Level One Assessment Student Interest Inventory - DOC - DOC

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                      Parent Level One Assessment


I. MEASURABLE POST-SECONDARY GOALS: Your child’s IEP must discuss
what plans he/she has to live, learn and earn in the community upon graduation from high
school. Please answer the following questions:

Employment: What job(s)/career field is your child interested in after he/she finishes
high school?


Education/Training: What kind of education/training after high school will your child
need to achieve his/her job/career goal? After she/he graduates from high school what
classes/course of study might support his/her interest area?


Independent Living Skills: Does your child have the skills necessary to live independently
upon completion of high school? What skills do you think she/he needs to develop in
order to live more independently in the community after they complete high school?


II. PRESENT LEVELS OF PERFORMANCE: What skills does your child have or
will need to prepare them for living, learning and working in the community as an adult?
What strengths, preferences and interests does your child have that relates to the
transition from school to post-school activities?

Academic Abilities:

      What classes does your child enjoy and/or do well in?


      How does your child learn best? (auditory, visual, hands-on, etc.)


      What does your child like to do in her/his free time?


      What skills has your child developed in and out of school? (Think about
       problem-solving, working as a member of the team, managing time, computer
       skills, etc.)


      Has your child identified a career of interest? If so, what skills/strengths does
       your child currently have that will help him/her in that job/career choice or any
       future career?


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      What classes or programs is your child taking now to help develop the skills
       necessary for his/her future job/career choice?


Academic Needs:

      What classes or activities are your child having difficulty in? Why?


      How does your child’s area of disability affect him/her in classes, at home and
       outside of school? Is your child able to explain his/her disability to others?


      What academic skills or coursework will your child need to have to be successful
       in her/his future job or career choice?


      How might your child’s academic needs impact his/her job or career choice?


Social Abilities:

      How does your child get along with teachers, supervisors and other students?


      What do you think your child’s strengths are in this area?


      How might this impact your child’s future job/career choice?


Social Needs:

      What do you think your child’s needs are in this area?


      How might this impact your child’s future job/career choice?




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Physical Abilities:

      How might your child’s physical development affect her/his future job/career
       choices? Does your child have the physical ability to perform his/her future
       job/career choice?


      What do you think your child’s strengths are in this area? (For example, do they
       have good attendance?)


Physical Needs:

      What do you think your child’s needs are in this area?


      How might this impact your child’s future job/career choice?


Management Needs:

      What changes in the classroom environment does your child need to help her/him
       to learn? (Ex. sitting near the teacher, written rules displayed, etc.) How could
       this impact his/her future job/career choice if these supports were not available?


      How do people help your child to learn and succeed in the classroom? (Ex. 1:1
       Aide, directions for assignments clarified, etc.) How could this impact her/his
       future job/career choice if these supports were not available?


      What material resources does your child need that helps them learn? (Ex. sets of
       books for home/school, copy of class notes, etc.) How could this impact his/her
       future job/career choice if these materials were not available?



   III. COORDINATED SET OF ACTIVITIES: This is your child’s “To Do” list
   for the next year. These suggested activities can help him/her “check out” career
   interest area(s) and help to develop plans for after high school.

      Instruction:
           o What classes or programs can your child take in the next year that support
               future job/career goals?




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       o What special education instruction does your child need to help her/him
         move towards graduation?

   Related Services:
       o Does your child currently receive any related services (i.e. speech,
           assistive technology, counseling, occupational therapy, physical therapy)?
           If yes, what activities will be provided and how will these services help
           him/her in achieving future career goals?

   Development of Employment and other Post-Secondary Goals:
       o Has your child done any research on a job/career choice?

       o Has your child job shadowed a professional in a career interest area?

       o Has your child met with her/his School Counselor to complete the Annual
         Guidance Review? If so, what was discussed? What recommendations
         did the Counselor have?

       o Has your child been involved in an internship program? Is this yes,
         where? If no, is this something he/she would like to do? Where could
         she/he do that?

       o Is your child volunteering in a career interest area? If yes, where? If no,
         is this something he/she would like to do? Where could they do that?

       o Is your child involved in a paid work experience program through school?
         If so, where?

       o What clubs/programs/activities in and out of school is your child involved
         in that can help her/him to explore different careers?

       o Is your child able to explain his/her disability to others?

       o How are your child’s self-advocacy skills?

       o If your child is thinking of going to a training program or college, have
         he/she researched a list of programs/schools?

       o Does your child understand how accommodations are provided at a post-
         secondary program? If no, investigate how.

       o Has your child researched disability support programs at the
         programs/colleges of her/his choice? If not, investigate this.

       o If applicable, have you and your child met with a VESID Counselor?




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          o If applicable, have services through OMRDD/FLDDSO been explored?

      Community Experience:
         o What help does your child need to access services/resources in your
            community (i.e. library, recreational activities)?

          o How will your child get around your community?

          o Does your child have an after school and/or summer job? If yes, where?


          o If your child doesn’t have a job, does he/she know how/where to look for
            a job?

          o Does your child know how to fill out job applications?

          o Has your child put together a resume and cover letter?

          o Does your child know what kind of questions will be asked in a job
            interview? Has your child ever done a practice job interview?


      Daily Living Skills:
          o What skills does your child need to work on in order to live independently
              upon the completion of high school? (ex. Laundry, cooking, what do to
              when he/she is sick, etc.)

          o Does your child know about budgeting their money?

      Functional Vocational Assessment:
          o Will your child be participating in a vocational assessment?

          o Has your child completed a career interest inventory?


IV. DEVELOPING SKILL BASED ANNUAL GOALS THAT WILL HELP YOU
PREPARE FOR LIFE AFTER HIGH SCHOOL:
    Are the annual goals on your child’s IEP helping her/him to develop the necessary
      skills to achieve her/his job/career goals?


      What annual goals do you think your child need to work on to help him/her
       prepare for future job/career goals?


                  Developed Midwestern Transition Coordination Site/DRAFT



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