Student Career Plans

1
Student Career Plans

• A Person Centered Plan that Informs the IEP
• Washington Initiative for Supported Employment
• www.gowise.org
• [phone]
• Marsha Threlkeld

2
Table of Contents

• Basic Information 3
• Conducting the Meeting 4
• Experience 5
• Preferences and Interests 7
• Strengths and Abilities 9
• Possible Career Goals 11
• Essentials for Success 13
• IEP Considerations 15
• Next Steps 17
• For Further Information 19

3
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.

4
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.

5
Experience Activities

• School
• Home
• Community

6
Experience Activities Facilitator 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

Make note of whether the activities were liked or
disliked
7
Preferences Interests

• What is preferred or of interest?

• What brings joy and fulfillment?

8
Preferences InterestsFacilitator Tips

• 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

Highlight items of the most importance
9
Strengths and Abilities

• Strengths Positive Attributes

• Abilities Skills

10
Strengths and AbilitiesFacilitator Tips

• 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

Think about typical vocational skills as well as
people skills and other abilities of the student
11
Possible Career Goals

Possible Careers
Possible Duties
Possible Locations
Connections to Opportunities
12
Possible Career Goals Facilitator 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.
13
Essentials for Success

• Considerations
• Supports and Systems
• Equipment or Technology

14
Essentials for SuccessFacilitator 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 familys 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
15
IEP Considerations

• Instruction
• Related Services and Technology
• Community Experiences

16
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.gowise.org
17
Next Steps
Is there a next meeting? ________
What needs to be done? Who will do it? When will it be done by?





18
Next Steps Facilitator Tips
Is there a next meeting? ________
What needs to be done? Who will do it? When will it be done by?
Example Contacting Home Depot Store Employment Specialist/Vendor November 15
Example Opening a case with DVR Mom December 1
Example Teaching the bus route school January 1
Example Assistive Technology assessment school March 1
Several different people, including the
family should be represented
19
For information on technical assistance or
training around these materials contact

• Marsha Threlkeld
• Washington Initiative for Supported Employment
• marsha_at_gowise.org
• 206-343-0881
• 100 S. King St, Suite 260
• Seattle, WA 98104

20
Order Form

• Student Career Plans, 12.00 each
• plus 3.00 mailing (if applicable)
• of copies ___ cost ______
• to be mailed ___ cost ______
• total cost
  ______
• Your mailing/delivery address
• Name
• Agency/School
• Street address
• City, State Zip
• Phone
• Email
• Mail/fax/email form check to
• Student Career Plans that Inform the IEP
• Washington Initiative for Supported Employment
• 100 S. King Street, 260
• Seattle, WA 98104

Includes CD With templates