Improving Employment Outcomes
for Individuals With
Autism Spectrum Disorder (ASD)
V3 Discovery Process
V3 Discovery Process
A general description of the V3 Discovery Process steps is provided below; however, the
detailed information needed for completing each step is located in the V3 Discovery Process
Checklist itself (form 1).
Step 1
Establish Student and Team
This step includes identifying the student, gathering preliminary information about the
student, and ensuring that a signed Release of Information is obtained by the
parent/guardian or the student, if appropriate, to complete the assessment process. This
step also includes establishing and identifying the relevant team members and a team
leader for the process, establishing the meeting dates and agendas, and determining the
adult services the student is or may be eligible for [e.g., Medicaid Waiver, Michigan
Rehabilitation Services (MRS), Supplemental Security Income (SSI), and/or other
employment and independent living agencies].
Step 2
Conduct Records Review
This step requires assigned team members to review relevant school records and files
including the EDP, memorabilia (e.g., awards in extra-curricular activities, certificates),
social media, and other records of past and current student activities, supports, and
services. This historical information will later be used to develop the V3 Discovery Profile.
Step 3
Provide Information on Discovery and Customized Employment and
Establish V3 Discovery Outcomes
This step ensures that all team members understand the V3 Discovery process and
outcomes, including the development of the Postsecondary Vision, Vocational Profile, and
Visual Resume. Also included in the information are the V3 Discovery Process Guiding
Principles. In addition, team members at this step are expected to complete the Griffin &
Hammis online modules on Discovery & Customized Employment
(www.griffinhammis.com/training.asp), review the Autism Internet Modules (AIM) on
Customized Employment, Preparing Individuals for Employment, and The Employee with
Autism under the “Autism in the Workplace” tab (www.autisminternetmodules.org), and
review the Michigan Transition Outcomes Project (MI-TOP) Learnport Modules Assessing for
Transition and Transition Planning Made Easier (www.learnport.org).
Step 4
Plan and Conduct Interviews and Surveys
This step requires the team to determine names of individuals, personal and professional,
who the student with ASD and/or the family feels know the student the best, including
same-age peers, family members, teachers, itinerant staff, administrators, etc. The team
members then utilize the V3 Discovery Interview and Survey Tools to conduct face-to-face
interviews and/or have identified informants complete surveys.
V3 Discovery Process
Steps 5 and 6
Plan and Conduct Intentional Community Integrated Experience (ICIE)
Observations
Steps 5 and 6 involve direct observations of the student during identified routines,
experiences, and environments. Observations are more aptly defined as “hanging out with
intention” as the observer is expected to engage and participate in the activities or routines
and then document his or her experiences after the event on the ICIE Observation Form.
The main purpose of these experiences is to capture the student’s interests and
preferences; strengths, skills, abilities, and potential contributions; support needs;
conditions that exist during the time the student is motivated and interest is peaked;
conditions that exist when the student’s attention is sustained; pace, stamina, and, if
applicable, the correctness if any tasks are performed; and relationships and potential
connections to establish possible job opportunities.
Step 5: Determine one to two typical routines and activities that the student
participates in successfully (at school, home, and in the community).
Step 6: Determine the student’s favorite places where he or she is at his or her personal
best and select at least four as ICIE observations. Only one can be in an inclusive
environment in school. The others should be two familiar favorite activities in familiar
locations and then plan one familiar activity in a new location.
Step 7
Plan and Complete Visit With Student at Home and Neighborhood Tour
This step involves scheduling and conducting a home and neighborhood observation and
tour. Guidelines for setting this up and documenting the information gained are provided in
the V3 Discovery Home Visit and Neighborhood Tour form.
Step 8
Draft and Distribute Section 1 of V3 Discovery Profile, The Vocational Profile
In this step, teams begin to combine all the information gathered through the records
review, interviews and surveys, ICIE observations, home observation, and neighborhood
tour to draft the first section of the V3 Discovery Vocational Profile. This information will be
needed for Step 9.
V3 Discovery Process
Step 9
Conduct the Brain Blizzard Meeting
This step requires the V3 Discovery team to conduct a team meeting with a focus on
employment planning which includes completing the “brain blizzard” process and developing
the student’s social capital map as well as deciding the visual resume format and content
and who will complete it. Information is provided on the V3 Discovery Profile form to assist
in all three.
Step 10
Develop the Visual Resume and Get State Identification Card
In this step, the team develops a representational portfolio (visual resume) for the student
using visual and narrative information gathered throughout the V3 Discovery process.
Information on developing the visual resume is provided in the V3 Discovery Profile form.
This step also includes arranging for the student to get his or her Secretary of State issued
state identification card.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 1: V3 Discovery Process Checklist
Module references are only for participants in Building Your Future (BYF) Secondary Transition
Intensive Training (IT).
Step 1: Establish Student and Team
BYF Training—Module 1: Foundations in ASD and the Teaming Process



Select target student, get signed Release of Information/Photo/Video Permission (form 2),
and complete the Student Information Form (form 3).
Establish relevant team members and identify the team leader. This includes determining what
formal services the student is eligible for and/or has in place [e.g., Medicaid Waiver, Michigan
Rehabilitation Services (MRS), Supplemental Security Income (SSI), and/or other employment
and independent living agencies]. Invite relevant agency personnel to participate in the process.
o Complete the Team Information Form (form 4).
Schedule and plan the additional monthly meeting dates and basic agendas for the year (see
“Sample Calendar for the School Year” after the checklist). The first meeting (step 3) may take
one-and-a-half to two hours given the additional tasks to complete.
Student Information
Name:
Date of birth:
Program Information
Intermediate School District:
Local school district:
School building:
Team Information
Team leader:
Agencies/services represented:
Step 2: Conduct Records Review
BYF Training—Module 2: Guiding Principles and the Discovery Process

Assign team members to review relevant school records and files including the Educational
Development Plan (EDP), memorabilia (e.g., awards in extra-curricular activities, certificates),
social media, and other records of past and current student activities, supports, and services. This
historical information will be used to develop the V3 Discovery Profile (form 9). Get actual
copies of records if available and document information on the Records Review Documentation
Form (form 5).
Complete an Action Plan Form (form 10) for Step 2
Step 3: Provide Information on Discovery and Customized Employment
and Establish V3 Discovery Outcomes
BYF Training—Module 2: Guiding Principles and the Discovery Process


Explain the V3 Discovery process and outcomes to the student’s team. Outcomes include the
development of the Postsecondary Vision, Vocational Profile, and Visual Resume. Also include
discussion of the V3 Process Guiding Principles.
Complete the Griffin & Hammis online modules on Discovery & Customized Employment as a team
(contact START to sign up).
Form 1: V3 Discovery Process Checklist
NOTE: A team member will need to send contact information including an email address to
Melissa Adair (adairm@gvsu.edu) at least two weeks in advance to obtain login information.


Have team members register for and review the AIM modules Customized Employment, Preparing
Individuals for Employment, and The Employee with Autism under the “Autism in the Workplace”
tab (www.autisminternetmodules.org).
Have all team members review the MI-TOP Learnport Modules Assessing for Transition and
Transition Planning Made Easier (www.learnport.org).
Team and Student Projected Goals and Outcomes
1. Vision:
2. Vocational Profile:
3. Visual Resume:
Complete an Action Plan Form (form 10) for Step 3
Step 4: Plan and Conduct Interviews and Surveys
BYF Training—Module 2: Guiding Principles and the Discovery Process


Determine names of individuals, personal and professional, who the student with ASD and/or the
family feels know the student the best. Include people such as same-age peers, family members,
teachers, itinerant staff, and administrators. List names and contact information on Interview
and Survey Tools (form 6).
Develop a plan for obtaining information from identified persons. Interview and Survey Tools
has a number of survey/interview forms to use. The plan can include face-to-face interviews or
completion of the detailed or brief surveys.
Complete an Action Plan Form (form 10) for Step 4
Step 5: Plan and Conduct Intentional Community Integrated Experience
(ICIE) Observations of Typical Life Activities and Routines
BYF Training—Module 3: Looking at Adults with ASD Differently

Determine one to two typical routines and activities that the student participates in successfully
(at school, home, and in the community). Decide who will participate with the student as he or
she engages in these activities and document the information gained on the ICIE Observation
Form (form 7). Take photos/video to enhance the process.
Observation
Selected routines:
Persons assigned to participate and/or observe:
Complete an Action Plan Form (form 10) for Step 5
Form 1: V3 Discovery Process Checklist
Step 6: Plan and Conduct ICIE Observations of the
Student’s Favorite Places and Activities
BYF Training—Module 4: “Stop It” and other Behavioral Strategies
BYF Training—Module 5: Asperger Syndrome

Determine the student’s favorite places where the student is at his or her personal best and select
at least four as ICIE observations. Only one can be in an inclusive environment in school. The
others should be two familiar favorite activities in familiar locations and then plan one familiar
activity in a new location. Decide who will participate with the student as he or she engages in
these activities and complete the observations using the ICIE Observation Form (form 7).
Take photos/video to enhance the process.
Selected Student Favorite Places
Favorite place:
Favorite place:
Favorite place:
Favorite place:
Familiar favorite activity:
Familiar favorite activity:
Familiar activity/new Location:
Complete an Action Plan Form (form 10) for Step 6
Step 7: Plan and Complete Visit With Student at
Home and Neighborhood Tour
BYF Training—Module 6: Peer to Peer and other Natural Supports


Schedule a meeting with the student and family at the student’s home (or at an alternate location
if the family or student prefers). Use the Home Visit and Neighborhood Tour Documentation
Form (form 8) as a guideline for gathering information.
Tour the neighborhood within at least a one mile radius of the student’s home and observe the
surroundings for factors such as safety, businesses, culture, transportation, and services near the
home. Document observations on Home Visit and Neighborhood Tour Documentation Form.
Complete an Action Plan Form (form 10) for Step 7
Step 8: Draft and Distribute Section 1 of V3 Discovery Profile,
The Vocational Profile
BYF Training—Module 7: Discovery and the IEP

Use all notes and information gathered through the records review, interviews, surveys, ICIE
observations, home observation, and neighborhood tour to draft “Section 1: V3 Discovery
Vocational Profile” of the V3 Discovery Profile (form 9). This information is needed for the
Brain Blizzard meeting (step 9). Provide a copy of the draft to the student, family, and all team
members for their review and suggestions.
Complete an Action Plan Form (form 10) for Step 8
Form 1: V3 Discovery Process Checklist
Step 9: Conduct the Brain Blizzard Meeting
BYF Training—Module 7: Discovery and the IEP



Conduct a team meeting with the focus on employment planning which involves completing:
o the brain blizzard process, and
o the student’s social capital map.
Document information gathered in “Section 2: The Brain Blizzard” of the V3 Discovery Profile
(form 9).
If not already discussed, decide the visual resume format and content and who will complete it.
Information is provided on the V3 Discovery Profile to assist in this decision-making.
Complete an Action Plan Form (form 10) for Step 9
Step 10: Develop the Visual Resume and Get State Identification
BYF Training—Module 7: Discovery and the IEP


Develop a representational portfolio (visual resume) for the student using visual and narrative
information developed during the V3 Discovery process. Information on developing the visual
resume is provided in the V3 Discovery Profile (form 9).
Arrange for the student to get his or her Secretary of State issued identification card.
V3 Discovery Profile DUE at Module 8
It is important to note remarkable moments in a student’s life.
Remarkable moments may seem like small things to others, but focus on those unexpected aspects of a
student’s performance, behavior, or progress that are significant and merit attention and
documentation.
Form 1: V3 Discovery Process Checklist
Sample Calendar for the School Year
August
Identify a Project Building
Identify Target Student for
Participation
September
Establish Team, Meeting
Schedule, and Agendas for the
Year
October
Monthly Team Meeting
Conduct Interviews and Surveys
Complete Record Review
Get Signed Release of
Information
Complete Student Information
Form
November
Hold Initial Meeting With Team
to Complete Training and
Establish Plan for the Year
December
January
Monthly Team Meeting
Monthly Team Meeting
Monthly Team Meeting
Conduct ICIE Observations
Conduct ICIE Observations
Conduct ICIE Observations
February
March
April
Monthly Team Meeting
Monthly Team Meeting
Monthly Team Meeting
Conduct ICIE Observations
Write Draft of Vocational Profile
Conduct Brain Blizzard Meeting
Conduct Home Visit/
Neighborhood Tour
May
Establish Social Capital
June
July
Monthly Team Meeting
Monthly Team Meeting
Complete Visual Resume
Complete V3 Discovery Profile
Document
Review End-of-the-Year Data
Use Profile to Write IEP Vision
Plan for Next Year
Get State Issued
Identification Card
Develop a Summer Employment
Action Plan
Team Meeting Sample Agenda






Calendar Review
Follow Up on Action Items From Previous Meeting
Current Status Update
Problem Solve Issues/Concerns
Review Next Steps in Discovery
Develop Action Items for Next Steps
Implement Summer Job
Opportunity for Student
Form 2: Release of Information/Photo/Video Permission
Student Name:
Student Date of Birth:
Parent/Guardian Name:
Regional Collaborative Network (RCN):
Intermediate School District (ISD)/Local School District:
Local School District Contact Name:
Local School District Contact Phone and/or Email:
Statewide Autism Resources and Training (START) is a statewide training and development
grant awarded to Grand Valley State University by the Michigan Department of Education,
Office of Special Education. START has established a number of secondary transition
projects to improve postsecondary outcomes for students with Autism Spectrum Disorders
(ASD). One of those projects requires the Regional Collaborative Networks (RCN) and
Intensive Training (IT) site participants to identify secondary transition age students and
then conduct a V3 Discovery assessment and develop innovative plans for moving students
into employment and independent living opportunities. For these students, permission is
needed to take and use video and pictures and share information with others involved in the
project.
Student Permission Form
I, name, agree to allow members of my school district/secondary transition team, district or
secondary transition team name, to discuss and share my transition data and school
information as part of a START secondary transition project focused on improving
postsecondary outcomes for youth with ASD. I agree to be photographed or recorded on
video as part of this transition project. Pictures and videos will only be used to the extent
that they assist in learning about effective transition practices and processes during START
leadership meetings, RCN meetings, and professional and parent trainings. I understand
that I am considered a part of my team and thus may request an invitation to the training
sessions where my transition plan will be discussed and that I may ask to review
presentation materials developed. Should any concerns throughout the year arise, I
understand that I may contact the district/contact person listed above or the START project
office at Grand Valley State University Autism Education Center at 616-331-6480.
Parent/Guardian Permission Form
I, name, agree to allow members of my school district, district name, to discuss and share
student data and school information regarding my son/daughter, name, as part of a START
secondary transition project focused on improving postsecondary outcomes for youth with
ASD. I agree to allow my child to be photographed or video recorded as part of this
transition project. Pictures and videos will only be used to the extent that they assist in
learning about effective transition practices and processes during START leadership
meetings, RCN meetings, and professional and parent trainings. I understand that I am
considered a part of my child’s team and thus may request an invitation to the training
sessions where my child will be discussed and that I may ask to review presentation
materials developed. Should any concerns throughout the year arise, I understand that I
Form 2: Release of Information/Photo/Video Permission
may contact the district/contact person listed above or the START project office at Grand
Valley State University Autism Education Center at 616-331-6480.
Information will be shared with START team members, RCN members, and participants in
state leadership meetings and trainings to expand knowledge and strategies for youth with
ASD around the state. I understand that personal information—such as first name,
individualized education program (IEP) information, profile, and progress toward transition
goals—will be shared in presentations. I understand and agree that information,
photographs, and video obtained as part of this project may be used as a teaching tool for
START trainings and presentations. Therefore, this release of confidential information
agreement remains in effect unless revoked. I understand that in order to revoke this
release, I may contact the district/contact person listed above or the START project office at
Grand Valley State University Autism Education Center at 616-331-6480.
Signature
Date
Form 3: Student Information Form
Student Information
Name:
Date of Birth:
Grade:
Parent/Guardian Name(s):
Intermediate School District (ISD):
Local School District:
School Building Name:
Teacher(s)/Relevant Staff:
Relevant Family Information:
Least Restrictive Environment (LRE)/Schedule:
Refer to Attached Copy of Individualized Education Program (IEP)
Student Factors
Preferred Interests:
Fears/Dislikes:
Other (Health, Needs, etc.):
Language/Communication
Select One:
Highly Verbal
Moderately Verbal
Minimally Verbal
Echolalic
Language/Communication Strengths:
Language/Communication Needs:
Social
Social Strengths:
Peer-to-Peer Support:
Social Needs:
Behavior
Student’s Primary Behavior Challenges:
Refer to Attached Copy of Functional Behavior Assessment (FBA)
Refer to Attached Copy of Positive Behavior Interventions and Supports (PBIS) Plan
Does the student exhibit self-injury?
Yes
No
Does the student exhibit aggression?
Yes
No
Independence/Academic
Independence:
Academic Output:
Academic Engagement:
Non-Verbal
Form 4: Team Information Form
It is critical for all team members to be identified, invited, and to actively participate in the
V3 Discovery process. Crucial team members include parents, family members, teachers,
itinerant educational staff (e.g., school psychologist, school social worker, speech and
language pathologist), and community partners such as Michigan Rehabilitation Services
(MRS), Community Mental Health (CMH) agency staff, and other employment and/or
independent living agencies that may be involved in providing services during or postschool.
Student Name:
Intermediate School District (ISD)/Local School District:
School Building:
Team Leader
Agency
Team Role
Contact Information
(phone/email)
Team Members
Agency
Team Role
Contact Information
(phone/email)
N/A
Parent(s)
Form 5: Records Review Documentation Form
Student Name:
Date of Birth:
Date of Review:
Identify records reviewed:
Individualized education program (IEP) dated
Educational development plan (EDP) dated
Assessment reports
Other school records
Agency/services documentation
Memorabilia
Social media
In the following areas, document information gained and from which records:
1. Interests/Preferences including personal passions, preferred activities, general areas
of work interests, and highly motivating interests and activities (e.g., activities the
student is motivated to engage in without being expected to do so).
2. Skills/Contributions including activities and tasks the student performs and skills
demonstrated that may be seen as contributions to an employer (e.g., punctual, orderly).
Include academic and non-academic skills (including task initiation, task engagement,
and task completion), independence skills including managing a personal schedule,
transitions from one activity to another, assembling/keeping track of own supplies (e.g.,
wallet, lunch, planner, communication system), communication skills, social interactions,
use of technology, and self-determination/advocacy skills.
3. Experiences in each of the following settings, including skills gained, the skills the
student preferred, and what supports were needed for success:
a. School including integration opportunities, attendance, accommodations/
modifications and other supports, extra-curricular activities, etc.
b. Home including chores, sibling engagement, vacations, outings, etc.
c. Community including work, volunteer opportunities, internships, and job shadowing.
Include the most common and favorite places that the student goes in the
community, who usually accompanies the student, how often the student goes, what
activities or tasks he or she does while there, the mode of transportation, etc.
Form 5: Records Review Documentation Form
4. Supports and services needed for success, including, but not limited to, visuals, peers,
behavioral supports, accommodations/modifications, technology, adult support, service
agencies staff.
5. Conditions for success including features that have to be in place for the student to be
at his or her best, demonstrate contributions, be most independent, perform at his or her
level of full participation, and make the greatest contribution to the activity. Describe any
noted conditions that are needed for the student to be successful and those that should
be avoided. When writing about conditions, include what is needed regarding the physical
environment, times of day, movement needs, social preferences, positive behavioral
interventions and supports, personal supports, and instructional strategies.
6. Connections including church involvement, sports teams, 4-H, Future Farmers of
America (FFA), friend and family business owners, etc. Connections are critical in
identifying potential employment opportunities.
7. Challenges include any areas of concern or issues that could impact the student’s
performance at school or on the job (e.g., mobility, technology needs, transportation,
finances, challenging behavior, health issues). Describe these challenges and the
strategies and solutions that are successful in preventing and addressing the challenges.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 6: Interview and Survey Tools
Interviews and surveys in the V3 Discovery process are intended to provide the team with
information from people who are knowledgeable about the student to assist in writing the
student’s postsecondary vision, vocational profile, and visual resume. In conducting surveys
and interviewing people, it is important to focus on relevant and positive information
including interests and preferences, skills and contributions, experiences, supports and
services, conditions for success, and connections, as well as challenges that may impact
employment and independent living.
First, create a list of people who know the student best and take time to brainstorm anyone
else to add to the list. Include peers the student interacts with in inclusive environments.
State each person’s relationship to the student.
Next, determine for each person if you are going to conduct an interview or administer a
survey. Then indicate who will be responsible for the interview or survey.
Name and Contact
Information
There



Relationship to
Student
Survey or
Interview
Person
Responsible
are three survey/interview tools that can be used:
Discovery Short Survey
Detailed Discovery Survey/Interview
Peer Survey
Interview/Survey Tips:
 Use the survey forms as a guide to conduct face-to-face interviews.
 Take time to adapt questions and the format in order to maximize information
gathering.
 Provide opportunities for people to clarify and expand their responses.
 Listen for the difference between facts and feelings or opinions.
 Keep the interview positive and avoid deficit-driving information gathering.
Form 6: Interview and Survey Tools
Discovery Short Survey
Student Name:
Date of Birth:
Your Name:
Relationship to Student:
Date of Survey:
Your Phone/Email:
List three things the student does really well.
1.
2.
3.
List three things the student has taught you.
1.
2.
3.
If you could read his or her mind, what do you think is most important to this student?
Describe how you picture the student’s life after high school.
List what you think are the most important things for the student to learn at school.
What tasks or activities does the student enjoy doing the most? How do you know he or she
likes these activities?
List and/or describe any new school activities you think the student would enjoy being a
part of and how you might be able to facilitate his or her involvement.
Form 6: Interview and Survey Tools
What strategies and supports, that are typically required for this student to learn and
participate in activities, work best?
What specific job(s) do you think this student would like to have when he or she graduates
from high school?
Is there anything else you think the team should know about this student to assist in
planning for his or her future?
Form 6: Interview and Survey Tools
Detailed Survey—Interview Form
Student Name:
Date of Birth:
Your Name:
Relationship to Student:
Date of Survey:
Your Phone/Email:
Interests/Preferences
What are the student’s interests and passions?
What tasks or activities does the student enjoy doing the most? How do you know he or she likes
these activities?
What specific places and environments does the student enjoy being in and why?
What specific places and environments should be avoided and why?
What tasks or activities does the student enjoy doing the least?
What are the student’s personal strengths (including personality traits and skills)?
If you could read his or her mind, what do you think is most important to this student?
Skills/Contributions and Present Levels of Performance
Describe the student’s math skills and any supports he or she uses in math (e.g., time, money,
arithmetic).
Form 6: Interview and Survey Tools
Describe the student’s reading skills and any supports he or she uses in reading (e.g.,
comprehension, reading aloud, favorite books).
Describe the student’s communication skills and how he or she communicates effectively.
Describe the student’s social interaction skills with familiar people and with strangers.
Describe the student’s physical/health/sensory-related information.
Life Activities and Experiences
Consider activities such as recreation, fitness, entertainment, hobbies, and community
participation.
What structured activities does the student participate in at home, at school, or in the community?
How does he or she participate? What support does he or she need?
What informal activities does the student participate in at home, at school, or in the community?
What support does he or she need to participate?
What chores does this student complete at home? What support does he or she need to complete
them? Which chore(s) does he or she do the best?
What specific events or activities does the student look forward to each year, including holidays,
traditions, and vacations?
What new community experiences do you wish this student would have?
Form 6: Interview and Survey Tools
Supports and Learning Characteristics/Challenges
What strategies and supports, that are typically required for the student to learn and participate in
activities, work best?
What strategies and supports should be avoided? What does NOT work for this student?
What are this student’s behavioral challenges and safety and physical/health restrictions? Include
habits, routines, idiosyncrasies, etc.
What new skills do you wish this student would learn?
Current Connections
Who are the student’s current friends at school? In the neighborhood? Close family members?
What does this student do after school and on the weekends? Who does he or she do these
activities with?
Who does this student enjoy being around the most? What is it that the student likes about him or
her?
Where are this student’s favorite places to go? What does he or she do there?
What new connections do you wish this student would make?
Future Employment and Community Living
Form 6: Interview and Survey Tools
Based on interests, what job do you think this student would like to have in the future and why?
What job would you like to see this student have in the future and why?
Describe any ideas you have for this student to have the experience of learning new job skills at
school and in the community.
Future Support
List any new people you think might need to be involved with helping this student have new
experiences and make new connections.
Describe how you would be willing to support this student in experiencing new things and/or
making new connections.
Form 6: Interview and Survey Tools
Discovery Peer Survey
Transition Student Name:
Date of Birth:
Date of Survey:
Your Name:
Your Age:
Your Grade:
Your Email:
List three things the student does really well.
1.
2.
3.
List three things the student has taught you.
1.
2.
3.
If you could read his or her mind, what do you think is most important to this student?
Describe how you picture this student’s life after high school.
What specific job(s) do you think this student would like to have when he or she graduates
from high school?
List/describe any new school activities you think this student would enjoy being a part of
and how you might be willing to help him or her get involved and/or participate.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 7: Intentional Community Integrated Experiences (ICIE) Observation Form
Intentional Community Integrated Experiences (ICIE)
Guide and Documentation
ICIE observations include participation with and/or observations of the student in identified
activities and locations in order to learn about his or her interests and preferences, skills
and contributions, experiences, supports, conditions for success, and connections, as well as
challenges that may impact employment and independent living. Below is information
helpful in conducting these observations as well as a documentation form for your notes.
Although challenges are important, these observations are not intended to be deficit-driven.
The main purpose is to capture the student’s:

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





Interests and preferences.
Strengths, skills, abilities, and potential contributions.
Support needs.
Conditions that exist during the time the student is motivated and interest is piqued.
Conditions that exist when the student's attention is sustained.
Pace, stamina, and performance accuracy.
Environment:
o How is it arranged?
o How are changes determined, when, and by whom?
Relationships and connections:
o Who does the student prefer or enjoy spending time with and how does the
student interact? What supports, if any, are used by the student or provided
by someone else and why?
o Who does the student meet up with in the neighborhood, at school, and after
school? What do they do together (list the student’s contributions and the
other person’s contributions)?
In conducting ICIE observations, it is critical to limit your note-taking so you don’t miss
important information. Taking pictures and/or video will assist with recollection later as well
as provide examples for the other team members. Also, taking notes right after the
observation while it is fresh in your mind may help in getting an accurate account of the
experience.
You may want to take time after the observation to follow-up with the student and family to
confirm and clarify anything which may be inconsistent with information you gathered or
observed. If any concerns arise from the student, his or her parents or family, or support
staff, note them. Direct quotes often work well in these instances.
When taking your notes, it is critical to not give opinions, judgments, or assumptions. A
good rule of thumb is “just the facts.” When nothing else quite captures your observation
like an evaluative statement, ask yourself, “What do I see?” Document the descriptive
answer to include factors such as who, what, when, where, how, and duration, which
qualifies the situation. Note in the description whatever was necessary for the student to be
successful such as type of tasks, supports, time of day, and environment (e.g., lights,
atmosphere, noise level, smells).
Form 7: Intentional Community Integrated Experiences (ICIE) Observation Form
ICIE Observation Notes
Student Name:
Date of Birth:
Your Name:
Observation Location:
Date/Time:
Observation Type (mark all that apply):
Typical Routine
Favorite Place
Favorite Activity
Familiar
Unfamiliar
Activity:
What sparked the student’s interest or motivation to participate in the activity? How could
you tell?
What skills, abilities, and strengths did the student demonstrate during the activity?
What supports were necessary for him or her to engage/participate successfully?
How did the individual interact with other familiar and unfamiliar people? Did anyone do
anything to facilitate the interaction?
Were there any challenges the student experienced during the activity? Are there additional
supports that, if used, may have made the experience more successful for the student?
Based on your ICIE experience today, is there something you would like to see explored
further with this individual? Do you have other ideas, comments, or questions?
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 8: Home Visit and Neighborhood Tour Documentation Form
Gather information about the student’s interests, preferences, skills, experiences, supports,
conditions for success, connections, and challenges by visiting the student’s home and
touring and observing the neighborhood and surrounding areas for safety, businesses,
culture, transportation, and services. A tour of the student’s neighborhood will also provide
information about opportunities for building social capital, connections, relationships, and
employment opportunities.
One or two team members should plan a time that is mutually agreed upon to visit the
student and his or her family in their home or at an alternate location if the family or
student prefers. These visits usually last between one and two hours, but it should be based
on the tolerance and preference of the student and preference of the family. It is important
that you limit note-taking during your visit so you don’t miss relevant information or
observations. Be sure to take a camera and/or video to document your observations.
Follow the guidelines below:
1. Document who lives in the home, their relationship to the student, and employment
status.
2. Ask the student and family to describe a typical day, including routines and habits
before and after school and on the weekends. Focus on:
 Supports provided or needed by family or others for the student.
 Specific strategies used or needed.
 Schedules and strategies for following the schedule.
 Traditions, holidays, vacations, and other family activities/events.
 Favorite activities and interests.
3. Ask the student and family to describe expected chores and responsibilities the
student has at home. What does it look like when the student performs some of
these chores? If possible, observe the student performing one or two of his or her
chores. Focus on:
 Supports provided or needed by family or others for the student to be
successful.
 Specific strategies used or needed for the student to be successful.
 Demonstrated skills, tasks completed independently, etc.
4. With permission, request the student and family to give you a tour of their home.
Focus on:
 Common areas.
 Private spaces such as the bedroom.
 Favorite spot to hang out in the home, spend free time, and/or relax.
5. Ask the student to show you how he or she does favorite activities and observe
supports needed or provided by others. Make note of interests and hobbies the
student enjoys during free time, preferred style of dress, etc.
6. Ask the student and family to describe the student’s favorite community outings and
activities. Note needed supports to participate.
Tips


Limit note-taking during your observations, conversations, and interactions. Keep
your attention focused on your observations and conversations.
Make no assumptions about anything you see during your observations. Seek
clarification from the student and/or family.
Form 8: Home Visit and Neighborhood Tour Documentation Form

Write key notes about your observations and conversations as soon as possible
following the visit (in your car before you leave the student’s home) to capture the
best recollections.
Form 8: Home Visit and Neighborhood Tour Documentation Form
Neighborhood Tour Worksheet
Before or after the home visit, tour the neighborhood and document your observations
below. Be sure to list businesses which may not be franchised or national chains. The closer
the owner is to the local area of the business, the higher the possibilities for employment
opportunities.
Day:
M
T
W
TH
F
S
SU
Time:
Date:
City/Town/Neighborhood:
Observer(s):
1. Type of area (e.g., heavily populated, residential, business, rural, metropolitan):
2. Neighborhood culture (e.g., urban, rural, tourist):
3. Accessibility (e.g., public transportation, bike routes, sidewalks):
4. Businesses (franchise or sole proprietor, business name, industry, additional details):
5. Locations related to student interests:
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 9: V3 Discovery Profile
Vision, Vocational Profile, and Visual Resume
The V3 Discovery Profile is a summary document that organizes all the information gathered
through the discovery process including the Records Review Documentation Form, Interview
and Survey Tools, ICIE Observation Form, and Home Visit and Neighborhood Tour
Documentation Form.
The profile is organized into three sections: 1) The Vocational Profile outlines and
summarizes relevant and positive information about the student’s interests and preferences,
skills and contributions, and conditions for successful employment. 2) The Vocational Profile
is then used to complete the Brain Blizzard, a brainstorming process used to develop a list
of potential job opportunities and next steps toward employment. 3) The Vocational Profile
and Brain Blizzard are then used to develop the student’s Visual Resume, a visual depiction
of the student’s contributions to and conditions for successful employment.
The V3 Discovery Profile is also used to inform the student’s postsecondary vision as part of
the IEP process which must include measurable goals related to postsecondary education,
employment, and independent living.
Student Name:
Date of Birth:
Address:
Phone:
Email:
Person(s) Completing Discover Record:
Adult Agency Support
VR Client:
SSI:
Yes
Yes
No
No
In process
In process
VR Counselor:
Medicaid waiver:
Familiar
Yes
Unfamiliar
No
Waiting list
Other (describe):
Section 1: Vocational Profile
In the following areas, summarize information about the student gained during the V3
discovery process:
1. Interests/Preferences including personal passions, preferred activities, general areas
of work interests, and highly motivating interests and activities (e.g., activities the
student is motivated to engage in without being expected to do so).
2. Skills/Contributions including activities and tasks the student performs and skills
demonstrated that may be seen as contributions to an employer (e.g., punctual, orderly).
Include academic and non-academic skills (including task initiation, task engagement,
and task completion), independence skills including managing a personal schedule,
transitions from one activity to another, assembling/keeping track of own supplies (e.g.,
wallet, lunch, planner, communication system), communication skills, social interactions,
use of technology, and self-determination/advocacy skills.
3. Experiences in home, school, and work settings that may lend themselves well to
employment opportunities. Based on these experiences, list some potential themes
and/or job types that would translate into successful employment for this student.
Form 9: V3 Discovery Profile
4. Supports and services needed to be independent and successful in an employment
situation, including, but not limited to, visuals, peers, behavioral supports,
accommodations/modifications, technology, adult support, and service agency staff.
5. Conditions for success including features that have to be in place for the student to be
at his or her best, demonstrate contributions, be most independent, perform at his or her
level of full participation, and make the greatest contribution to the activity. Describe any
noted conditions that are needed for the student to be successful and those that should
be avoided. When writing about conditions, include what is needed regarding the physical
environment, times of day, movement needs, social preferences, positive behavioral
interventions and supports, personal supports, and instructional strategies.
6. Connections that may be helpful in securing employment opportunities, including church
involvement, sports teams, 4-H, Future Farmers of America (FFA), friend and family
business owners, etc.
7. Challenges include any areas of concern or issues that could impact the student’s
performance at school or on the job (e.g., mobility, technology needs, transportation,
finances, challenging behavior, health issues). Describe these challenges and the
strategies and solutions that are successful in preventing and addressing the challenges.
8. Ideal conditions for employment include the characteristics of an ideal job situation
for the student based on all of the information gathered during the V3 Discovery process.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 9: V3 Discovery Profile
Section 2: The Brain Blizzard
The Brain Blizzard is a process of using the Vocational Profile information to accomplish the
following:




Develop a list of potential job opportunities related to vocational themes.
Identify job responsibilities, duties, or tasks linked to identified theme areas.
Identify specific employers who may have these types of jobs/tasks in their business.
Develop actions to facilitate job development.
The brain blizzard process adheres to the values associated with person-centered values. The
student with support from family or others as necessary holds the trump card in deciding what
goes into the final plan for employment.
Tools Needed
1.
2.
3.
4.
Section 1 of the V3 Discovery Profile form: The Vocational Profile
Chart paper & markers
Post-it notes
Section 2 of the V3 Discovery Profile form to document information gathered
Step-by-Step Directions
1. Use the Vocational Profile content to identify three or four vocational themes that
represent the blending of the student’s preferences, interests, strengths, skills, talents,
and necessary supports, and record them on chart paper. For example: “Books” may be
a theme where the team includes ideas associated with books and an array of diverse
locations. List one theme per piece of chart paper.
Theme 1:
Theme 2:
Theme 3:
Theme 4:
2. Develop a list of potential skills, duties, or tasks that are within the identified theme
areas consistent with the conditions for employment for the student and record them on
the chart paper and document below. For example: “Computers” is the theme and
“transcription from written notes, data entry into established databases, editing videos
in windows moviemaker” are possible student responsibilities and work tasks.
Note: Avoid listing specific job titles.
Tasks
Theme:
Theme:
Theme:
Theme:
Form 9: V3 Discovery Profile
3. Have each team member list at least three employers/businesses in the local community
consistent with the identified themes, tasks, and conditions for employment creating
about 20 employers/businesses per theme. Give each team member post-it notes and
have them write one employer idea per post-it note and place it on the appropriate
theme chart paper. Document the results below.
Employers
Theme:
Theme:
Theme:
Theme:
Form 9: V3 Discovery Profile
4. After a Brain Blizzard is completed for each theme, list potential new skills the student
could learn if he or she were given employment or internship opportunities in these
areas.
5. Use all of this new information to develop an action plan focused on developing
opportunities for new work experiences, training, and/or employment.
Adapted from the Collaboration on Discovery & Innovation in Employment (CODIE),
Florida Center for Inclusive Communities (7-12).
Form 9: V3 Discovery Profile
Section 3: Visual Resume
The Visual Resume takes the place of typical resumes and job applications in competitive
employment situations. The Visual Resume is a combination of written information and
photos in a visual format such as Microsoft PowerPoint that depicts the student’s skills,
experiences, contributions, and tasks the student can perform.
The Visual Resume is an effective tool because many individuals with developmental
disabilities don’t compete well for jobs when more traditional comparative strategies are
used, such as completing an application for a job opening or providing a typical resume. The
Visual Resume enables the job seeker to show off his or her talents, skills, experiences, and
tasks without being compared to other applicants or an existing job description. The Visual
Resume is focused on drawing an employer’s focus to one individual and enables the
employer to see this particular individual within his or her business.
During V3 Discovery, information is learned about a student’s strengths and abilities, areas
of interest and knowledge, and activities the student participates in within his or her
community and/or school. All of this information is relevant in understanding the extent of
the contribution the student can provide to potential employers.
Format
 A good length for the Visual Resume is 8-10 pages. If it is too long, you may lose the
attention of the employer.
 To present the Visual Resume, use a computer, iPad, or hard copy in a stand-up
presentation binder.
Photos Needed
 Portrait photo.
 Photos that show the person being competent at work experiences, responsibilities at
home, and service learning.
 Photos that display connections to the community (e.g., 4-H, FFA, church, sports
teams).
 Photos of participation in activities such as volunteer work, extracurricular activities,
and community service.
 Photos that show off particular skills, interests, tasks, or knowledge.
Tips
Arrange to take photos specifically for the purpose of creating the Visual Resume. Turn off
the date and time stamp on your camera. If you are taking pictures of different activities on
the same day, encourage the student to wear different clothes for different photos. Take
extra time to ensure that the person looks their best for the photo.
Written Information
Much of the written information content will be taken from the Section 1: Vocational Profile
of the V3 Discovery Profile. Wording that is used in the Visual Resume is critical. Remember,
this is a marketing tool and your audience is business people.




Use business language that is free of any human service jargon (i.e., use “Performs
yard work at home” rather than “helps with yard chores” and “Works well with
coworkers” rather than “is friendly”).
Avoid “is able to….” statements and use action verbs instead.
Include information from all the V3 Discovery Profile summary sections with a focus
on past work experiences, tasks performed, and skills demonstrated.
One page in the Visual Resume might have a heading such as “Mary has had a
variety of work experiences.”
Form 9: V3 Discovery Profile






A compiled list of tasks should be the last page with a strong statement such as
“Mary can perform these tasks for your business.”
Ultimately, the student’s Visual Resume should be individualized for a specific
employer presentation. If some of the tasks are not relevant to that particular
business, they should be left out for that particular presentation.
If a student has not had any formal work experience, explore ways to illustrate their
skills and abilities by including a photograph of them performing chores at home or
participating in an activity at home or in the community that illustrates some skills
that are relevant to an employer.
When you review the Visual Resume ask yourself, “What does this portray? Is it
respectful? Informative? Accurate? Does it emphasize strengths, abilities, and
strategies that work?”
The Visual Resume is a living creation; add photos and update them as the student
learns, grows, and experiences new things.
Always pair written information with a photo.
Source: Using a visual resume for job development. University of Montana Rural Institute and
Marc Gold and Associates.
Form 10: Action Plan Form
Student/Team:
Date:
For each step of the V3 process, an action plan should be completed (see form 1, V3 Discovery
Process Checklist). Team members should identify persons responsible for specific activities and
timelines for completion. At subsequent meetings, these action items should be reviewed and status
updated as “in progress” or “not yet started.”
Who
Does What
By When
Status