Amber Soukup

Transition Area: Employment

Future Goals: Mike has decided he wants to be a Chef and work in a restaurant

setting.

Present Level Performance:

Mike was assessed with a Future Interest Inventory by himself, his parents, and

A. Soukup (his teacher) on February 1, 2014. During this assessment it was noted by

Mike and his parents that working in a restaurant setting as future employment is a

good option. It was noted as well that in the future Mike would like to become a chef as

well. During his time in school Mike would like to also join the CTE- Food program to

help with future job experience. He currently doesn't have any job experience, so getting

him in this program will give him an opportunity to further explore this career setting.

Everyone has also agreed that a part-time employment is going to be the best option for

Mike as well to work in.

On the Self-Determination and Self-Advocacy Questionnaire it was noted by both

the parent and A. Soukup that there might be a concern with reaching Mike’s

employment goals. They noted on the scale that he wasn’t fully able to contact adult

service providers that would help him to reach his goals. However, it was noted by A.

Soukup that Mike does know what accommodations he is going to need in the

workplace setting, and what training he is going to need as well for future employment.

Transition Needs: Mike still needs to explore this type of career and what all is

required. He doesn’t have any job experience so this will be very beneficial for him to
have. He also needs to participate in a CTE/ Vocational training program to help further

prepare him for future employment as well.

Transition Services/ Activities:

1. Mike and his family will take a visit to the CTE Program for foods to give him

some more insight into the program and opportunities they must prepare for

future employment.

2. While at the CTE Program Mike will talk with the coordinator and introduce

himself and give some insight into his disability. He will then discuss what

services and accommodations he can receive there as a result of his disability.

3. During the school day he can job shadow the kitchen staff at the school and have

first-hand experience with working in a kitchen.

Annual Goal (1):

Mike will participate in one non-paid job shadowing/ work exploration placement during

the school year. This will be done approximately 2 days a week for 2-3 hours. This

placement will be done during the semester at a restaurant half the time in the

restaurant and the other half shadowing and assisting the cook/chef. At the end of his

job shadowing, he will be evaluated by the restaurant manager on a 0-10 scale. He is

hoping to get 7 or better on the employers 10-point scale.

Objectives:

● Mike will interview the cook/ chef and the restaurant manager. After the interview

Mike will list out ten employment expectations in a restaurant.

 ● Joe will discuss with two co-workers at the restaurant what he likes and dislikes

about their time in the restaurant. Mike will then submit a list of 5 likes and

dislikes to both his parents and teacher.

● Mike will be able to answer the following questions with 90-100% accuracy:

○ What training is required for the job?

○ What is the dress code?

○ How often will I be working?

○ What skills are required for the job?

○ Is there a policy for what the dress code is on the job?

○ As an employee am I required to clock in and out each day I work?

Annual Goal: Mike will use his job shadowing experience and work on social skills with

coworkers and customers.

Objectives:

● Mike will be able to greet customers 4 out of 5 times by saying “Hello” with 90%

accuracy on 10 trials.

● During his shift Mike will appropriately interact with coworkers by communicating

with them and having a small conversation on 4 out of 5 times with 90% accuracy

on 10 trials.

Transition Area: Recreation and Leisure

Future Goals: Mike would like to join a bowling club/ team or another club. He would

also like more information about where he can join these clubs or activities.

Present Level of Performance:

 Mike was assessed with a Future Interest Inventory by himself, his parents, and

A. Soukup (his teacher) on February 1, 2014. Both Mike and his parents noted that he

was interested in joining a club at some point possibly bowling. It was also stated that

Mike enjoys cars and going to car shows as well with his family. Mike’s parents also

stated that he enjoys playing video games as well.

Mike’s parents have a goal of him joining a club so he can interact and

socialize with peers. He enjoys being alone, so they would really like him to join a club.

This would allow him to start interacting with others and building social skills that he is

also going to need for employment.

Transition Activities: Mike needs to explore options for joining a bowling club at either

a rec center or through a different program. Mike needs to work on social skills as well

when joining a team.

Transition Services/ Activities:

1. Mike will take the time to look at different bowling clubs to join and contact them.

2. During PE Mike can work with his teacher and peers on bowling skills in the class

once or twice a week.

3. In class 4 days a week Mike can work on social skills and interacting with peers

in an appropriate way through various scenarios.

Annual Goal (1): Based on Mike’s interest in bowling and him and his parents wanting

to join a club. Mike will begin to look at participating in a bowling league/ club.

Objectives:

● Mike will effectively be able to use a computer or other resources with 90%

accuracy on 4 out of 5 trials to find a bowling league or club post-school.

 ● With minimal assistance Mike will be able to interact with peers in a bowling

setting on 4 out of 5 trials with 90% accuracy.

Annual Goal (2): Mike will increase appropriate behavior/ social skills in a recreation/

club setting by interacting with others in an appropriate way 2-3 times through

observation.

Objectives:

● Mike will wait his turn while bowling with others 4 out of 5 times with 90% of the

time allowing others to take their turn.

● Mike will interact with peers in an appropriate manner 4 out of 5 times with 90%

of the time acting appropriate.

● During matches Mike will exhibit good sportsmanship 4 out of 5 times with 95%

accuracy knowing it’s okay if others win.

Transition Area: Home Living

Future Adult Goals: Mike has plans and would like to live independently in the city

(Toledo) in a home or apartment setting.

Present Level of Performance:

Mike was assessed with a Future Interest Inventory by himself, his parents, and

A. Soukup (his teacher) on February 1, 2014. Currently Mike has hopes after school of

moving to the Toledo area to live independently in a house or apartment. On the other

hand Mike’s parents have the idea of Mike moving to Michigan Career Tech and living

on campus.
 However, in the Self-Determination assessment it was noted by both Mike’s

parents and his teacher that he struggles with some independence skills. This was

prominent in regard to accommodations and services that he might need.

Transitional Needs: Mike needs to work independence skills and what it will take to

live on his own.

Transition Services/ Activities:

1. Using a computer/ or Chromebook Mike will locate 3 possible apartment options

that himself and a roommate(s) can live in.

2. Mike and his family will visit apartments in Toledo to get an idea of what setting

might be best for Mike and gather information.

3. Mike and his family will take a visit to Michigan Career Tech see the campus and

gather information on opportunities there for MIke.

Annual Goal (1): Mike will be able to transition effectively from the school setting into

the community with 90% accuracy using a social story and task analysis.

Objectives:

● With the assistance of a social story and task analysis Mike will effectively be

able to work on transitioning from the school setting to the community on 4 out of

5 trials with 85% accuracy.

● Using different scenarios in the classroom Mike will effectively be able to practice

different situations he might encounter outside of the school setting with 90%

accuracy on 4 out of 5 trials.

Annual Goal (2): Mike will be able to effectively research and provide information as to

which type of independent living setting is best for him.

Objectives:

● Mike will collect information and research various living options with 95%

accuracy and rely the information back to his family on 4 out of 5 trials.

● When given various independent living scenarios in class Mike will be able to

effectively respond with 90% accuracy on 4 out of 5 trials.

Transition Area: Community Participation

Future Adult Goals: Mike has plans to be a member of the community and participate

in community events such as attending sporting events and going to the movies.

Present Level of Performance:

In the Interest Inventory Assessment Mike himself noted that he enjoys attending

various sporting events and participating in them as well. He also stated that he enjoyed

going to the movies as well. Mike’s parents also stated that he will have a Driver’s

License and will use a family car to get to work in the future.

Transition Needs: Mike needs to improve and work on self-advocacy skills and gather

information that will help in the future.

Transition Services/ Activities:

● Mike can begin using a computer or Chromebook to do research on how he can

self-advocate, and agencies he can use in a future workplace. He will be able to

identify at least two agencies.

● Mike can find contact information for independent/ apartment living to find out if

they offer services to individuals with disabilities. He will find a minimum of two.

Annual Goal (1): With the support and assistance of his family Mike will enroll and

participate in a Driver’s Education Course to obtain his Driver’s License.

Objectives:

● Mike and his teacher will practice different scenarios and questions for the end of

course assessment. Mike will pass with 85% accuracy on 4 out of 5 trials.

● During the preparation for the Driving test Mike will successfully identify road

signs and terms with 90% accuracy on 4 out of 5 trials that are on the test.

Annual Goal (2): Mike will be able to identify accommodations for the workplace and be

able to advocate for them as well.

Objectives:

● Through experience in the classroom and school setting Mike will be able to

identify a minimum of 1 accommodation with 90% accuracy on 4 out of 5 trials.

● Based on different situations given to Mike he will successfully be able to identify

and advocate for an accommodation with 90% accuracy on 4 out of 5 trials.

Transition Area: Postsecondary Education

Future Adult Goals: Mike has plans to attend some training in order to become a chef

and work in a restaurant.

Present Level of Performance:

Currently both Mike and his parents think this is a great opportunity for him. Both agree

that food service and working in a restaurant is a good placement for Mike. They also

both agree that in order to do meet this goal Mike is going to have to have some

education post-school. His parents have looked at enrolling him in a CTE Food Program

through the school to start getting him experience early on.

Transition Needs: Mike still needs to explore and further research career opportunities

and what all it takes to become a chef and work in a restaurant. He needs to participate
in community-based employment or job shadow at a restaurant to gain additional

experience.

Transition Services/ Activities:

● Get Mike enrolled in the CTE Food Program to get experience early.

● Have various scenario cards for Mike that he can practice with in the classroom

related to being a chef and working in a restaurant.

● During Mike’s visit to the CTE Program he will identify accommodations that

might be needed for himself in that setting.

Annual Goal (1): Mike will participate in a CTE program for Food. Mike will be able to

improve his knowledge and understanding of the career path.

Objectives:

● Given a task analysis Mike will be able to properly go through the correct steps in

a restaurant setting as a chef with 90% accuracy on 4 out of 5 trials.

● Mike will demonstrate his knowledge and understanding of the career by

successfully answering and identifying items from the program with 90%

accuracy on 4 out of 5 trials.

Annual Goal (2): Mike will be able to successfully identify and self-advocate for

accommodations as needed for his CTE Program.

Objectives:

● Mike will do research and in-person identification of 2-3 possible

accommodations that might be needed in this setting with 90% accuracy on 4 out

of 5 trials.
 ● Mike will be able to self-advocate and ask his teacher/supervisor for these

accommodations as listed with 85% accuracy on 4 out of 5 trials.

Assistive Technology:

● Audio recordings of readings and texts (Driver’s Training Course)