Interviews Activity: Interview in PairsAsk your partner:

Under what conditions are you at your best?

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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?”

Beyond Asking

(Callahan, Marc Gold and Associations, n.d., slide 69)

A critical component of the Discovery process is observing the student as he/she participates in various activities.

Observers should note a student’s:

Strengths

Preferences (and what motivates them)

Support needs

Successful strategies

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Observations

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ObservationsTypically, the first observation would be at the student’s 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 student’s room.

Review the video from the family and document it as you would a direct observation.

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Observations in the Home

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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.

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Observing Typical Life 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.

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Observing Familiar Activities

Based on the student’s interests, determine an unfamiliar activity that he/she hasn’t tried before, or a place he/she hasn’t gone before.

Participate in this activity with the student. Observe the student’s support needs, reactions,

attention to environmental awareness, etc.

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Observing a Novel Activity

There are basically two kinds of observation:

Observation from a position removed from an activity

Observation from within an activity


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Observation Strategies

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


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Observation Strategies When Removed From 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 communicate—be patient

Be aware of small things while you participate


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Observation Strategies When Within an Activity

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Features of Task Observation

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When observing tasks, be on the look out for the following: Motivation or preference

indicated Supports offered/used General Performance

• Pace, correctness, consistency, stamina

Ability to transfer skills

Concerns

Items that may merit additional exploration


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.

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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

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Observation Tips

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Questions to Keep in Mind

Did anything spark the student’s 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?

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Sample Notes Format

Student’s Name:________________Date: _________________________Time: _________________________

Location: _____________________Activity: ______________________Observer: _____________________

“I’m a morning person.”

Jammin’ Java

Drives his own car

Takes from 1 hr. to 1.5 hrs. to prepare for the day with personal assistant

Need to observe Tim transferring into and driving car


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

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Using Discovery to Clarify Ideal Work/Activity Conditions

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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

There are two additional methods for capturing information which may be collected on an on-going basis:

Remarkable moments

Intentional moments

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Remarkable and Intentional Moments

Remarkable moments refer to instances of a student’s 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)

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Remarkable and Intentional Moments

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.

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Documentation of Information

Part of the Discovery process includes a review of the student’s 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 student’s IEP

Academic performance

History of vocational experiences

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Record Review

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The journey takes time, but the results are invaluable

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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 & Associateshttp://www.marcgold.com/

References/Resources

Questions? Comments?

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Part II – B: The Florida Student Discovery Profile


Describe the six sections of the Florida Discovery Student Profile

Identify information required under each section

Write responses in objective terms

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Objectives

Sections of the Florida Discovery Student Profile include:

1. Information From the Home

2. Information for the Portfolio/Visual Résumé

3. Interviews and Observations

4. Additional Skills

5. Record Review

6. Additional Information

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Florida Discovery Student Profile

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Information From the Home

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Identify routines:

• Typical school day

• Weekends, vacation days, etc.

Explain support needs and specific strategies provided

Describe strengths, interests and abilities

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Routines

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Home and Daily Living Skills

Identify skills related to:

Self care

Meal preparation

Home maintenance

Safety

Budgeting

What are the student’s 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.

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Responsibilities at Home

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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 student’s bedroom.

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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?

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Mobility

How does the student access his/her environment?• Are there supports needed? If so, describe.

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Health Concerns

Are there health concerns that could impact the student’s performance either at school or work?

Does the student take any medications that could cause side effects and impact school or work?

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Information for the Portfolio/Visual Résumé

The Representational Portfolio and Visual Résumé will be discussed in detail in Part II – C.

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Interviews and Observations Identify supports that are typically provided

Explain any accommodations needed

Describe support strategies that are most effective

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Supports and Accommodations

Identify strengths and interests

Describe the student’s performance• Does he/she perform differently with different people?

• Does he/she perform differently in different situations?

• Some details may be subtle

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Interests and Preferences

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Work Experience

“Work Experience” includes

Volunteering

Job shadowing

Internship opportunities

Paid and unpaid work experiences

Describe the student’s work experiences

Skills demonstrated

New tasks learned

Supports needed

Likes/dislikes in regards to the work experience

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Additional Skills

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Connections/Social Skills

Who are the student’s friends, and where do they socialize?

Who works well with the student?

Consider a variety of environments:• Home

• School

• Job

• Community

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?

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Communication Skills

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Assistive Technology Skills

Does the student currently use assistive technology?• Is there technology that could increase the student’s

independence and/or performance (at school, home, community, work, etc.)?

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?

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Self-Determination / Self-Advocacy Skills

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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

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Record Review Describe the student’s school day• Are there particular times of day that work better than

others? Identify the student’s support needs and what is

currently being provided List successful strategies

• Academic, social, vocational, etc.

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Routine at School

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.

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Individual Educational Plan (IEP)

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Academics

Describe the student’s skills and performance in the areas of:

Math

Money management

Time management

Reading

Following a daily schedule

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Additional Information

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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

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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.

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Environments/Strategies to Avoid

Are there behavioral, social, or physical challenges?• Define challenge(s) in objective terms.

Which strategies have been successful in managing or resolving these situations?

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Challenges

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)

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Available Services, Resources and Family Supports

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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/


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Questions? Comments?



Part II – C: The Representational Portfolio/Visual Résumé

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Define the difference between a representational portfolio and a visual résumé

Describe the information included in each

Identify basic tips to create a successful portfolio/ résumé presentation

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Objectives

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 community-based programs

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Developing a Representational Portfolio

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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.

Throughout the process obtain pictures which: Showcase the student’s strengths, skills, and

interests Portray successful support strategies Depict the student’s life in a variety of setting

• Video recordings may also be utilized to capture activities

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Including Pictures

Representational Portfolio: Basic Template

There is flexibility in how the information is presented.

The following slides provide a general guideline.

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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.)

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Introduction

(Condon, n.d.a; Condon, n.d.b)

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Information about family life—who the student lives with (e.g. parents, siblings, pets, etc.)

Activities within the home—include information and pictures regarding

• the student’s favorite activities

• responsibilities/chores

• activities in which the student excels

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Family and Home Life

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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

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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

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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

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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)

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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?

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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.

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Working towards Postsecondary Goals

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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

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Successful Strategies

“I learn best when…”

“I perform best when…”

“These are important things to help me be successful…”

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

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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

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Photography TipsVisual Résumé: Basic Template

There is flexibility in how the information is presented.

The following slides provide a general guideline.

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What is a Visual Résumé?

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• Skills

• Abilities

• Work experience(s)

• Supports

• Employment-related tasks

• Potential contributions

A Visual résumé 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:

Visual résumés 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.

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Planning the Visual Résumé

Student’s 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

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Visual Résumé Template

Don’t overcrowd the slides with pictures

Pair narrative information with photos

Keep it simple (words and format)

Use professional business language

Tailor each visual résumé to the particular type of job

Avoid using “is able to…” and instead use action verbs (see next slide)

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Tips

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Activity

Mandy can complete simple math and reading

Mandy is rather shy and is working at responding to people greeting her

Mandy helps with chores around the house

Mandy is able to use the local bus after extensive training and practice if there is only one transfer of buses

Based on Using a Visual résumé for Job Development, Ellen Condon, University of Montana Rural Institute and Marc Gold and Associates

Mandy rides the public bus to her volunteer position at the library and to the pool for swim team practice.

At home, Mandy is responsible for folding and putting away laundry for all family members

Mandy is most talkative when following a script; she acts in plays and makes presentations at conferences.

Mandy matches letters and numbers, and identifies discrepancies

How to convey it betterWhat not to say

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Representational Portfolio and Visual Résumé 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.

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It is suggested to print two sets of the portfolio/ résumé• 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 résumé to leave with the employer

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Representational Portfolio and Visual Résumé Presentation

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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 résumé 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 District’s 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/

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Questions and Thank You!

Questions, concerns, or recommendations?

Thank you for your attendance and input today!

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(RTR Name)

Project 10: Transition Education Network

Region ( ) Transition Representative

Email:

Office:

Presenter Contact Information

Updated July 2014

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

discovery process for students in - project 10

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