Transition Educational Exiting Profile Page 1
I. Name / Bill Smith / D.O.B / 1-9-88Student Address / SS#
Parent/Guardian / Phone #
Diagnosed Primary Disability / Aspergers / Secondary Disability
Medication(s)
County / Lehigh
EDUCATIONAL INFORMATION
II. High School Graduate / Yes No / Date of Graduation / 6-2009Name of School / Project SEARCH-School to Work Transition Program / Teacher / Danielle Roland
Type of Program / Life Skills Support / Home District / Allentown SD
Reading Level / 3.0 / Math Level / 3.0
ELIGIBILITY INFORMATION
III. Does the individual receive SSI Benefits? Yes No
Does the individual receive SSDI benefits? Yes No
Has the family/individual received information on Social Security Work Incentives and/or MAWD? Yes No
(i.e. PASS, Ticket-to-Work, Impairment Related Work Expense)
Has the individual met with a Work Incentive Planning Assistance Program (WIPA)? Yes No
Does the individual have a Social Security identification card? Yes No
Does the individual have a Pennsylvania Photo Identification Card? Yes No
Is the individual registered to vote? Yes No
Is the individual registered for the Selective Service? Yes No
Does the individual have a Driver’s License? Yes No
Is it a realistic goal for the individual to get a Driver’s License? Yes No
Does the individual have an ACCESS card? Yes No #
What type of medical insurance does the individual have? Gateway
When does this medical insurance benefit end? continues
Is the individual eligible for services through the MR system? Yes No Page 2
If yes, Name of Supports Coordinator for MR system: Dyanne VanHorn
Is the individual eligible for services through the MH system? Yes No
If yes, Name of Case Manager for MH system:
Did the individual apply to OVR for services? Yes No
If yes, date application was completed. 11-2008 (2 years prior to graduation)
If no, comment.
Does the individual currently receive OVR services? Yes No
Name of OVR Counselor: Brooke Cho
If the individual receives other services, please list agencies, providers, and contact person(s):
IV. Participants who contributed to completing this Profile
Name / Danielle Roland / Role / Life Skills Support Educator / Phone Number / 610-776-3566 / Areas completed / allName / Wendy Smith / Role / Project SEARCH Facilitator / Phone Number / 610-769-4111 / Areas completed / all
Name / Pat Smith / Role / Parent / Phone Number / Areas completed / I, II, IV, V
Name / Bill Smith / Role / Student / Phone Number / Areas completed / IV, V
Name / Role / Phone Number / Areas completed
Summer Contact Number, Extension and Name for additional documents and further information:
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v. ESSENTIAL INFORMATION: Complete by checking, adding comments or writing “Not Applicable”
A. Individual Desires to be Competitively Employed in the Community: YES NOIf yes, (Check) Full-time employment Part-time employment Less than 20 hours per week
If no, comment.
Scheduling Concerns: (church activities, recreation/leisure activities, lack of experience with full-time employment): The student relies on his family or Metro Plus services for transportation to his place of employment.
Negotiable/Non-negotiable: (activities that could conflict with structured competitive employment schedule): (List) none
B. Communication:
1. Mode of Communication: (Check what applies)
a. Verbal
If yes, describe type of communication (e.g. one word, utterances, complete sentences). The student can communicate in the classroom and work setting. The student is verbally prompted to ask for help or to ask for more work when he has completed a task. Bill uses cue cards to prompt communication with co-workers.
b. Non-verbal
If yes, describe type of communication (i.e. communication board, picture book, eye gaze, is an interpreter needed).
2. Primary Language: English
C. Family Supports Available to Assist Individual in Meeting this Post-School Outcome: Parent Guardian Sibling Friend Other
(Identify)
Parent / John & Pat Smith. / Sibling / Mary & John / Other
Guardian / Friend
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D. Transportation: Page 41. Mode of Transportation to and from Work: (Check all that apply)
a. Public: Bus Cab Specialized Transportation
b. Driver’s License/car Family Friends Walk Other
2. Type of Support Needed: (Check what applies)
a. Independent
b. Needs Training (i.e. Training in Pedestrian Safety, Training in reading & interpreting a bus schedule-Travel Instruction)
c. Needs Assistance (to access transportation services)
d. Travel Instruction Assessment Completed Travel training was conducted since 9-2008 with an emphasis on safety awareness. Since April 2009, Bill has travel trained independently using Metro Plus services.
e. Evaluator’s Name Betty Smith, Travel Trainer Instructor
E. Individual’s Job Preferences/Expressed Areas of Interest: (List)
The student would like to work competitively with computers, linens or in central supply. / Recommendations by IEP Team:
The student can be competitively employeed with supports for social skills practice. Bill's strengths are his ability to memorize, mathematics, computers and oranization of a department. (Once Bill is taught the organization and flow of a department, he runs it like methodically.)
F. Employment Possibilities Near Residence or through Personal Contacts: (List business name and address if known) None
G. Work-Based Learning: (Check)
Career Days Internship Work Release (paid)
Career Expos Job Shadowing Work Study Cooperative Education Registered Apprenticeship Volunteering
Community-Based Vocational Training Service Learning Other
Diversified Occupation Program Work Experience (part-time/full-time)
(List)
Bill worked at Sacred Heart(cleaned tables and folded napkins) and Scottish Rite(vaccuumed and cleaned windows).
G. Work-Based Learning: (continued)
No work related experiences: (Explain) Bill participated in the Project SEARCH transition to work program. Bill participated in the following internship sites: Central Supply, Mailroom and the Linen Department. In Central Supply, Bill retrieved carts from the residents' floors. He counted carts, determined amount of supplies needed for each cart and then entered the supply data to reorder materials. Bill also worked in the mailroom using a postage machine to apply postage to outgoing mail and he also sorted inner department mail. Lastly, Bill worked in the linen department. Bill retrieved linen carts from the residents' floors. Bill counted the individual linens on the carts and restocked the carts according to the predetermed amounts.
H. Specific Job Tasks: (Check) Able to Perform: One step task Two/three step tasks Multi-step tasks Page 5
(Describe tasks and level of independence)
A job needs to be broken down into sub-steps and modeled. With repeated practice, Bill can perform most tasks.
Does the individual meet employer expectations? (Comments) Yes, once trained Bill can complete all aspects of the job that are concrete. Kevin needs cue cards and modeling for components of the job that are abstract.
I. Description of Strengths and Abilities in Jobs Assessed: (Describe)
Bill is methodical, organized and focused on all job tasks. Bill can perform multi-step tasks. In Central Supply, Bill retrieved carts from the residents' floors. He counted carts, determined amount of supplies needed for each cart and then entered the supply data to reorder materials. Bill also worked in the mailroom using a postage machine to apply postage to outgoing mail and he also sorted inner department mail. Lastly, Bill worked in the linen department. Bill retrieved linen carts from the residents' floors. Bill counted the individual linens on the carts and restocked the carts according to the predetermed amounts. Bill needs to continue to work on using his cue cards to ask for help.
J. Motor/Mobility Skills: (Check) – Independent Wheelchair Crutches Cane Walker Assistance Needed
(Describe)
K. Endurance: (Check)
1. Endurance is less than: 1 hour 1-2 hours 2-3 hours or more 3 hours or more
2. Can the individual work while seated for at least 2 hours at a time? Yes No Don’t Know
3. Can the individual work while standing for at least 2 hours at a time? Yes No Don’t Know
4. Must the individual alternate between standing and sitting? Yes No
5. Individual can: Lift 50 pounds, Carry 50 pounds, Push 50 pounds
6. List any restrictions: sit stand kneel stoop bend crawl none
Comments:
L. Individual’s Behavior in Work Environment and Supports Needed to Maintain Appropriate Behavior: (List) Bill needs cue cards to prompt him to greet hie co-workers. Bill also uses cue cards to prompt him of tasks to perform where there is down time. If Bill is corrected when performing a task, he may slam an object. Staff verbally prompts him to take a deep breathe and use his words.
M. Accommodations/Environmental/Sensory Considerations Needing to be Addressed: (List) None
N. Habits, Routines, Idiosyncrasies: (List) None in school.
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O. Safety Considerations: (i.e. Overly friendly, unaware of danger/environment, knowing what to do in an emergency, carries ID, has emergency contact list) (List)
P. OTHER COMMMENTS
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VI. Mark by indicating: 3-Independent/strong ability, 2-Support Needed, 1-Not evident
A. COMMUNICATION
Response Code / 3 / 2 / 1 / DATE/YEAR 12-2008 / 3 / 2 / 1 / DATE/YEAR 6-2009Expresses basic needs and wants / 12-2008- Bill uses a cue card to prompt him to communicate his needs. / 6-2009-Bill uses a cue card to prompt him to communicate his needs.
Asks for assistance / 12-2008-Billuses a cue card and verbal prompting to ask for help. / 6-2009-Bill uses a cue card to prompt him to communicate his needs.
Speaks effectively / 12-2008 - Bill uses a cue card and verbal prompting to ask for help. / 6-2009-
Understands verbal instructions / 12-2008 / 6-2009-Bill interprets all instructions in a literal manner. Staff re-directs Kevin for approximations.
Follows verbal instructions / 12-2008 / 6-2009-Bill interprets all instructions in a literal manner. Staff re-directs Kevin for approximations.
Understands written instructions / 12-2008-Bill responds to more tasks when they are written down. He will follow each sub skill or task. / 6-2009-
Follows written instructions / 12-2008-Billresponds to more tasks when they are written down. He will follow each sub skill or task. / 6-2009-
Interprets non-verbal cues and gestures / 12-2008-with a cue card / 6-2009-
Requests accommodations / 12-2008--with a cue card / 6-2009-
Reports work related problems to supervisor/coworker / 12-2008--with a cue card / 6-2009-
Able to answer telephone appropriately / 12-2008 / 6-2009-
Takes an accurate telephone message / 12-2008-with a cue card and a script / 6-2009-
Leaves an appropriate telephone message / 12-2008-with a script / 6-2009-
Asks for time off appropriately / 12-2008-with a script and role modeling / 6-2009-
Completes paper application / 12-2008 / 6-2009-
Able to complete alternate format applications
(online, phone, electronics, etc.) / 12-2008 / 6-2009-With the assistance of family and staff.
Provides current medication information / 12-2008-when written on a card / 6-2009-With the assistance of family and staff.
Utilizes cell phone / 12-2008-skill initiated and staff provides 1:1 for modeling how to make a call and communicate / 6-2009-Since April 2009, Bill has used his cell phone using cue cards and fading to time telling with no prompts. Bill uses his cell phone to communication with staff during the work day and also his family as he rides public transportation home.
Mark by indicating: 3-Independent/strong ability, 2-Support Needed, 1-Not evident Page 8
B. PLANNING AND PROBLEM SOLVING
Response Code / 3 / 2 / 1 / DATE/YEAR 12-2008 / 3 / 2 / 1 / DATE/YEAR 6-2009Exhibits decision making skills / 12-2008- Bill follows a chart, if a task deviates he will continue to follow the chart and not adapt. / 6-2009-Bill follows a chart, if a task deviates he will continue to follow the chart and not adapt.
Adapts to change / 12-2008-Bill follows a chart, if a task deviates he will continue to follow the chart and not adapt. / 6-2009-Bill follows a chart, if a task deviates he will continue to follow the chart and not adapt.
Takes initiative / 12-2008-Needs a flow chart. / 6-2009-Needs a flow chart.
Understands employer expectations / 12-2008 / 6-2009-
Follows emergency procedures / 12-2008-Needs a flow chart. / 6-2009-Needs a flow chart.
Exhibits perseverance / 12-2008 / 6-2009-
Respects opinions/customs/differences of others / 12-2008 / 6-2009-
Accepts constructive feedback (criticism) / 12-2008-Gets upset and slams objects. He is verbally prompted to take deep breathes and use his words. / 6-2009-Gets upset and slams objects. He is verbally prompted to take deep breathes and use his words.
Accepts compliments / 12-2008 / 6-2009-
Handles physical problems that arise (i.e. illness, pain or bodily function) / 12-2008 / 6-2009-
Takes necessary medications according to instructions / 12-2008 / 6-2009-
Recognizes/reports unsafe condition(s) / 12-2008 / 6-2009-
C. SOCIAL INTERACTION
Response Code / 3 / 2 / 1 / DATE/YEAR 12-2008 / 3 / 2 / 1 / DATE/YEAR 6-2009Establishes rapport with others / 12-2008-with verbal prompting and cue card otherwise does not interact with others / 6-2009-with verbal prompting and cue card otherwise does not interact with others
Brings only work-related items to work / 12-2008 / 6-2009
Keeps personal issues separate from work / 12-2008-with verbal prompting and cue card / 6-2009-with verbal prompting and cue card
Interacts appropriately with coworkers/supervisor during break time / 12-2008-with verbal prompting and cue card / 6-2009-with verbal prompting and cue card
Interacts appropriately with coworkers/supervisor during work activity / 12-2008-with verbal prompting and cue card / 6-2009-with verbal prompting and cue card
Respects personal space of others / 12-2008 / 6-2009-
Respects personal property of others / 12-2008-when he gets frustrated he slams objects / 6-2009-when he gets frustrated he slams objects
Exhibits firm handshake / 12-2008 / 6-2009-
Exhibits eye contact / 12-2008-with verbal prompting / 6-2009-with verbal prompting
Answers general interview questions appropriately / 12-2008-with a cue card / 6-2009-with a cue card
Demonstrates appropriate table manners/eating habits during break / 12-2008-will site isolated from others / 6-2009-will site isolated from others
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Mark by indicating: 3-Independent/strong ability, 2-Support Needed. 1-Not evident
C. SOCIAL INTERACTION (continued)
Response Code / 3 / 2 / 1 / DATE/YEAR 12-2008 / 3 / 2 / 1 / DATE/YEAR 6-2009Listens while others are speaking / 12-2008-with verbal prompting / 6-2009-with verbal prompting
Engages in conversation / 12-2008-with verbal prompting / 6-2009-with verbal prompting
Dresses/grooms appropriately / 12-2008-with verbal prompting / 6-2009-with verbal prompting
Offers help / 12-2008 / 6-2009
D. WORK SKILLS