Transition Area Activity(ies) Completed Date(s) Completed Name of Person(s) who Provided Service/Supervision Counseling on postsecondary opportunities (e.g., college, CareerTech, military, and other education or training programs) Comments (describe including support needs identified, workplace skill attainment): Awareness of career pathway options Labor market realities and projections Discuss and document academic accommodations Advocate for needed accommodations and services Develop academic strategies and behaviors (decoding, comprehension, computation, interpretation, study skills, test taking skills, attending class, participating in class, doing homework, meeting deadlines, studying in groups v. alone, organization, time management) Build on interests, abilities, talents, needs, preferences, goals, and learning styles Assist with researching career and postsecondary options Promote participation in postsecondary education preparation classes and trainings Connect to postsecondary resources, services, and websites Promote use of skills Assist with application/enrollment process Identify financial aid options Take career vocational assessments Learn educational and vocational laws Identify assistive technology needs Identify admissions tests and accommodations Attend college fairs Tour post-secondary occupational training programs Simulations, videos, role playing, scenarios Apply for VR services Provide postsecondary information to family members Access services and supports from DD/ID long-term support agencies Online career development and planning (Missouri Connections) Other (Describe)____________
Service/Supervision Instruction in may include peer mentoring Insert continuum for skills and prompting here Comments (describe including support needs identified, workplace skills attainment): Ability to effectively communicate, convey, negotiate, or assert own interests, needs, and desires Freedom to plan own lives, pursue what is important to them, and experience opportunities available to others Self-awareness and empowerment; role of family and culture, respect of family and culture Disability (understanding and disclosure) Setting goals and evaluating options; having high expectations and reasonably set goals to achieve Identity independence; transfer of rights from parents to young adult; role of family in adult life Accommodations, and requesting and utilizing accommodations; natural supports; environmental adaptations Rights and responsibilities Self-determination skills training How to request and accept help Intrinsic motivation Taking leadership roles in meetings Assertiveness Listen to opinions of others Problem solving Monitor own progress Positive self-talk Simulations, videos, role playing, scenarios Peer mentoring as a sounding board for ideas and plans and informal guidance, instruction Disability mentoring to assist with Independent Living, recovery from a traumatic event, getting a job, being new to the workforce, provides information and guidance Group mentoring E-mentoring through email, Internet, Skype, Zoom, FaceTime, etc. Missouri Youth Leadership Forum Learn about rights under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Visit post-secondary schools and meet with student support services Other (Describe)______________________
Summative School to Work Continuum Complete continuum using the scale provided for each area by placing an “X” on the scale that most appropriately describes the level of ability based upon direct observations of work or work-like activities. List Work Experiences/Work Activities: Rated by: Title: Select most appropriate response for each Skill Lacks ability to work with 1:1 does not tolerate a 2-4 hour day with hourly breaks Ability to work with 1:1 support; tolerates a 2-4 hour program day with hourly breaks Ability to work with 1:1 – 1:6 support; tolerates a 4-6 hour program day with hourly breaks Ability to work with 1:1 - 1:6 support; tolerates a 4-6 hour program day with limited breaks Ability to work with support and limited breaks; fine motor skills; sustained sitting ability; light lifting; tolerates a 4-6 hour day; works for 1.5-2 hours at a time Ability to work 4-8 hour work day; works tolerates Ability to work 8 hour work day; works tolerates Endurance: maintains consistent work pace and quality for duration of the task Safety: following rule/procedures, stranger danger; staying in assigned area; reading environmental signs/symbols/colors Task Completion Self-initiation/Transitions Navigates Environment Follows workplace policies: attendance/punctuality; (specific to work environment) Personal Care Behavior Self-Regulation