Sample from

Life after School Transition Planning for Students

with Disabilities

by

CANDICE STYER, Ph.D.

Styer-Fitzgerald Program for Functional Academics Life after School: A Guide to Transition Planning and Preparation for Students with Disabilities

Copyright © 2015, Candice Styer All rights reserved

First U.S. Edition Published in 2015

Styer-Fitzgerald Publishing, Inc PO Box 593

Bothell, WA 98041

www.styer-fitzgerald.com

ISBN pending

Cover art work by Gail Gwinn Cover design by Blind Bat Studios

It is unlawful to reproduce, copy, distribute, or sell any part of the materials in this book without the express written consent of the authors and publisher.

Website URLs are provided as resource references. The publisher does not maintain these sites, all of which were active and valid at the time of publication. Please note that over time, URLs and/or their content may change. We

regret any inconvenience this may cause readers.

Microsoft, Word, and Excel are registered trademarks of Microsoft Corporation.

All other company, product, and service names mentioned herein may be registered trademarks, trademarks, or service marks of their respective holders.

i

Contents

INTRODUCTION

SECTION ONE: TRANSITIONING FROM SCHOOL TO WORK

Chapter 1: Creating a Comprehensive Transition Plan

The Individualized Transition Plan

Chapter 2: Using the Functional Vocational Evaluation to Create and Implement IEP/ITP

Goals

Identifying Postsecondary Goals

Deciding Course of Study Related to Goals

Determining Role of Adult Service Agencies

Chapter 3: Coordinating the Planning Process

Family Involvement

Use a Questionnaire to Help Identify Goals

Managing the Planning Process

Transition Planning Summary

SECTION TWO: WORK EXPERIENCE

Chapter 1: Creating Real-World Work Experiences

Benefits and Cautions of Work Experiences

Work History to Build a Resume

Chapter 2: Developing Job Sites in the Community

Interviewing Potential Employers

Analyzing Job Sites to Make Best Match for Individual Students

Creating a Job Bank

Job Carving

Chapter 3: Tips for Breaking Job Tasks into Teachable Steps

Chapter 4: Tips for Teaching Behaviors Important to Work Success

Staying on Task

Following Directions

Moving from One Task to Another Independently

Being Socially Appropriate

Chapter 5: Incorporating Student Incentives

Chapter 6: Following Up with Employers

Chapter 7: Creating a Vocational Portfolio

T A B L E O F C O N T E N T S

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SECTION THREE: CURRICULUM FOR TEACHING STUDENTS IN TRANSITION

Chapter 1: The Styer-Fitzgerald Program for Functional Academics Curriculum for Teaching

Community-Based Skills

Instructional Guidelines

Assessing Community-Based Skills

Independent/Pre-Vocational Skills—Independent Community Access Example Checklist

Community Based Training—Street Crossing

Task Analysis with Sample Data: Community Based Training—Street Crossing

Community Based Training—Bus Riding

Task Analysis with Sample Data: Community Based Training—Bus Riding

Community Based Training—Phone Safety

Task Analysis with Sample Data: Community Based Training—Phone Safety

Community Based Training—Using a Vending Machine

Task Analysis with Sample Data: Community Based Training—Using a Vending Machine

Community Based Training—Using an ATM for Withdrawals

Task Analysis with Sample Data: Community Based Training—Using an ATM for

Withdrawals

Community Based Training—Using an ATM for Deposits

Task Analysis with Sample Data: Community Based Training—Using an ATM for Deposits

Community Based Training—Grocery Shopping

Task Analysis with Sample Data: Community Based Training—Grocery Shopping

Community Based Training—Grocery Shopping with a Calculator

Task Analysis with Sample Data: Community Based Training—Grocery Shopping with a

Calculator

Community Based Training—Eating Out (Seated)

Task Analysis with Sample Data: Community Based Training—Eating Out (Seated)

Community Based Training—Eating Out (Take-Out)

Task Analysis with Sample Data: Community Based Training—Eating Out (Take-Out)

Chapter 2: Curriculum for Teaching Independent Skills

Filing

Independent Skills—Filing Lesson 1

Task Analysis with Sample Data: Independent Skills—Filing Lesson 1

Independent Skills—Filing Lesson 2

Task Analysis with Sample Data: Independent Skills—Filing Lesson 2

Independent Skills—Filing Lesson 3

Task Analysis with Sample Data: Independent Skills—Filing Lesson 3

iii

Computer Skills

Independent Skills—Computer Skills: Using Microsoft Word® and Excel®

Data Sheet with Sample Data: Independent Skills—Computer Skills: Using Microsoft Word

and Excel

Budgeting and Banking

Independent Skills—Budgeting and Banking: Making Deposits

Task Analysis with Sample Data: Independent Skills—Budgeting and Banking: Making

Deposits

Independent Skills—Budgeting and Banking: Transferring Money

Task Analysis with Sample Data: Independent Skills—Budgeting and Banking: Transferring

Money

Independent Skills—Budgeting and Banking: Managing Finances

Task Analysis with Sample Data: Independent Skills—Budgeting and Banking: Managing

Finances

Task Analysis with Sample Data: Independent Skills—Budgeting and Banking: Managing

Finances (continued)

Writing Skills

Independent Skills—Writing Lesson 1: Personal Information

Data Sheet with Sample Data: Independent Skills—Writing Lesson 1: Personal Information

Independent Skills—Writing Lesson 2: Job Application

Data Sheet with Sample Data: Independent Skills—Writing Lesson 2: Job Application

Independent Skills—Writing Lesson 3: Online Job Application

Task Analysis with Sample Data: Independent Skills—Writing Lesson 3: Online Job

Application

SECTION FOUR: TEACHING COMMUNITY BASED AND VOCATIONAL SKILLS

Chapter 1: Instructional Strategies

Prompting

Fading Prompts

Correction Procedure for Task Analysis

Reinforcement

Chapter 2: Data Collection

Number of Prompts

Percentage of Correct Responses

TRANSITION TERMINOLOGY AND RESOURCES

REFERENCES

T A B L E O F C O N T E N T S

iv

ABOUT THE AUTHOR

ADDITIONAL CURRICULUM BY DR. CANDICE STYER AND SUZANNE FITZGERALD

The Styer-Fitzgerald Program for Functional Academics

Elementary Level

Secondary Level

Effective Strategies for Working with Paraeducators

Teacher’s Guide to Peer Tutoring

1

Introduction

Transition planning is a difficult and emotional undertaking for many students with disabilities

and for their families. These students and families are moving from a comprehensive school

system that is required to serve them to an adult service system that is based on availability. The

adult service system is confusing and provides limited resources within an over-taxed and

ineffective service model. Many adult service providers end up only able to assist adult clients

who already possess a high level of vocational and community-based skills. Consequently,

students with more significant challenges often remain without services, camped out for years

on endless waiting lists.

Research by the Institute for Community Inclusion at the University of Massachusetts identified

a number of variables that are indicators of poor employment outcomes for students with more

significant disabilities (Butterworth et al. 2014). These include

inadequate collaboration between the adult service systems and the education systems

(Whelley, Hart, and Zaft, n.d.);

limited vocational experiences while students are still in school (Carter, Austin, and Trainor

2011); and

insufficient support to transition directly from school to jobs in the community (Certo et al.

2003).

Life after School: A Guide to Transition Planning and Preparation for Students with Disabilities is

an attempt to tackle these issues. The guide is divided into four sections.

Section One: Transitioning from School to Work addresses how to navigate and access the adult

service system. It focuses on helping students, particularly students with more significant

cognitive impairments, their parents, and their teachers understand a complex and competitive

adult service system.

The Functional Vocational Evaluation provides the framework for the Individualized Transition

Plan and is used to identify skill deficits and target goals designed to increase independence in

the community.

Section Two: Work Experience outlines strategies for developing job sites which teach real

vocational skills in the community. In addition, tips for teaching job-related behaviors such as

staying on task and working independently are discussed.

Section Three: Curriculum for Teaching Students in Transition contains lessons for teaching

community-based and vocational skills. The community-based skills, such as street crossing, bus

riding, and grocery shopping, prepare students to access their communities independently. This

section also provides teachers with practical activities designed to increase vocational skills,

such as data entry and filing.

Section Four: Teaching Community-Based and Vocational Skills offers the Applied Behavior

Analysis methodology of prompting, reinforcement, and correction procedures. Student

I N T R O D U C T I O N

2

progress is monitored and supported by both a summative and formative data tracking system

using a task analysis format.

Note: The terms adult services and adult service system refer to such agencies as the Division of

Vocational Rehabilitation (DVR), the Developmental Disabilities Administration (DDA), and supported

employment agencies. In the resources glossary you will find a list of some of the adult services relevant to

the transition process and an explanation of the type of assistance that each agency provides.

References

Butterworth, J., Smith, F. A., Hall, A.C., Migliore, A., Winsor, J., & Domin, D. 2014. StateData: The national report on employment services and outcomes. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion. Carter, E.W., Austin, D., & Trainor, A.A. 2011. Factors associated with the early work experiences of adolescents with severe disabilities. Intellectual and Developmental Disabilities, 49(4) 233-247. Certo, N.,J., Mautz, D., Pumpian, I., Sax, C., Smalley, K., Wade, H.A., Noyes, D., Luecking, R., Wechsler, J. & Batterman, N. 2003. Review and discussion of a model for seamless transition to adulthood. Education and Training in Developmental Disabilities, 38(1) 3-17. Whelley, T. Hart, D. & Zaft, C. n.d. Coordination and management of services and supports for individuals with disabilities from secondary to postsecondary education and employment (white paper). Honolulu, Hawai’i. University of Hawai’i at Manoa, National Center on Secondary Education and Transition and National Center for the Study of Postsecondary Educational Supports.

3

Section One: Transitioning from School to Work

Chapter 1: Creating a Comprehensive Transition Plan [Sample first page

only]

The Individualized Transition Plan

The transition plan serves as the framework for identifying goals designed to move a student

from point A (school) to point B (life after school). The Individualized Transition Plan (ITP) is the

template and structure for helping students make the transition from one environment, the

school system, to the next stage in life, the world of work.

The student’s postsecondary outcomes, identified on the ITP, become the driving force behind

the development of their IEP goals. In short, the transition process is about planning for and

teaching to the skills needed for whatever the student will be doing in life beyond high school.

The formats of IEPs and ITPs vary from school district to school district and from state to state.

However, all ITPs contain four basic elements:

A Functional Vocational Evaluation, which is a variety of tools used to determine a student’s

vocational interests, aptitudes, and the supports the student will need to be successfully

employed.

Postsecondary goals, which address what the student will be doing after graduation,

including employment, education and training, and independent living.

A course of study that identifies the course content necessary to meet the postsecondary

goals.

The agencies and services the student will need to be connected to in order to meet the

postsecondary goals.

When students receiving special education services are 16 years old (and in some cases 14 years

old), they are required to have an ITP as part of their IEP.

Each student’s journey, or course of study, is different and is reflective of that student’s

individual postsecondary goals. If a student is going to become a mechanic, for example, he/she

will undertake a different course of study than a student whose dream it is to become a greeter

at a department store. At the same time, if a student is going to live independently as opposed

to residing in a group home, he/she will need an entirely different set of self-help and daily living

skills.

The information you gather to create the ITP comes from a variety of sources including, but not

limited to, standardized assessments, parent interviews, and the student’s work histories. The

more information an IEP team has about a student’s interests, skills, postsecondary goals, and

support needs within the areas of vocational, residential, and social/community life, the more

comprehensive and effective the student’s transition plan.

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5

Chapter 2: Using the Functional Vocational Evaluation to Create and

Implement IEP/ITP Goals [Sample first page only]

After gathering information from a variety of sources such as aptitude assessments, the PCP,

and work experiences, you should be able to

1. Identify your student’s interests

2. Identify your student’s strengths

3. Identify your student’s deficits or challenges and subsequent support needs

The goals in the IEP/ITP should focus on teaching to these areas of concern and should be

addressed early in the student’s educational career and implemented consistently.

Identifying Postsecondary Goals

The ITP addresses the postsecondary goals in the areas of education and training, vocation, and

life/community. These goals identify what the student will be doing after graduation.

Postsecondary goals might include some of the following options:

Vocational technology programs

Community college courses

Four-year college

Connecting with adult service agencies such as DDA and DVR for supported employment

Deciding Course of Study Related to Goals

After a student’s goals are identified, it is necessary to determine the course of study that the

student will pursue while in high school in order to meet those postsecondary goals. The course

of study might be:

Academics

Life skills

Mobility training

Community–based training

Determining Role of Adult Service Agencies

Finally, the IEP/ITP team targets the agencies which the student will need to access in order to

meet his or her postsecondary goals. The adult services agencies involved might include the

following:

The Developmental Disabilities Administration (DDA)

The Division of Vocational Rehabilitation (DVR)

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Chapter 3: Coordinating the Planning Process [Sample first page only]

Coordinating the planning process involves working with many different people. The ITP/IEP

team includes the student, the student’s parents, teachers, and agencies that the student will be

accessing for support services. Other people, such as respite providers or therapists, are often

included.

Family Involvement

Involving parents in the transition process is essential because they are a valuable source of

information about what skills their son or daughter performs at home and in the community.

They are also the team members who have thought the most about their son or daughter’s

post-school options and have the most at stake in the transition process. Ultimately, they will be

the major source of support for the student once he or she has left the school system.

Consequently, parents need information and support to help them effectively navigate the

transition process and the adult service system.

Because of the stress created during this time in a student’s life, it is not uncommon for parents

to feel nervous or even hostile as graduation and the end to school-based services approaches.

No matter how early you try to prepare parents for their student’s transition, or how much

information you give them, once the reality of this change/transition sinks in, they may respond

as though no one has ever talked to them about postsecondary services and options.

Use a Questionnaire to Help Identify Goals

One way to get parents to start planning for this transition is to begin the conversation about

post-graduation options as soon as students enter high school. This may seem a bit premature,

but if you start the conversation early, it will give parents time to think about realistic outcomes

and start planning. Make it a part of your comprehensive transition planning process to

encourage parents to think about post-school outcomes, especially in the realm of social and

residential options.

One strategy that can be useful to help parents begin to think about postsecondary options is to

have them answer a questionnaire. This tool can help them identify the family’s projected post-

graduation goals for the student and the types of services needed to realize these goals. The

questionnaire can also help you target relevant life skills to teach at school and provide families

with specific skills to teach at home.

A sample first page of the Parent Questionnaire is included in Figure 3a. The complete Parent

Questionnaire is included in Section One: Reproducible Materials.

7

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Section Two: Work Experience

Chapter 1: Creating Real-World Work Experiences [Sample first page only]

Interest inventories and student interviews can provide enough information for you to

formulate ideas about a student’s interests and subsequently set up job shadows and work

experiences so a student can “try out” jobs. A job shadow is a short-term placement at a job site

that allows a student to experience a job and understand the kinds of tasks that are required.

Often in a job shadow situation, a student simply observes others doing the job rather than

actually performing the job themselves.

After a student has experience with a few job shadows, you can place the student in a long-term

(volunteer) work experience at the shadowed job sites that the student found interesting. Long-

term work experiences will allow a student to spend more time at a job site and learn the job by

actually doing it. Ideally, a student will participate in two to three long-term work experiences

before leaving high school or a transition program.

Benefits and Cautions of Work Experiences

The benefits of good work experiences are that it helps teachers, counselors, and supported

employment agencies to identify the student’s interests, strengths, and the types of training and

support that a student will need in order to be successful at a paid job. Also, students can add

these work experiences to their vocational portfolios and resumes and carry them into the adult

service world when they leave the school system.

However, it is important to be aware of the Department of Labor (DOL) regulations in order to

protect both the employer and the student. Check with the DOL regarding regulations about

volunteer work experiences, in particular the rules that specify the number of hours a trainee

can work in an unpaid position.

Work History to Build a Resume

A resume and the student’s work history should be completed and updated for every paid and

unpaid work experience that the student participates in. The resume and work history will be a

work-in-progress, changing as new work experiences are added. Vocational rehabilitation

counselors (DVR) and supported employment agencies benefit from this kind of information,

because it provides a basis of understanding about what jobs the student might be interested in

and the types of supports that he/she will need to be successfully employed. This additional

information is a bonus for these overburdened agencies and helps move along the typically slow

process of assessment to job placement more quickly.

You may want to add categories to the Student Work History Information form (provided in

Section Two: Reproducible Materials), but it should include at least the following information:

9

Chapter 2: Developing Job Sites in the Community [Sample first page only]

Even if you have students who are planning to attend college, a work experience can be a

valuable opportunity to learn work-related behaviors and help students explore their vocational

interests. But whose responsibility is it to create these work experiences and to train and

supervise students at work sites?

Some school districts have Transition teachers or Vocational Specialists who fill these roles. Even

so, the current focus on preparing students for the transition from school to work has

catapulted many teachers, particularly those who work with students with more significant

disabilities, into the unfamiliar role of career counselor and job coach. For some of your

students, you may be able to utilize the career counselor at your school to assist you with the

vocational piece. Some school districts also have Career Training and Education (CTE) programs

that provide apprenticeships that might be appropriate for some of your students.

However, if you teach students with more significant challenges, the buck generally stops with

you. Consequently, it falls on you and your staff to develop the work sites, both on and off

campus, that will provide good vocational experiences for your students.

Job development is a difficult task and one that most teachers have not been trained to do. This

next section is intended to provide some tips for creating work experiences that will prove

beneficial for your students.

Interviewing Potential Employers

The first step in developing a job, either paid or unpaid, is to interview the employer to

determine the jobs that are available at the particular work site. This interview can give you a

clear idea of whether a particular work site will provide the type of vocational experiences you

want your students to have.

In addition, an interview will help you determine what the employer and co-workers’ level of

support and commitment are at the training site. It works best to look for sites that have specific

job duties for students, high expectations for all employees, and a strong commitment to

providing solid job training. It is prudent to be cautious of work situations where the

employer/supervisor is more interested in tax credits and “free labor”. The Department of Labor

(DOL) frowns on trainees filling jobs that are normally filled by paid employees. Consequently,

even an unpaid job site should provide jobs that offer real work experiences but that do not

replace a paid employee.

The Employer Interview Form is helpful in determining the quality of a job site. See Figure 2a for

a sample. A blank Employer Interview Form is found in Section Two: Reproducible Materials.

S E C T I O N T W O : W O R K E X P E R I E N C E

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Chapter 3: Tips for Breaking Job Tasks into Teachable Steps [Sample first

page only]

Once you’ve made a good match using the job analysis form referenced in Chapter 2, you can

start planning on how you will teach the student the actual tasks within the job. Use the job

analysis that you did as a guide for outlining and breaking down the requirements of the job into

the steps that will make up the task analysis. The task analysis will provide the

trainer/teacher/job coach the steps of each task that the student will be expected to learn and

ultimately perform to do their job.

Teaching a student the steps of a job is no different than teaching a student to make a sandwich

or use money. First, the job is broken into steps (Task Analysis) and then using the methodology

of Applied Behavior Analysis (ABA), teaching the steps and monitoring the student’s progress.

Following are examples of a few jobs that have been broken into steps. Keep in mind that a Task

Analysis is very individualized and some students may need additional steps in order to perform

the task while others may need fewer steps. It is best to do the task analysis for a job when you

do the initial job analysis. Once you have this framework you will be able to fine tune the steps

of the job by actually performing the tasks at the work site. By doing the job yourself you will

know exactly what steps are involved in doing the job and how to further break the job down

into the steps that make sense for a particular student. Once the student is on the job you will

probably still have to reconfigure the task analysis to allow for the student’s individual needs.

In addition, you may have more than one task analysis per work site. Some task analyses are

more general and combine a number of behaviors into one step. For example, you might have

one TA that includes getting ready to work, one for bus riding, and one for setting up the work

space once they are there and then another TA for doing the nuts and bolts of the task. Figure

3a shows an example of a TA that breaks down the steps of a number of tasks that make up just

one TA. Blank TAs can be found in Section Three: Reproducible Materials. This template can be

used to create a TA that will individualize the steps in a task.

Example of TA for a number of interconnected tasks

SD Prompt Response

Enter building Sign in

Signed in Get materials

Materials in hand Go to filing cabinet

At filing cabinet Locate names

Names located Place materials in correct file

All materials are filed Go to next task; tell boss you are done

Figure 3a

11

Chapter 4: Tips for Teaching Behaviors Important to Work Success [Sample

first page only]

Often work-related behaviors that are social and communicative in nature are as essential to job

success as specific job skills. Experience has shown that high expectations of students’ behaviors

correspond to a greater level of success in the work place. Behaviors identified as important to

employers are staying on task, following directions, moving from one task to the next task

independently, and being socially appropriate. The Styer-Fitzgerald Pre-vocational Skills

Inventory (SFPSI) can help you identify specific areas to target based on your student’s profile.

(This is the same inventory discussed in Section One and can be found in Section One:

Reproducible Materials.)

Approaching your students as employees and your classroom as a job site will help your

students understand how they will be expected to act in a work environment. Once you operate

from the perspective of a boss, you will recognize other job-related behaviors or skills you can

help your students develop. These skills are best not taught in isolation or even in a role-play

situation, but rather they are skills that should be embedded in the student’s everyday

interactions with you, other teachers, and students.

Staying on Task

A common characteristic of students with disabilities is their inability to stay on-task for a

sustained period of time unless they are directed or redirected on a continual basis. Staying on

task is an important skill to teach your students before they leave the school system. The

likelihood that a student will lose his or her job increases if they cannot stay focused for a

prolonged period of time. Few employers or supervisors will be willing to constantly redirect an

employee to get back to work or to stay focused.

Shaping on-task behavior can be a lengthy process, but it is an effective way to prepare students

to work continuously for longer periods of time. First, determine the baseline for the amount of

time a student can stay on task. For example, if you have a student that can work up to 7

minutes uninterrupted, that is your baseline. In order to insure success, begin with less time, for

this example 5 minutes. To teach the on-task behavior, deliver verbal reinforcement at frequent

intervals during the 5 minutes of on-task behavior. In other words, say, “Jim, you are really on

task. Nice work,” or “I like how focused you are.” Follow the 5 minutes of on-task behavior with

a short break (2 minutes would be appropriate for this example). During the break, allow the

student to engage in a preferred activity. As students meet criteria for staying on task, gradually

increase the amount of time the student is required to stay focused and work independently,

while also reducing the frequency and length of breaks.

Following Directions

A student’s ability to follow directions, even one direction, is essential to success in the

workplace. We are all familiar with students who look at our faces for cues or wait for a verbal

direction before they respond. On one hand, they are following directions if they respond

correctly. However, if they are dependent on extra cuing (i.e., the direction of your gaze) in

order to respond, they have become prompt dependent.

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Chapter 5: Incorporating Student Incentives [Sample first page only]

Incentives for students can be helpful in maintaining their interest in learning new work skills.

We all have incentives at work, primarily our paychecks, and these “carrots” often provide the

motivation we need to come to work every day and to do our best. At least initially, most of

your students will be involved in unpaid work experiences. Therefore, it is helpful to build in

some other, non-monetary, incentives.

Having the opportunity to be the Employee of the Week is one way to provide rewards for hard

work. Such an incentive system can provide both an immediate reinforcement as well as a long-

term reinforcement. One system we found to be effective in motivating students involved

having staff vote on two employees every week for the Employee-of-the-Week award. These

two students’ names were then posted on the main bulletin board and entered into a drawing

that occurred every three weeks. The prize was lunch out with any staff or student whom the

winner chose. Every time a student was nominated for Employee of the Week, the student’s

name went into an envelope for the monthly drawing. So theoretically, a student’s name could

be entered three times in the three-week period. Obviously, this increased the chances of being

chosen when names were drawn.

On the other hand, if a student was named Employee of the Week one week and then had a bad

week (e.g., almost fired) the next, that student’s name was withdrawn from the monthly

drawing.

Students who won the award received a personalized Employee of the Week certificate.

In order to be nominated as Employee of the Week, students needed to display the following

behaviors: (Feel free to add or delete to customize for your classroom and students.)

Do your best at all times.

Be socially appropriate.

Get all your work done.

Work independently.

Stay on task.

Follow directions.

In the author’s experience, students were excited about the process and were attentive to the

results of the weekly drawings. Almost daily, they’d talk about how they were working towards

being the Employee of the Week.

Figure 5a is an example of an Employee of the Week certificate. A blank certificate can be found

in Section Two: Reproducible Materials.

13

Chapter 6: Following Up with Employers [Sample first page only]

One of the most important factors that affects whether a job placement is successful or not is

the frequency and type of following up that is made with an employer. Employers like to know

that you, the teacher/job coach, are available when situations arise or the student’s job tasks

are modified and retraining is necessary. Employers do not typically have experience with

employees with disabilities and may feel like they are left hanging if you disappear once the

student is independent at the job. At the same time, employers can over rely on the teacher/job

coach and not take responsibility for the student as an employee. Here are a few tips for setting

the employer and student relationship up correctly right from the start:

Meet with the student’s coworkers and supervisor(s) to explain your program and the goals

for your students. This is helpful in getting their buy-in and will likely make them feel more

comfortable with the student worker. If a student has some behavioral issues or a different

way of learning or communicating, you can explain this to the coworkers so that they will

know how to interact and the type of support to provide.

Do not play the middleman between the student and the student’s employer and

coworkers. After the initial job development phase, you will act as the student’s trainer. The

employer and coworkers should interact directly with the student, not go through you to

give feedback or provide instructions.

Check in weekly with the employer and key coworkers. You can use the Employee

Evaluation form found in Section Two: Reproducible Materials or just verbally check in with

the employer. Having a written evaluation is often beneficial so that the student’s progress

or lack of progress is documented. If the student starts out fine and then has problems, you

can use this documentation to review the student’s performance throughout the entire

work phase not just at the point when he/she is experiencing problems. See Figure 6a for a

sample of the Employee Evaluation Form.

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Chapter 7: Creating a Vocational Portfolio [Sample first page only]

Just as the FVE serves as a starting point for the transition process, the work experiences and

vocational skills acquired along the way are the bridge to gaining access into the adult service

system. Building on the FVE, students will be able to leave their transition programs with a

cache of experience and knowledge. The more evidence the student has that represents their

strengths and abilities, the smoother the transition into the world of work will be.

The most valuable accumulation of performance information that a student can leave school

with is a vocational portfolio. Portfolios are comprehensive tools that supported employment

vendors, employers, and adult service agencies can use to make a good job match and to

determine the supports necessary for successful job retention. When assembling a student’s

portfolio, include the following materials:

Resume: Each student’s resume should be up to date and include both paid and unpaid

work experiences. (See example in Chapter 1, Figure 1b.)

Work history: Work histories should also include paid and unpaid work experiences. The

primary difference between this information and a resume is the section that outlines

additional information about a student’s strengths, areas of challenge, and support needs.

(See example in Chapter 1, Figure 1a.)

Assessment results: Try to use as many different tools (e.g., SFPSI, interest Inventories,

observation, student interviews) as possible to identify the student’s interests and

aptitudes. (See Section One, Chapter 1 for a discussion of assessment tools.)

ITP: The portfolio should include a copy of the student’s most recent transition plan. You do

not have to include the most recent IEP, just the plan that addresses postsecondary

outcomes and agency connections/responsibilities. (See Section One: Chapter 1.)

Cover letter: The cover letter should describe the student’s general interests and vocational

goals. The information provided in the letter does not need to discuss a specific job. Some of

the objectives that a student might highlight in a letter could be: “I would like to work full

time to gain more work experience.” Or “I am interested in a job working outdoors” or “I

like working with people.” Figure 7a is an example of a cover letter.

PowerPoint presentation: A PowerPoint presentation is used to introduce an employer to a

potential hire. The PowerPoint generally includes much of the same information found on

the student’s resume but can also include pictures of the student working. In addition, the

PowerPoint usually includes a more extensive section identifying vocational goals. Many

supported employment agencies are using this tool to successfully market their clients. An

example of a PowerPoint presentation is found in Figure 7b.

Maintaining a job once supports are reduced is often the greatest postsecondary challenge our

students encounter. How well you and your student’s family plans for these system changes will

determine the level of success that the student experiences in the real world. The more

independent a student is at accessing the community, the more opportunities he or she will

have to participate as productive adults.

15

Section Three: Curriculum for Teaching Students in Transition

This section contains curriculum to teach transition students the skills they will need to access

their community. It provides activities to teach specific job tasks as well as job-related skills

necessary for maintaining success on the job site.

The Applied Behavior Analysis (ABA) methodology is used in the lessons in this section. Section

Three presents related teaching strategies including sample task analyses, information about

reinforcement, prompting, and correction procedures, as well as different types of data systems

for tracking a student’s progress.

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Chapter 1: The Styer-Fitzgerald Program for Functional Academics

Curriculum for Teaching Community-Based Skills [Sample first page only]

The type of students with whom you work will determine the curriculum you choose to use in

order to address each student’s IEP/ITP goals. The Styer-Fitzgerald Program for Functional

Academics (SFFA) has been effective for teaching life skills to students with mild, moderate, and

severe developmental disabilities, including autism. The program includes an assessment

component and is sequenced so that students can easily move ahead in each content area as

they gain skills. In addition, SFFA includes a variety of community-based training (CBT) lessons

designed to teach students the skills they need in the real environment.

If you are using the SFFA curriculum, you can use the progress-tracking system to monitor IEP

goal progress. Otherwise a simple worksheet, for example, the Goals at a Glance (GAG), found in

Section Three: Reproducible Materials, can be used to track individual student progress on IEP

goals. The GAG worksheet includes sections for vocational goals, personal management, life

skills, social/communication objectives, as well as community-based training goals. Each

student’s GAG is updated annually at the IEP/ITP meeting and as criteria are met and goals are

changed.

The purpose of teaching community-based skills to our students is to increase access to

opportunities, both leisure and work-related, within their communities. If you operate a strictly

community-based program, the lesson plans and data sheets in this section can be used

effectively in the real environment while students are out and about. If however, your program

also has a classroom component, the complete SFFA Secondary level will provide a

complementary supplement to these CBT skills. Blank Task Analysis data sheets as well as Lesson

Plan templates are available in Section Three: Reproducible Materials so that lessons can be

adapted to accommodate additional or fewer steps in the task sequence.

Teaching skills in the community increases the likelihood for generalizing skills that you’ve

taught in the classroom. These programs need not be taught sequentially but can be taught

simultaneously. Lesson plans and data sheets are included for the following CBT programs:

Street Crossing

Bus Riding

Phone Safety

Using a Vending Machine

Using an ATM for Withdrawals

Using an ATM for Deposits

Grocery Shopping

Grocery Shopping with a Calculator

Eating Out

17

Community Based Training—Bus Riding

Long Term Goal:

Student will ride the bus to various locations in order

to navigate the community with independence.

Short Term Objective:

Student will check for bus numbers and locations and

ride a bus.

Materials: Bus schedule, cell phone (optional), bus pass or money, card (model) with the bus number

Notes: For many of your students, you will want to provide cards containing the bus number. When the bus arrives, a student can then refer to the card to make sure he or she is boarding the correct bus. Make a reusable Task Analysis by copying and laminating the reduced size Task Analysis found in Section Three: Reproducible Materials. Add a hook for a belt or lanyard for easy transport. Use a dry-erase marker to record data and erase after transferring data to final task analysis sheet. Correction procedures: Tell the student to “stop” or “wait,” interrupting the behavior chain; this is better than having to go back

and correct the behavior later. Repeat the SD. Use the SD/cue that matches the student’s level of skill acquisition (Initial Acquisition or

Fading). See “Prompting” in Section Four on page.

C o r r e c t i o n P r o c e d u r e

SD Prompt Correct Response

Initial Acquisition of Skills

when student is first learning

Fading Prompts after student has begun

learning Data

Hand the student a bus schedule.

Student finds the nearest bus stop and bus number.

“We are going to _____ (location) (SD). You need to find the bus we are to take.” “You are at the bus stop (SD) so you need to wait.” “Here is the bus (SD). Check the number to see if it is the bus we want.” “You are on the bus (SD), so you need to pay/show your bus pass.” “You have paid/shown your pass (SD). You need to find a seat.” “There is the ______ (landmark) (SD). You need to pull the cord.” “The bus is at your stop (SD). You need to get off.”

“We are going to _____ (location) (SD). What do you need to do?” “You are at the bus stop (SD). What do you need to do?” “Here is the bus (SD). What do you need to do?” “You are on the bus (SD). What do you need to do?” You have paid/ shown your bus pass (SD). What do you do now?” “There is the ______ (landmark) (SD). What do you need to do?” “The bus is at your stop (SD). What do you need to do?”

Record the

number of

prompts

per step or

the

percentage

of correct

responses.

Student is at the bus stop.

Student waits for the bus.

Bus pulls up to the bus stop.

Student confirms the bus number and location and boards the bus.

Student boards the bus.

Student pays or shows bus pass.

Student is on the bus.

Student finds a seat.

The bus approaches the destination (use a landmark). Bus stops.

Student pulls the cord prior to the stop. Student exits the bus at the stop.

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Task Analysis with Sample Data: Community Based Training—Bus Riding

Student: Joe Year: 2014

Initials: AB

Initials: AB Initials: Initials: Initials:

Task Analysis Date: 9/1

Date: 9/4 Date: Date: Date:

Prompts Prompts Prompts Prompts Prompts

1 Finds nearest bus stop // /

2 Finds bus number / /

3 Gets on correct bus // //

4 Pays/shows pass / /

5 Finds a seat // /

6 Pulls cord prior to stop / /

7 Exits the bus / /

Total Number of Prompts 10 8

Percentage of Correct Responses

Bus Stop Location 3

rd

&

Main

B Street

Final Destination 17th

St. J Street

19

Chapter 2: Curriculum for Teaching Independent Skills [Sample first page

only]

Most skills that create opportunities to be more independent can be embedded in day-to-day

routines. The activities in this section are intended to be completed by students with minimal

direct instruction. However, some of the lessons are sequenced from easiest to more difficult

and therefore require that the student be taught the prerequisite skills before he/she can

perform the activity independently.

The lessons in this section are relevant if you have an on-site transition program that students

attend on a regular basis. However, if your program is solely designed to serve students in the

community, you can still use some of these materials to teach real-world skills, such as filing and

data entry. For example, if you have a student who is working in an office setting, you will be

able to use some of the lessons in this section to teach more complex skills and increase the

student’s repertoire of clerical tasks.

Sample data sheets are included with each lesson plan. Blank data sheets can be found in

Section Three: Reproducible Materials. Each lesson plan indicates prerequisite skills, needed

materials, and data collection procedures.

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Independent Skills—Filing Lesson 1

Long-Term Goal: File by last names.

Short-Term Objective: Match letters A-Z on cards to files with A-Z.

Materials: You will need the 3 x 5 cards with letters A-Z, and you will need to create files with

provided labels A-Z.

Notes: An additional skill to teach the student at this time is to indicate when he/she has finished the

work. Give the student a “done” card and tell him/her to bring it to you when done with the filing. It

may be helpful to start students off with only a few of the alphabet cards to file and then build as

they can spend more time on the task.

Prompt Correct Response Correction Procedure Data

Step 1:

Present the student

with a card and say,

“Find the file with the

letter that is the same

as the one on the

card.”

Additional Prompts:

Point to the letter on

the card and the file

with the matching

letter and say, “These

are the same.”

Step 1:

Student matches the

letter on the card to

the letter on the card

file tab.

Step 1:

Model: Check for

accuracy. If a card is filed

incorrectly, take it out of

the box, point to the

letter on the card, and

say, for example, “This is

L.” Point to the file tab

and say, “Here is the file

that starts with L.”

Test: Hand the card to

the student and say,

“Your turn. Find the file

with the same letter.”

Record the number

of prompts or the

percentage of

correct responses.

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Task Analysis with Sample Data: Independent Skills—Filing Lesson 1

Student: Joe Year: 2015

Initials: AB

Initials: AB

Initials: Initials: Initials:

Task Analysis Date: 9/3

Date: 9/6

Date: Date: Date:

Prompts Prompts Prompts Prompts Prompts

1 A / //

2 B /

3 C /

4 D // //

5 E /

6 F // /

7 G

8 H / /

9 I

10 J // /

11 K

12 L

13 M

14 N

15 O

16 P

17 Q

18 R

19 S

20 T

21 U

22 V

23 W

24 X

25 Y

26 Z

Total Number of Prompts 10 8

Percentage of Correct Responses

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Section Four: Teaching Community-Based and Vocational Skills

The teaching procedures used in this manual are based on ABA methodology. This section

covers prompting, reinforcement, and correction procedures. Data systems, one tracking

number of prompts and one describing strategies for measuring percentage of correct

responses, are discussed.

23

Chapter 1: Instructional Strategies [Sample first page only]

Prompting

The prompt or cue is basically the (verbal) description of what a student is required to do on

each step of the TA. The type of prompt that you use will depend on whether the student is just

learning a skill or whether they have learned most of the task but may still need reminders on

certain steps. In the initial phase of learning a skill, the prompt or cue will clearly explain to the

student what they need to do. For example, for step one the prompting procedure would be

clear and direct, “you have the box of nuts and bolts so now you need to pick up a bolt.” If

however, once the student is showing signs of skill acquisition (fewer prompts needed), the

prompt would be more vague or indirect and would sound like, “You have the box of nuts and

bolts; what do you do next?”

Fading Prompts

Once a student starts learning a job you will want to start fading the number and intensity of the

prompts. The goal is for your verbal prompts to draw the student’s attention to the SDs

(discriminative stimuli) so that the student will pay attention to these naturally occurring cues

(SD), and then you can fade your (verbal) prompts. When fading the verbal prompts, it is helpful

to pause and wait for the student to respond correctly. If the student responds to the next step

correctly and independently, you will reinforce the student. If the student does not respond

correctly or needs prompting as a reminder of what to do next, you will repeat the prompt as a

correction procedure. As with the initial prompt, the type of correction procedure, direct or

indirect, will depend on the level of skill acquisition. The correction procedures are discussed in

the following section.

An effective tool when starting to fade prompting at the work site is to increase the amount of

physical space between you and the student. If you are always standing nearby, providing

directions while the student works, he/she will probably remain dependent on you for a longer

period of time than necessary. If, on the other hand, you move away from the student as he/she

learns the task, possibly leaving the room for a short time, he/she will be much more likely to

figure out what to do. Using visual supports, such as a ‘To Do list’ or pictures of the steps in the

task, will also allow you to fade the verbal prompts more quickly.

Obviously, you want to gauge the student’s level of independence at the job before you

withdraw your support completely. Sometimes it is a fine line between providing too much

support and over prompting on the one hand as opposed to fading too quickly on the other

hand. Being aware of the level of competence of your student is important because withdrawing

the support too early might create frustration and result in the student losing interest and

performing the job incorrectly. In the end, though, your student will need to be independent at

a work site or have support from a co-worker. Adult services being what they are, unless a

student has huge financial resources, he/she will not have a 1:1 job coach when he/she

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Chapter 2: Data Collection [Sample first page only]

Number of Prompts

Although labor intensive to use, recording number of prompts provides you with the most

accurate information about how well your student is learning a task. This data sheet requires

more hands on tracking because you will be recording every prompt the student requires for

every step of the TA. If the student does a step independently and correctly you will leave that

step on the TA data sheet blank. As the student becomes more proficient at the task, he/she will

require fewer prompts. Likewise, if the student has mastered the task, the data sheet should

show zero prompts.

Percentage of Correct Responses

This type of data collection system tracks the percentage of steps that the student performs

correctly or independently. Record a “-” if the student requires prompting and a “+” if the

student performs the step independently of prompts.

Using the Data

The particular data system that you decide on is not as important as what you do with the data.

Below are a few pointers for how to use the data you are collecting. These tips are especially

salient when your student is first learning their job.

Look for patterns that might indicate the student is having trouble on certain steps of

the task.

When you do see a pattern, e.g., a lot of prompts on a particular step, you will want to

break down the task into additional steps.

Periodically do a reliability check among the staff to make sure that everyone is taking

data consistently.

The data system you are using should match the criteria set on the student’s IEP goals. If

the goal is to decrease the number of prompts per step then you will use a data system

that records the number of prompts. If your transition goals refer to the percentage of

steps the student completes correctly, you will want to track the percentage of correct

responses.

Collect and review data on a regular basis.

The data system you choose should be one that accurately demonstrates the student’s growth

in the skill area being measured. In addition, you will want to use the data system that is easiest

for you to use. This is especially true when you are recording data in the community and on job

sites.

Whichever data system you choose to use, employ it reliably and consistently. These strategies

will provide you with the best picture of what stages your students are at in any given skill

sequence.

25

Transition Terminology and Resources

For the purpose of this manual we will only be addressing services for students who require

respite, residential, and vocational services when they are 16 and over.

The Arc: national organization advocating for and serving people with intellectual and

developmental disabilities and their families. (Formerly ARC.) (www.thearc.org)

Circle of Friends: A popular PCP tool. (www.inclusion.com)

DDA: Developmental Disabilities Administration. Provides families with services birth to 3 and

throughout a person’s life. These agencies operate at a federal, state and county level.

(Formerly DDD.) (In Washington State: www.dshs.wa.gov/dda)

DOL: Department of Labor. Agency provides information about regulations for workers. DOL

operates on a state and federal level. (www.dol.gov)

DSB: Department of Services for the Blind. DSB provides both residential and vocational services

for people with visual impairments and blindness. DSB operates on a state and federal level. (In

Washington State: www.dsb.wa.gov)

DVR: The Division of Vocational Rehabilitation. Provides short term support to people with

disabilities that want to work. The support that they provide can be in the form of money for

training (college), clothing, or other things that would assist a person in gaining employment.

DVR will also assist with assessments and initial training at work sites. DVR operates at a state

and federal level. (In Washington state: www.dshs.wa.gov/ra/division-vocational-rehabilitation)

Essential Lifestyle Planning: A popular PCP tool.

Functional Vocational Evaluation (FVE): a series of tools used to determine a student’s

vocational interests, aptitudes, and necessary supports to be successfully employed.

Individualized Education Program (IEP): This is the plan that outlines the student’s goals and

objectives for the year. The IEP goals should be geared towards teaching the student the skills

necessary to meet their postsecondary goals.

Individualized Transition Plan (ITP): This is the part of the IEP that addresses the student’s plans

for the future. The ITP identifies the course of study that will prepare the student for their life

beyond high school.

Job coach: Also referred to as a vocational specialist. The job coach is the person who trains the

employee to do their job. Supported Employment vendors hire job coaches to work with their

clients.

Job shadow: A job shadow is a short term work experience. Frequently job shadows involve

observing others doing a particular job rather than actually doing the job themselves. The

purpose of a job shadow is to show a student the inner workings of a job so that they can

T R A N S I T I O N T E R M I N O L O G Y A N D R E S O U R C E S

26

determine if it is a job that they are interested in exploring further as a longer term work

experience.

MAPS: Making Action Plans. A popular PCP tool. (www.inclusion.com)

Medicaid: People receiving SSI are eligible for Medicaid services that include but are not limited

to medical expenses, orthopedic equipment, augmentative communication devises, counseling,

dental, respite care, personal care, etc. DDA case-managers are good resources for information

about Medicaid benefits.

MH: Mental Health Department provides counseling and referral services for person with

mental health issues, vocational, and residential services. Persons with developmental

disabilities do not qualify for MH services unless they also have a mental health diagnosis. This

agency is typically under the umbrella of DSHS (Department of Social and Health Services).

PATH: Planning Alternative Tomorrows with Hope. A popular PCP tool. (www.inclusion.com)

Person-Centered Plan (PCP): This is a planning process that involves the key players in a

person’s life. The group identifies the person’s dreams for the future and maps out strategies for

assisting the person in realizing their dreams.

SSA: Social Security Administration. Most of our students with disabilities qualify for SSI

(Supplemental Security Income) which is a monthly stipend that has Medicaid funding tied to it.

SSI benefits are reduced once students graduate and earn a certain amount per month. The SSA

is a federal agency with state offices. (www.ssa.gov)

SSI: Supplemental Security Income. A monthly stipend that has Medicaid funding tied to it.

The Styer-Fitzgerald Prevocational Skills Inventory (SFPSI): A handy tool for identifying the

degree to which students can apply work-related skills across a variety of different

environments.

Supported Employment: The employment support that a person with a disability will need in

order to find, learn and maintain a job. Supported employment agencies or vendors are hired to

develop paid jobs in the community. Once a job is procured the job coach teaches the person

the job and stays at the job site until the person is independent. Typically, the job coach will

continue to check in with the employer to monitor the worker’s progress.

Work experience: This is typically a long term apprenticeship that is unpaid. However, the

expectations and the demands of the job are generally the same as they would be for a paid

position. The Department of Labor has guidelines regarding the number of unpaid/volunteer

hours a person can work before they need to either move on or get paid. These guidelines are

available on the DOL website.

WorkSource: A joint venture of organizations dedicated to addressing Washington State’s

employment needs.

27

Provided with Life after School:

Over 90 pages of reproducible materials, including

SECTION ONE: REPRODUCIBLE MATERIALS

STUDENT INTERVIEW FOR VOCATIONAL/TRANSITION ASSESSMENT

THE STYER FITZGERALD PRE-VOCATIONAL SKILLS INVENTORY

PARENT QUESTIONNAIRE

TRANSITION CHECKLIST

TRANSITION PLANNING SUMMARY

SECTION TWO: REPRODUCIBLE MATERIALS

STUDENT WORK HISTORY INFORMATION

EMPLOYER INTERVIEW FORM

JOB ANALYSIS FORM

EMPLOYEE OF THE WEEK

EMPLOYEE EVALUATION FORM

SECTION THREE: REPRODUCIBLE MATERIALS

GOALS AT A GLANCE

LESSON PLAN—BLANK

TASK ANALYSIS—BLANK

STREET CROSSING FULL SIZE AND PORTABLE TASK ANALYSES

BUS RIDING FULL SIZE AND PORTABLE TASK ANALYSES

PHONE SAFETY FULL SIZE AND PORTABLE TASK ANALYSES

USING A VENDING MACHINE FULL SIZE AND PORTABLE TASK ANALYSES

USING AN ATM FOR WITHDRAWALS FULL SIZE AND PORTABLE TASK ANALYSES

USING AN ATM FOR DEPOSITS FULL SIZE AND PORTABLE TASK ANALYSES

GROCERY SHOPPING FULL SIZE AND PORTABLE TASK ANALYSES

GROCERY SHOPPING WITH A CALCULATOR FULL SIZE AND PORTABLE TASK ANALYSES

GROCERY LIST SAMPLE

GROCERY LIST BLANK

BILLS SHEET FRONT AND BACK

GROCERY CARD FRONT AND BACK

EATING OUT (SEATED) FULL SIZE AND PORTABLE TASK ANALYSES

EATING OUT (TAKE-OUT) FULL SIZE AND PORTABLE TASK ANALYSES

DATA SHEET FOR FILING LESSONS 1, 2, AND 3

FILING CARDS

DATA SHEET COMPUTER SKILLS—USING MICROSOFT WORD AND EXCEL

TYPING TEST SAMPLE

L I S T O F R E P R O D U C I B L E M A T E R I A L S

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MICROSOFT EXCEL SPREADSHEET—SAMPLE

MICROSOFT EXCEL SPREADSHEET—BLANK

MAKING DEPOSITS TASK ANALYSIS

TRANSFERRING MONEY TASK ANALYSIS

MANAGING FINANCES TASK ANALYSIS

BUDGETING AND BANKING STUDENT CHECKLIST

BUDGET SHEET

SAMPLE BANK CHECKS

SAMPLE CHECKING AND SAVINGS ACCOUNT REGISTERS

SAMPLE DEPOSIT/WITHDRAWAL/TRANSFER SLIPS

DATA SHEET WRITING LESSON 1

DATA SHEET WRITING LESSON 2

PERSONAL INFORMATION SHEETS

SAMPLE JOB APPLICATIONS

ONLINE JOB APPLICATION TASK ANALYSIS

SECTION FOUR: REPRODUCIBLE MATERIALS

BLANK TASK ANALYSIS—NUMBER OF PROMPT

29

About the Author Candice Styer is co-author of the Styer-Fitzgerald Program for Functional Academics. She has worked in the field of special education for over 30 years. She received her teaching certification, M.Ed, and Ph.D at the University of Oregon. She developed the life skills assessment and curriculum over the last 30 years while teaching middle school and high school students with moderate and severe disabilities. She continues to train school districts to administer the assessment and implement the curriculum. She has also worked with teachers and paraprofessionals in the areas of Transition Planning, Behavior Management, and Curriculum Development. She has been an adjunct faculty member in teacher training programs at the University of Oregon,

Western Washington University, and Seattle Pacific University. In addition to her years in the classroom, she has worked as a consultant and trainer for the Center for Autism and Related Disabilities (CARD) at the University of South Florida. Dr. Styer was the Special Education Director for the Lopez Island School District, and she has worked as a case manager for the Developmental Disabilities Administration. For more information, please visit our website at www.styer-fitzgerald.com. You may also contact the publisher at 425-820-5855 with any questions.