2018-19 Perkins Pirates My Transition Blueprint©️2018 versions A-S for students ages 13-22. Latest revision 8-17-18
Email address *
My Transition Blueprint
(All) Case Mgr--There are many questions coming up. Most all of the questions in Section 1 need to be answered by the IEP case manager but with input from the student. You will need to have a copy of the student's most recent IEP and ETR with you. Are you ready to begin? Student and case mgr seated together with IEP and ETR? Do you have at least 30-40 minutes to work on the blueprint? If not, schedule another time. *
(All) Case Mgr--What is the student's FIRST name? *
type in first name only--begin with CAPITAL letter
Your answer
(All) Case Mgr--What is the student's LAST name? *
type in last name only--begin with CAPITAL letter
Your answer
(All) Case Mgr--Which school building does the student currently attend? *
(All) Case Mgr--What is the student's birthdate? *
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(All) Case Mgr--What is the student's current age? *
(All) Case Mgr--In which year does the student plan to graduate from high school? *
(All) Case Mgr--Does the student currently receive services from BVR? If yes, choose the name of the assigned BVR counselor below (Katie or Pat). If no, choose one of first 3 options below that best describes student. *
(All) Case Mgr--Is student currently receiving services from the Erie County Board of Developmental Disabilities? If yes, choose the name of the assigned SSA below. If no, choose first option below. *
(All) Case Mgr--Does the student currently have an account/backpack with Ohio Means Jobs? If you answer No, you may skip the next 2 questions. *
(All) Case Mgr--If the student does have an account with Ohio Means Job, what is the username? Ideally we have asked the students to use their school email address as the username.
Your answer
(All) Case Mgr--If the student does have an account with Ohio Means Job, what is the student's password?
Your answer
(All) Case Mgr--When is the student's next IEP meeting? *
MM
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DD
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YYYY
(All) Case Mgr--When we meet to go over student's IEP, is the IEP team also going to be reviewing a new ETR ? (Evaluation Team Report completed every 3 years) *
(All) Case Mgr--Students not only need to know about their disability, they need to know the IEP accommodations for which they qualify. Without allowing the student to look at his/her IEP, ask your student to list the accommodations that are listed in Section 7. Then, case mgr., answer these questions---Does the student know what is meant by "allowable accommodations?" Was the student able to list his/her allowable accommodations? *
Education & Training Strengths and Needs, Interests and Preferences--Grades 6-12
(All) Case Mgr--What are your student's EDUCATION & TRAINING STRENGTHS & NEEDS? PLEASE NOTE--skills that are AVERAGE or above are STRENGTHS.) Look through the lengthy horizontal list of traits/skills/characteristics below. Mark each as either a strength or a need. Your choice should be BASED ON YOUR observations/data/assessments/ETR results/report cards/EOC exams, etc ONLY--you may ask student for input, but final determination as strength or need should be made by case mgr. *
reading skills
writing skills
math skills
listening comprehension
oral expression
school attendance (strength=student is NOT on an Attendance Intervention Plan)
punctuality at start of school day
punctuality to each class
homework/assignment completion
homework/assignments turned in ON-TIME
test prep skills
test taking skills
planning and timely completion of long-term projects
organizational skills
time management
works as member of a team
follows school & class rules
awareness of WHEN to ask for help
awareness of HOW to ask for help
self -advocate--knows strengths and needs
performance without adult supervision
focused until task is completed
note-taking
presentation skills (in front of a group)
following verbal directions
following written directions
use of technology tools: laptops/ tablets/smart phone as educational tools
hands-on skills
appropriate dress for setting
response to constructive criticism
preparedness with school tools/materials
awareness of most or all of his/her IEP accommodations
awareness of WHY he/she is eligible (category) for an IEP
overall attitude
work ethic
respect for adults
relationships with peers
motivation
independent problem solving ability (resourcefulness)
engagement in learning
regulation of emotions
takes all 4 core classes in a gen ed setting
GPA of 2.0 or higher
required points on End of Course Exams for diploma
score on ACT or SAT or ACCUPLACER showing college readiness
level of college readiness as compared to a college-bound peer
awareness of advantages of applying for (or has already applied/been accepted) into an EHOVE career-tech program
familiarity with OMJ website for use in researching colleges/tech schools/training options
plan for future education & training that matches current skills/interests
STRENGTH
NEED
(All) Case Mgr--Does this individual student have a specific need(s) that will be a barrier to post secondary education & training success that was not in the choices above or was in the choices above but needs a more specific description??? If yes, describe below.
This question is applicable to all students but may be especially applicable to students with MULTIPLE DISABILITIES or INTELLECTUAL DISABILITIES. Describe as many needs as apply.
Your answer
(All) Case Mgr (question for students in grades 9-12 only)--What are the student's general PREFERENCES for describing his/her ideal post-secondary education & training? If student is in grades 6-8 choose 1st option below. If 9-12th grade student currently has NO interest in education & training after high school, choose the last option below. Or if student plans to enlist in the military note this in the Other box below. Or if student is in a self-contained setting for most of the day AND this question does not apply, choose last option below. *
check as many as apply
Required
(All) Case Mgr--What is the student's current plan for post secondary education & training? (ask student)--the choices below are generally listed from least to most amount of education & training. IMPORTANT--Make a note of which plan you choose (A-K)--for some of the students this question may appear later in this survey and you need to select the SAME answer. *
choose the one answer that best describes the post-secondary ed & training plan for this student
(All) Case Mgr--Based on student's Ed & Trng needs identified from previous questions (as well as other evidence,) and his/her post secondary plan for Education & Training, what do you believe are the student's top 2-3 barriers to achieving success in the desired post secondary education & training setting? Think of it this way--if student exited school tomorrow--why wouldn't he/she be successful in his/her chosen setting for Ed & Trng? Which 2-3 needs should be addressed first/on this next IEP?
Your answer
(All) Case Mgr--Notes to yourself--Below is simply a text box in which to include any additional info related to Education & Training Strengths & Needs or the student's future plan for Ed & Trng that student shared or that the case mgr thought of that might be good info to include in Section 5 (Transition) of the IEP. This is simply a space for you to take some notes for later reference. This is not a required question, so the case mgr may leave it blank. Any info included here will be sent back to case mgr (labeled as notes) with the other results of the My Transition Blueprint.
Your answer
(All) Case Mgr--How did you determine the student's Education & Training STRENGTHS, NEEDS, INTERESTS and PREFERENCES? Many of your typical class activities, records, classroom-based assessments and observations, etc are actually AATAs (Age Appropriate Transition Assessments) Look at the list below and choose all that you used to determine the student’s STRENGTHS, NEEDS, INTERESTS and PREFERENCES in the area of Education and Training. You are answering the simple question: How do you know what you know about the student? *
check as many sources as apply
Required
Employment--Strengths and Needs grades 6-12
(All) Case Mgr--What are your student's EMPLOYMENT STRENGTHS & NEEDS? PLEASE NOTE--skills that are AVERAGE or above are STRENGTHS.) Look through the lengthy horizontal list of traits/skills/characteristics below. Mark each as either a strength or a need. Your choice should be BASED ON YOUR observations/data/assessments/ETR results/report cards/EOC exams, etc ONLY--you may ask student for input, but final determination as strength or need should be made by case mgr. *
dependability
following directions from adult
completion of single step task
completion of multi-step task
timely task completion
punctuality
attendance (strength=student is not on an Attendance Intervention Plan)
peer interaction/relationships
leadership skills
self-confidence
required level of prompting to complete task
temporary driving permit
driver's license
access to transportation to work
state of Ohio ID (also mark as strength if student has temps or license)
experience using public transit (STS)
an account through OMJ
familiarity with OMJ website for use in career exploration
current employment
prior work experience
volunteer experience
experience with training at community based training sites through school
experience completing jobs for family and neighbors such as babysitting_lawn mowing_snow shoveling_leaf raking_etc
regular chores at home
paper/pencil job application completion
on-line job applications completion
interview skills
resume prepared
able to list 3 references
plan to apply for or has already applied for/attends EHOVE program
services from BVR
services from Bd of DD
plan for an adult employment goal which matches current skills/interests
Strength
Need
(All) Case Mgr--Does the student have a specific need(s) that will be a barrier to post secondary competitive integrated employment success that was not in the choices above or was in the choices above but needs a more specific description??? If yes, describe below.
This question is applicable to all students but may be especially applicable to students with MULTIPLE DISABILITIES or INTELLECTUAL DISABILITIES. Describe as many needs as apply.
Your answer
(All) Case Mgr--Based on student's employment needs chosen above, as well as other evidence, what do you believe are the student's top 2-3 barriers to achieving success in any post secondary employment setting? Think of it this way--if student exited school tomorrow--why wouldn't he/she be able to successfully find and maintain employment? Which 2-3 needs should be addressed first/on this next IEP? *
List needs as 1, 2, 3 in order of importance
Your answer
(All) Case Mgr--Notes to yourself--Below is simply a text box in which to include any additional info related to Employment Strengths & Needs that student shared or that the case mgr thought of that case mgr may want to include in Section 5 (Transition) of the IEP. This is simply a space to take some notes for later reference. This is not a required question, so the case mgr may leave it blank. Any info included here will be sent back to case mgr (labeled as notes) with the other results of the My Transition Blueprint.
Your answer
(All) Case Mgr--How did you determine the student's Employment related STRENGTHS, NEEDS, INTERESTS and PREFERENCES? Many of your typical class activities, records, classroom-based assessments and observations, etc are actually AATAs (Age Appropriate Transition Assessments) Look at the list below and choose all that you used to determine the student’s STRENGTHS, NEEDS, INTERESTS and PREFERENCES in the area of Employment. You are answering the simple question: How do you know what you know about the student? *
check as many sources as apply
Required
Independent Living--Strengths, Needs, Preferences and Interests grades 6-12
(All) Case Mgr--What are your student's INDEPENDENT LIVING STRENGTHS & NEEDS? Look through the lengthy horizontal list of traits/skills/characteristics below. Mark each as either a strength or a need. You will need the student's input (parent input if available), formal and informal assessments, etc and your best judgement in order to complete this section. *
organized work/school/personal calendar or schedule
knowing when and how to ask for help
counting money
telling time
ability to set up/maintain monthly budget
reliable transportation to work/college/tech program
ability to schedule rides with STS
personal laundry skills
completion of regular household chores
simple meal prep
schedules own medical/dental appts
renews/refills own prescriptions
shops for food & clothes & household items
appropriate use of social media
appropriate use of smartphone in general
own bank account
own credit card or debit card
has own phone
ability to make and maintain healthy/positive friendships
grooming & hygiene
problem solving skills needed for living on own
ability to safely stay home alone for a weekend
behavior of good citizen/neighbor
current involvement community activities (recreation/sports/social/church/service/musical/theater/clubs etc)
Strength
Need
(All) Case Mgr--Does the student have a specific need(s) (that will be a barrier to successfully living on his/her own as an adult) that was not in the choices above or was in the choices above but needs a more specific description??? If yes, describe below.
This question is applicable to all students but may be especially applicable to students with MULTIPLE DISABILITIES or INTELLECTUAL DISABILITIES. Describe as many needs as apply.
Your answer
(All) Case Mgr--Ask the student to choose a self-rating as to how ready he/she is to live independently right now. *
choose a number from 1-10
No way! I still have lots to learn and lots of growing up to do.
Yes! I am totally ready & able to live on my own without parent/family support.
(All) Case Mgr--Based on student's INDEPENDENT LIVING needs chosen in previous questions, as well as other evidence, what do you believe is the student's top barrier (choose at least 1) to being able to live independently? Think of it this way--if student exited school tomorrow--why wouldn't he/she be able to live independently? Which need should be addressed first/on this next IEP? *
Your answer
(All) Case Mgr--Notes to yourself--Below is simply a text box in which to include any additional info related to Independent Living Strengths & Needs that student shared or that the case mgr thought of that case mgr may want to include in Section 5 (Transition) of the IEP. This is simply a space to take some notes for later reference. This is not a required question, so the case mgr may leave it blank. Any info included here will be sent back to case mgr (labeled as notes) with the other results of the My Transition Blueprint.
Your answer
(All) Case Mgr--After graduation from high school (within 6 months) in which of these settings does the student think he/she will prefer to live? *
(All) Case Mgr--When student is a little older, let's say age 24, in which of these settings will he/she prefer to live? *
(All) Case Mgr--When the student is a little older, let's say age 24, describe the type of SETTING in which will he/she prefer to live by choosing descriptors below? *
check as many as may apply
Required
(All) Case Mgr--Once the student graduates from high school and then maybe college and is ready to live and work as an adult, in which type of community activities will he/she be interested in participating? *
check as many as apply
Required
(All) Case Mgr--How did you determine the student's Independent Living STRENGTHS, NEEDS, INTERESTS and PREFERENCES? Many of your typical class activities, records, classroom-based assessments and observations, etc are actually AATAs (Age Appropriate Transition Assessments) Look at the list below and choose all that you used to determine the student’s STRENGTHS, NEEDS, INTERESTS and PREFERENCES in the area of Independent Living. You are answering the simple question: How do you know what you know about the student? *
check as many sources as apply
Required
(All) Case Mgr--Who is the IEP case manager? *
(All) Case Mgr--In which grade is the student? *
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