ENTRY	INTERMEDIATE	ADVANCED	EXIT
1. CLASSROOM INSTRUCTION	CLASSROOM INSTRUCTION	CLASSROOM INSTRUCTION	CLASSROOM INSTRUCTION
No formal classroom instruction in the following:	Limited formal classroom instruction in:	Has received formal classroom instruction in:	Student is independent in the following areas:
A. Filling out employment-related forms (data sheet, applications, I-9, W-4, etcÖ) ï Printing/Handwriting is very poor.	A. Filling out employment-related forms (can complete forms neatly, accurately and in ink with teacher assistance.) ï Printing/Handwriting acceptable for completing forms in pencil.	A. Filling out employment-related forms (can complete a variety of forms independently and seeks assistance when needed). ï Can write a resume with teachers assistance. ï Handwriting neat and legible in ink.	A. Completing employment related forms neatly, accurately, and in ink without teacher assistance.
B. Interview techniques ï Poor speaking skills ï Poor eye contact ï Answers mostly yes or no to questions	B. Interview techniques (can state 5 possible interview questions and can appropriately answer them.) ï Has participated in a mock interview ñ speaking and eye contact skills adequate.	B. Interview techniques (has interviewed with 1-3 employers). ï Speaking and eye contact skills are good.	B. Job-seeking skills ï Has demonstrated the ability to obtain a job offer through an interview.
C. Job-Seeking skills ï Limited awareness of jobs open to him/her.	C. Job-Seeking skills ï Can list 3 ways of locating employment.	C. Job-Seeking skills ï Can locate 3-5 specific jobs he/she can realistically apply for using the want ads.	C. Job-Seeking skills ï Demonstrates the ability to obtain employment through independent sources.
D. Job-retention skills ï Limited awareness of how to keep a job.	D. Job-retention skills ï Can list 3-5 reasons people lose their jobs.	D. Job-retention skills ï Can list 10 qualities an employer seeks in his employees and can rate himself based on those qualities.)	D. Job-retention skills ï Demonstrates the ability to maintain employment for a minimum of six (6) months.
E. Termination procedures ï Limited awareness of how to terminate employment appropriately.	E. Termination procedures ï Knows you must offer a 2 weeks written notice prior to leaving a job.	E. Termination procedures ï Can write a letter of resignation with teacher assistance.	E. Termination procedures ï Demonstrates the ability to terminate employment appropriately without assistance.
F. Goal setting techniques ï Has not set personal goals related to school or work.	F. Goal setting techniques ï Student has received some formal classroom training.	F. Goal setting techniques ï Student can give concrete examples of specific long and short term goals.	F. Goal setting techniques ï Student has developed 3-5 short-term goals and 1-5 long term goals.
G. Personal information ï Student has not provided copies of the following: birth certificate, social security card, ID card (picture). ï Health/accident Insurance 1. School 2. Family 3. Medicaid Draft registration (18 year old males) Drivers/Learners permit Automobile insurance verification	G. Personal information ï Student has not provided copies of the following: Birth certificate, social security card, ID card (picture). ï Health/accident Insurance 1. School 2. Family 3. Medicaid Draft registration (18 year old males) Drivers/Learners permit Automobile insurance verification	G. Personal information ï Student has provided copies of all valid up to date information except:	G. Personal information is current and has been provided to appropriate sources.
Revised: 1989-92 L. Cowart, D. Miles, K. Shores 1994 Transition Team 1994 S.T.E.P.

 
 

ENTRY	INTERMEDIATE	ADVANCED	EXIT
2. CAREER EXPLORATION	CAREER EXPLORATION	CAREER EXPLORATION	CAREER EXPLORATION
Career exploration and assessment ï Activities are minimal. ï Student has limited knowledge of career interest or ability. ï Career goals are often unrealistic ñ i.e. Football player, rock star, etcÖ	Has completed basic career assessment battery. ï Continues to explore career options ñ can identify 5 specific jobs he/she can apply for based on current personal qualifications.	Continued focus on career assessment and the development of personal goals: Student demonstrates an understanding of how to set goals and follow through to completion: can list 3-5 careers appropriate to individual interest and ability: can state educational requirements, salary range, etcÖ. for those careers: ï Student works part-time	Career plan including educational goals is in progress; student is linked to community agencies and is knowledgeable of services available to him/her outside the school setting. PSAT or entrance exams to Savannah Technical Institute have been taken. Application to college or Savannah Technical Institute has been completed. Full time job with benefits has been located.
3. ATTENDANCE/PUNCTUALITY	ATTENDANCE/PUNCTUALITY	ATTENDANCE/PUNCTUALITY	ATTENDANCE/PUNCTUALITY
Attendance and punctuality needs prompting: Disciplinary actions may be required: student may fail classes due to poor attendance (11 days per semester ñ no credit) Problems in these areas: ï To school ______ ï To class _____ ï To school workstation ______ ï To community work ______	Attendance and punctuality has improved teacher prompts have decreased: no disciplinary actions required for the previous 9 weeks: Student has missed less than 10 days per semester.	Attendance and punctuality is considered good: Requires no teacher prompts or disciplinary actions: Student has missed less than 5 days per semester. Follow school guidelines for early release: Understands that no credit is given for going to work if absent from school unless excused in writing.	Attendance and punctuality is excellent and considered a personal strength: Student has missed less than 4 days per semester.
4. PERSONAL HYGIENE	PERSONAL HYGIENE	PERSONAL HYGIENE	PERSONAL HYGIENE
ï Poor grooming and personal hygiene may require teacher prompts. ï Student may come to school dirty or in dirty clothes, may have a body odor, etc.	ï Demonstrates consistent acceptable grooming and hygiene: Clean, but sometimes sloppy appearance; and may need occasional reminders. ï Wears earring (male), needs reminder to remove for interview and/or work. ï Dresses inappropriate for interview or work, and needs reminders.	ï Demonstrates appropriate grooming and hygiene at all times. ï Demonstrates appropriate dress for interviews and/or jobs.	ï Grooming and hygiene considered a personal strength, can transfer knowledge to a variety of situations.
5. BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS
ï Behavior is not age appropriate: student may talk back to authority figures, play in class, fight or withdraw from peers, etc. May require disciplinary actions or counseling; student has been suspended for inappropriate behavior.	ï Age-appropriate behavior increasing; no teacher prompts or disciplinary actions required 9 weeks prior to recommendation for employment.	ï Demonstrates age-appropriate behavior, student handles anger, leasing, etc. with maturity: level of maturity appropriate for placement off-campus.	ï Behavior is age-appropriate or above; behavior is considered a personal strength; student takes initiative and demonstrates such qualities as leadership, teaching, and helping others.

 

 
 

ENTRY	INTERMEDIATE	ADVANCED	EXIT
5. BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS	BEHAVIOR/SOCIAL SKILLS
ï Social interaction skills are weak or inappropriate. ï Communication skills are poor, student uses inappropriate or vulgar language often (especially with peers). ï Telephone use is limited to basic knowledge related to calling peers. Student cannot take written telephone message with accuracy. ï Student has a limited ability to follow written and/or oral directions. ï Student's productivity level is very limited. ï Extended training and/or job coach assistance is required for success.	ï Social interaction skills are improving but still need teacher prompting. ï Communication skills are improving; and student often has to be reminded to use appropriate language. ï Student can role play appropriate telephone use skills; can take a basic message accurately with teacher prompts and assistance. ï Student can complete with consistency 3 step written and/or oral directions with teacher prompt. ï Student's productivity level ranges from 60-75% of industry standard for competitive employment. ï Job coach and/or supported employment is required for job maintenance.	ï Social interaction skills are appropriate with peers and adults in most situations. ï Communication skills are appropriate: student can communicate needs and ask questions when needed for understanding. ï Student demonstrates appropriate telephone use skills in mock situations, and can give and take accurate messages. ï Student can consistently demonstrate the ability to follow 3-5 step written and oral directions independent of teacher prompt. ï Student's productivity level is within required range for entry level employment. ï Job coach assistance may be needed at the beginning but not required for maintenance.	ï Social interaction skills with peers and adults are considered a strength student has no problems relating information to peers and to adults, co-workers, or supervisors. ï Communication skills are very good. ï Student demonstrates the ability to use the telephone and take messages on an independent level. ï Student demonstrates the ability to follow complete oral and written directions with little or no assistance. ï Student's productivity level is at or above industry standards for competitive employment on a consistent basis. ï Job coach assistance is not required for success.
6. SCHOOL PERFORMANCE	SCHOOL PERFORMANCE	SCHOOL PERFORMANCE	SCHOOL PERFORMANCE
ï Class grades are unacceptable for employment. ï Student has failed 1 or more required classes and may not be on grade level. IEP states that the student intends to earn: A. Regular diploma B. Certificate of completion.	ï Grades in all classes acceptable the semester prior to recommendation for employment. ï Student has passed all required classes. Student participates in Regular KIRIS Assessment. Student participates in Regular KIRIS Assessment. With accommodations. Student participates in Alternate KIRIS Assessment.	ï Grades in all classes acceptable the semester prior to recommendation for early release work credit. ï Student has passed all required and elective classes. KIRIS Assessment Results: Math Portfolio:  Writing Portfolio:  Open-Ended Responses: Transition:  Performance Event: Student will earn: diploma certificate	ï Grades in all classes continue to be acceptable to good. ï Student balances employment and academic performance. ï Student is on track for planned program of study and will complete requirements on .

 
 

ENTRY	INTERMEDIATE	ADVANCED	EXIT
7. TRANSPORTATION SKILLS	TRANSPORTATION SKILLS	TRANSPORTATION SKILLS	TRANSPORTATION SKILLS
ï Transportation skills and means are limited or unreliable; can use public transportation only with assistance. ï Outside of city bus route, student is dependent on family and/or friends for transportation.	ï Transportation skills and means are limited to city bus, parents or walking; student can use public transportation without assistance; job placement will be limited to bus schedule. ï Student has car but has demonstrated misuse of vehicle that may involve skipping classes or traffic violation.	ï Primary means of transportation is personal car; responsibility for operation of car not yet proven. ï Student has had no traffic violations that have resulted in transportation problems; insurance is current. ï Student has demonstrated the maturity to follow early release requirements of the school.	ï Transportation skills are considered a personal strength; responsibility for operation of vehicle is considered excellent (period of 12 months without tickets or related driving problems). ï All insurance requirements are met on a consistent basis.
8. VOCATIONAL ASSESSMENT/CAREER PLANNING	VOCATIONAL ASSESSMENT/CAREER PLANNING	VOCATIONAL ASSESSMENT/CAREER PLANNING	VOCATIONAL ASSESSMENT/CAREER PLANNING
ï Student has completed career plan.	ï Career Plan has been updated annually IITP Addendum has been completed and has been updated annually. ï Student expresses most interest in program at vocational school.	ï Student has visited a vocational school to become familiar with vocational options. ï The IEP states that the student will participate in the vocational/technical program. ï Student is enrolled in . ï Vocational program with support from the vocational liaison.	ï Student has completed the vocational program and is ready for employment based on vocational teacher recommendations in ï Student has applied for acceptance to school in the program. ï Support for expenses will come from the following sources:
9. SELF ADVOCACY	SELF ADVOCACY	SELF ADVOCACY	SELF ADVOCACY
ï Limited knowledge of disability and how it relates to individual learning styles; cannot identify three personal strengths and weaknesses related to job placement or economic needs. ï Does not inform regular teacher of special education needs.	ï Understanding of individual disability is increasing; can identify three personal strengths and weaknesses related to job and academic deficits: ï Asks regular education teacher for assistance in academic deficit subjects with teacher prompts.	ï Understanding of personal disability is good; can identify possible job accommodations necessary for a positive work experience as they relate to his/her strengths and weaknesses. ï Asks regular education teacher for assistance without prompts. ï Can articulate to the appropriate person specific adaptations necessary for success in deficit subject areas.	ï Explains without prompts, job accommodations based on personal disability for 5 areas of future job placement. ï Explains, without prompts, specific academic accommodations necessary for success on the technical school and/or college level. ï Has demonstrated the ability to articulate the appropriate individuals any accommodation necessary for success on the job or in a post-secondary setting.

 
 

ENTRY	INTERMEDIATE	ADVANCED	EXIT
9. SELF ADVOCACY	SELF ADVOCACY	SELF ADVOCACY	SELF ADVOCACY
	ï Knows specific adaptations listed in the IEP and can discuss these with appropriate teachers with special support.
10. REHABILITATION SERVICES	REHABILITATION SERVICES	REHABILITATION SERVICES	REHABILITATION SERVICES
ï Rehabilitation counselor invited to http (any student turning 16). ï Parental notification of rehabilitation services has been documented. ï Rehabilitation counselor has not accepted referral for placement on caseload; student is not eligible for rehabilitation services.	ï Student has a signed parental permission for referral to rehabilitation services. ï Rehabilitation counselor has been given all required paper work to document eligibility. 1 Current psychological (not over 3 years old). 2 Current IEP (1st 3 pages). 3 Current special education eligibility. ï Rehabilitation counselor has accepted referral for placement on caseload; student is eligible for Rehabilitation services. ï Rehabilitation counselor has attended IEP/IITP meetings and is part of the planned transition program.	Student is recommended for job placement. 1. With job coach assistance. 2. In supported employment environment on a long term basis. 3. For a JTPA placement. 4. As an unsubsidized placement.	ï Student has participated in a variety of vocational experiences and is ready to exit the high school program. ï Student has worked full time for a period of 60 days and will be closed on rehabilitation's caseload as of . ï Student is aware of the rehabilitation counselors contact procedures and has demonstrated the ability to follow up on personal transition needs. ï Student has demonstrated the ability to function independently and follow his/her transition goals.
11. COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES
ï Student and parents are currently unaware of community transition resources. ï Student currently participates in the following community activities; church, teams, scouts, etc. ï Student has applied for disability income (SSI). ï Student has been accepted for disability income in the amount of ____________ per month. ï Student is covered by medical insurance with .	ï Student and parents have discussed the following agency services at the IITP meeting: 1. Seven Counties 2. Local Comprehensive Care Center. 3. DVR 4. TARC 5. Department for Social Insurance 6. Social Security 7. Medicaid 8. Department of the Blind 9. Custom Employment Services 10. Department of Social Services 11. Department Employment Services 12. Workforce Development	ï Student and parents have actively pursued involvement in the following programs for more than a one year period.	ï Student is ready to exit the high school program and has a working knowledge of the following community transition resources:

 

 
 

ENTRY	INTERMEDIATE	ADVANCED	EXIT
11. COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES	COMMUNITY TRANSITION RESOURCES
	ï Student is currently a participant in the following agency programs:
12. COMMUNITY BASED TRAINING	COMMUNITY BASED TRAINING	COMMUNITY BASED TRAINING	COMMUNITY BASED TRAINING
ï Student participates in Community-based Vocational instruction for 6-8 hours per week for 9 weeks. ï Student demonstrates appropriate work behavior at (job cluster) using physical guides under direct teacher supervision. ï Student demonstrates appropriate work behavior at (job cluster) using physical guides under indirect teacher supervision.	ï Student participates in Community-based vocational instruction for 6-8 hours per week for 18 weeks. ï Student demonstrates appropriate work behavior at (job cluster) using modeling under direct teacher supervision. ï Student demonstrates appropriate work behavior at (job cluster) using modeling guides under indirect teacher supervision.	ï Student participates in Community-based Vocational instruction for 6-8 hours per week for 27 weeks. ï Student demonstrates appropriate work behavior at (job cluster) using verbal prompts under direct teacher supervision. ï Student demonstrates appropriate work behavior at (job cluster) using verbal prompts under indirect teacher supervision.	ï Student participates in Community-based vocational instruction for 6-8 hours per week for 36 weeks. ï Student demonstrates appropriate work behavior at (job cluster) at independent level under direct teacher supervision. ï Student demonstrates appropriate work behavior at (job cluster) at an independent level under indirect teacher supervision.