Revised for Florida by Project 10: Transition Education Network. Vs.7.31.14

Revised for Florida by Project 10: Transition Education Network. vs.7.31.14 Florida Discovery Student Profile

Date: Expected Graduation Date: Student: D.O.B.: Age: School: Teacher of Record: Information contributed by: Summary written by:

Part One: Information from the Home

Conduct a home visit with the student and his or her family. Solicit information through discussions and observations, paying particular attention to the following:

1.a. Routines: Ask about typical routines on a school day. What about on a weekend day or a vacation day? Explain support needs and specific strategies provided. Describe the student’s strengths, interests and abilities.

1.b. Home/daily living skills: What are the student’s skills in the areas of home maintenance, safety, budgeting, meal preparation, etc.?

1.c. Responsibilities at home: Ask about the student’s responsibilities at home. Encourage the family member who is providing this information to provide detailed descriptions of tasks performed. If possible, observe the student performing some of his or her home responsibilities (e.g. doing the dishes, folding laundry, etc.).

1.d. Interests: What does the student do during free time? With permission, tour the student’s bedroom to look for clues about interests and hobbies.

1.e. Community activities and connections: Are there places the student likes to go in the community on his or her own or with family? If so, where? With whom? How often? What do they do there?

Information for this form was gathered from the Rural Institute at the University of Montana’s Transition Assessment and Planning Guide: A Tool to Assist Students, Families, and Schools to Coordinate Meaningful Transition Activities for Youth with Disabilities; and Marc Gold & Associates, Vocational/Personal Profile Form. Page 1 Revised for Florida by Project 10: Transition Education Network. vs.7.31.14 1.f. Motor/mobility skills/access to transportation: How does the student physically access his or her environment? Are any supports needed?

1.g. Health concerns: Are there any health concerns or issues that may impact the student’s performance at school or on the job?

Part Two: Information for Portfolio/Visual Resume

Portfolio/Visual Resume information:

2.a. Gather existing pictures that showcase any new perspective(s) of this student.

2.b. Obtain photos that capture information about who the student is, including: his or her strengths, interests, and successful strategies used at home and in the community. NOTE: A video camera may be helpful to capture activities (equipment provided by parent or school).

Part Three: Observations and Interviews

Gather information through observations and interviews paying attention to the following areas: *Please note: that some information will cross over multiple environments, such as school, work, home, community.

3.a. Supports and accommodations: What supports/accommodations are typically provided to the student? Which strategies are effective?

3.b. Interests/preferences: Are there particular interests and/or preferences? Is the student’s performance different in different situations, and/or with different people? Describe what you see (note that sometimes indicators of interest areas and preferences may be subtle).

3.c. Work experience (volunteer, internship, job shadowing, unpaid, paid): What tasks has the student learned? Likes/dislikes in regards to the work experience? Are supports provided? Describe the performance.

Part Four: Additional Skills

Information for this form was gathered from the Rural Institute at the University of Montana’s Transition Assessment and Planning Guide: A Tool to Assist Students, Families, and Schools to Coordinate Meaningful Transition Activities for Youth with Disabilities; and Marc Gold & Associates, Vocational/Personal Profile Form. Page 2 Revised for Florida by Project 10: Transition Education Network. vs.7.31.14

Skills across work, home, school and community:

4.a. Connections/social skills: Who are the student’s friends, and where do they socialize? Who works well with the student (consider a variety of environments)? Gather as much information as possible from the individuals identified, including strengths, skills, and successful strategies.

4.b. Communication skills: How does the student communicate? Describe the support that is required or typically provided. If the student does not use verbal communication, how does the student express himself or herself? How does the student interact with others?

4.c. Assistive technology skills: Does the student use any assistive technology? Is there technology that could increase independence and performance at school, work, in the community, or home?

4.d. Self-determination/Self-advocacy skills: How does the student perceive the impact of his or her disability; how is it described to others? What strategies work and what should be avoided? Can the student independently identify and request needed supports/accommodations? If not, what supports need to be in place?

4.e. Self-management skills: Describe the student’s support needs and skills in managing: schedules at home and in school; transitioning from one environment/activity to another; and assembling and keeping track of his/her supplies (e.g., wallet, lunch, glasses, phone, day planner, communication system).

Part Five: Record Review

This will be an on-going process of reviewing and updating student progress.

5.a. Routine at school: What is the student’s daily routine at school? What supports are provided? What strategies have been successful for this student in academics, social areas, and work experiences?

5.b. IEP: Describe the skills, current and targeted, in the IEP; as well as relevant Transition Assessment data. New information may be identified which could be included or explored further.

Information for this form was gathered from the Rural Institute at the University of Montana’s Transition Assessment and Planning Guide: A Tool to Assist Students, Families, and Schools to Coordinate Meaningful Transition Activities for Youth with Disabilities; and Marc Gold & Associates, Vocational/Personal Profile Form. Page 3 Revised for Florida by Project 10: Transition Education Network. vs.7.31.14

5.c. Academics: What skills does the student have in math, money management, time management, reading, and following a daily schedule? Describe the student’s performance in these areas.

Part Six: Additional Information

6.a. Ideal work/activity conditions: Include characteristics of the physical environment, time of day, social aspects, supports and strategies, etc.

6.b. Environments/strategies that should be avoided: Note any strategies and/or environments that may cause undue stress or agitation to the student and should be avoided.

6.c. Challenges: Are there any behavioral, social, or physical challenges? Define the challenge(s) in objective terms. What strategies have been successful in preventing challenging situations? What strategies have been used to successfully manage/resolve challenging situations?

6.d. Available services and resources, and family supports: Indicate what services the student currently receives (e.g., the Agency for Persons with Disabilities, the Division of Vocational Rehabilitation, Social Security Benefits, etc.); support currently provided by the family, and supports they are willing to provide in the future regarding employment and other postsecondary options (e.g. assistance with transportation). Also note services that may be needed and available for the student to access in the future.

Information for this form was gathered from the Rural Institute at the University of Montana’s Transition Assessment and Planning Guide: A Tool to Assist Students, Families, and Schools to Coordinate Meaningful Transition Activities for Youth with Disabilities; and Marc Gold & Associates, Vocational/Personal Profile Form. Page 4