Fillable READY TOOL: AGE 14 TO 17

Fill Online, Printable, Fillable, Blank READY TOOL: AGE 14 TO 17 Form

Use Fill to complete blank online OTHERS pdf forms for free. Once completed you can sign your fillable form or send for signing. All forms are printable and downloadable.

READY TOOL: AGE 14 TO 17

On average this form takes 21 minutes to complete

The READY TOOL: AGE 14 TO 17 form is 8 pages long and contains:

  • 0 signatures
  • 0 check-boxes
  • 84 other fields

Country of origin: OTHERS
File type: PDF

BROWSE OTHERS FORMS

Related forms
Fill has a huge library of thousands of forms all set up to be filled in easily and signed.
Fill in your chosen form
Sign the form using our drawing tool
Send to someone else to fill in and sign.
find another form
 
1\JATIONAL
CENTER
I~
ON
DEAF-BLINDNESS
READY TOOL: AGE 14 TO 17
CHECKLIST FOR TEAMS WORKING WITH A STUDENT AGES 14 TO 17
This document lists transition preparation best practices for students who are deaf-
blind ages 14 to 17. The best practices are divided into the following categories (there
is one table for each category):
Transition Assessment
Includes recommendations regarding assessment processes and practices to
help the team gather essential information needed for transition and adult-life
planning.
Transition-Related Education Programming
Describes best practices for educational programming to prepare students and
young adults for all aspects of adult life (e.g., independence, adult living,
employment, community engagement).
Team Collaboration and Adjustments
Outlines practices to ensure the team has the right members and processes at
each stage of transition planning and instruction.
The document should be completed by all team members working together. For each
practice, discuss the extent to which the practice has been carried out and rate its
status as: Started, Progressing, or Completed.
Use the comment sections to elaborate on the status and note team member
questions or concerns.
This document is part of a larger online publication called, READY Tool: Readiness
Evaluation of Transition to Adulthood for Deaf-Blind Youth, published by the National
Center on Deaf-Blindness in 2017.
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
1
0 0
0
0 0
0
0 0
0
0 0
0
TRANSITION ASSESSMENT BEST PRACTICES
1.1 CREATE A VISION FOR THE FUTURE
Annually, review and refine the student’s person-centered plan.
Status: Started Progressing Completed
Comments:
1.2 DEVELOP THE TRANSITION TEAM
To ensure accurate assessment of vocational, independent living, and community participation,
team membership must include transition specialists and vocational rehabilitation counselors.
Status: Started Progressing Completed
Comments:
1.3 DOCUMENT RELEVANT STUDENT INFORMATION
Continue to monitor and update the student’s strengths, preferences, and support needs.
Document unique mannerisms, health profile, communication preferences, level of hearing and
vision, and other key information. Consider these factors when assessing the student across
settings (e.g., home, school, community).
Status: Started Progressing Completed
Comments:
1.4 ASSESS COMMUNITY AND FAMILY ENGAGEMENT
Expand assessment to include independent living skills, social and peer relationships, vocational
experiences, and the use of public transportation.
Status: Started Progressing Completed
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
2
0 0
0
0 0
0
0 0
0
Comments:
1.5 IDENTIFY NEEDED ACCOMMODATIONS, MODIFICATIONS, AND ASSISTIVE TECHNOLOGY
Identify supports required for independent living, vocational education, and community
participation. Be sure to include appropriate use of social media and the Internet.
Status: Started Progressing Completed
Comments:
1.6 ASSESS STRENGTHS AND NEEDS RELATED TO POST-SECONDARY GOALS
As part of an overall educational assessment, be sure to evaluate factors (e.g., access to the
general curriculum, job skills, level of community integration) that can be used to design an
education program that will help the student pursue his or her post-secondary goals (e.g.,
employment, further education).
Status: Started Progressing Completed
Comments:
1.7 ASSESS SELF-DETERMINATION SKILLS
Assess skills related to self-advocacy, instruction, and choice-making.
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
3
2.1 MAINTAIN FOCUS ON EMBEDDING JOB READINESS SKILLS INTO DAILY INSTRUCTION
2.2 DEVELOP CAREER READINESS AND TRANSITION SERVICES
2.3 GENERATE OPPORTUNITIES FOR WORK EXPERIENCES
0 0
0
0 0
0
0 0
0
Continue to integrate work-related skills into daily instruction and educational programs in the
classroom and community. As appropriate, increase the level of complexity. Relevant skills
include:
● Following a schedule
● Attention to task
● Time management
● Working effectively in groups
● Following directions
Status: Started Progressing Completed
Comments:
Ensure student participation in a range of general education, college, and career exploration
curricula and programs. Provide information or referrals to relevant state agencies, such as
vocational rehabilitation services. Introduce the student to WIOA (Workforce Innovation and
Opportunity Act) required Pre-Employment Transition Services (PETS).
Status: Started Progressing Completed
Comments:
Provide the student with multiple school and community job-sampling opportunities aligned with
his or her interests and strengths.
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
4
TRANSITION-RELATED EDUCATION PROGRAMMING BEST PRACTICES
0 0
0
0 0
0
0 0
0
2.4 STRENGTHEN SELF-DETERMINATION
Provide ongoing opportunities for the student to self-advocate and increase his or her use of
supported decision-making.
Status: Started Progressing Completed
Comments:
2.5 BUILD SOCIAL NETWORKS
Provide opportunities to build and maintain age-appropriate social networks that include peers
with and without disabilities in home, school, community, and work settings.
Status: Started Progressing Completed
Comments:
2.6 DEVELOP OPPORTUNITIES FOR COMMUNITY INVOLVEMENT
Involve the student in community experiences that can cross over to adult life after graduation
(e.g., recreation, health, commerce, leisure).
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
5
0
0 0
0
0 0
0
0 0
TEAM COLLABORATION AND ADJUSTMENTS BEST PRACTICES
3.1 ORGANIZE THE TRANSITION TEAM
Include team members who represent all knowledge and skill domains essential to promote full
inclusion in the high school environment and build the foundation for a successful transition to
adult life. Include members with a strong understanding of deaf-blindness. Recognize that student
and family members are equal partners on the transition team.
Status: Started Progressing Completed
Comments:
3.2 IDENTIFY TEAM GOALS
Facilitate the student’s transition from school to post-school activities. Together, the team shares
responsibility to shape the student’s path toward post-secondary education, continuing and adult
education, vocational education, integrated employment, supported employment, adult services,
independent living, and community participation.
Status: Started Progressing Completed
Comments:
3.3 DEVELOP THE TEAM PROCESS
Establish guidelines for shared leadership, meeting protocols, communication, problem-solving,
establishing shared goals, and ensuring the participation of all team members.
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
6
0
0 0
0
0 0
0
0 0
3.4 INVOLVE PEERS
When appropriate, include the student’s peers on the transition team. These may be classmates or
friends from the community.
Status: Started Progressing Completed
Comments:
3.5 STRENGTHEN PEER MENTOR AND TUTOR RELATIONSHIPS
Provide the student with ongoing opportunities with peer mentors and tutors (with and without
disabilities) across all applicable settings (e.g., home, school, community).
Status: Started Progressing Completed
Comments:
3.6 ADDRESS LEGAL ISSUES
As part of educational and transition planning, address legal issues, including:
● Guardianship
● Voting
● Supplemental Security Income (SSI)
● Trust funds/estate planning
● State laws governing when a child becomes a legal adult
● Access to health services and records.
The family should understand the difference between guardianship and conservatorship and the
implications of both. Begin to identify key resources (e.g., accommodations and modifications)
and personnel that will be needed to ensure full access to high school curricula and activities.
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
7
0
0 0
0
0 0
,{r1
'\
TA&D
Off.a
orSpecW Educacion Prognms ~ " NETWORK
U.S
.
Oq,;a.nmc-nt
of Education
3.7 EXPLORE OPPORTUNITIES BEYOND THE SCHOOL SETTING
Fosters participation in an array of non-school activities and opportunities (e.g., work, recreation,
and independent-living activities within the community). As appropriate, invite community
representatives associated with these activities to participate in transition planning.
Status: Started Progressing Completed
Comments:
3.8 ARCHIVE INFORMATION
Over time, as information is collected about the student (e.g., strengths, interests,
accomplishments, communication methods, preferences), save and organize it for future use (e.g.,
to orient new team members or create documents that the student can share with others).
Status: Started Progressing Completed
Comments:
READY Tool: Readiness Evaluation of Transition to Adulthood for Deaf-Blind Youth, (2017) – Ages 14 to 17
8
Download
Save PDF to desktop
Email
Email completed PDF
Send for Signing
Email for others to sign
Print
Print document
Choose a Field
Click on a field and
select the person that should complete it
Want to add a signature?
You can add a signature field
and assign it to someone else
to sign
Choose a Field
Click on a field and
select the person that should complete it

READY TOOL: AGE 14 TO 17

This document is locked as it has been sent for signing.

You have successfully completed this document.

Other parties need to complete fields in the document. You will recieve an email notification when the document has been completed by all parties.

This document has been signed by all parties.

Completed 7 May 2021

Message

View Audit Log
Print With Audit Log
Duplicate Document