V3 Discovery Fact Sheet

V3 Discovery Fact Sheet

Students with complex disabilities confront significant challenges when it comes to the accuracy and usefulness of typical secondary transition evaluations and assessments. In addition, these evaluations are often deficit-driven, lead to a prediction of success in employment and other post-secondary outcomes based on performance on the evaluation, and provide information about what the student needs to learn or change in order to have opportunities in employment and other post-secondary transition activities. Thus, these types of comparison-based, standardized assessments often result in an exclusion model. The V3 Discovery process is an accurate and acceptable substitute to such evaluations that provides a foundation for employment planning and other post-secondary transition vision and goals. In addition, V3 Discovery is compatible with the principles of self-determination and employment first.

What is V3 Discovery? V3 Discovery is an age-appropriate transition assessment aligned with the principles of person-centered planning, self-determination and choice. The process involves gathering relevant and accurate information for developing a secondary transition student’s Post-Secondary Vision (required as part of the IEP process), Vocational Profile, and Visual Resume. This process establishes a foundation for employment planning and the Summary of Performance (SOP) as well as the development of other post-secondary transition goals. The tools for V3 Discovery include records review, interviews and surveys of persons who know the student best, multiple observations and time spent together with the student in familiar and novel integrated school and community settings, home visit(s) and a neighborhood tour. As a result, the team discovers positive information about the student to inform these outcomes including:

·  Interests and Preferences

·  Skills and Contributions

·  Conditions for Success

·  Connections

Benefits of V3 Discovery:

·  Discovery of new found interests and skills of students with ASD. Even family members are surprised when an individual’s intense interest is not necessarily the area where they want to and may work best.

·  Re-framing an “unemployable” decision to a list of conditions of employment for the student.

·  Changing the perspectives of team members. They see unique skills, preferences, and support needs.

·  Collaborative partnerships between school staff and adult service agency staff (e.g. MRS, CMH, employment agencies, etc.) improve.

Discovery is a process of understanding the individual in order to identify potential employment and independent living conditions. There are a number of key features and guiding principles related to the process including:

·  All individuals with ASD have something to contribute in an employment setting

·  Individuals with ASD should opt out rather than into employment

Key Process Features:

·  Observations in multiple settings including home, school, and community

·  Interviews with multiple persons who interact with the individual with ASD including family members, school & agency staff, and friends

·  Focus on what the individual with ASD “does” not necessarily what he/she likes or wants to do

·  Development of employment themes that pave the way for employment options