Case Study Answer (Exemplar Transition Planning Form)
Case Study Answer (Exemplar Transition Planning Form)
Measureable Postsecondary Goal: Education/Training:
Tyler will attend a two year college to study construction operations.
Measurable Postsecondary Goal: Career / Employment:
Tyler will work as the operations manager for his parent’s construction company.
Measurable Postsecondary Goal: Independent Living
(if appropriate): Tyler will live with a roommate while attending a two year college. He will budget his money independently.
Transition Assessment:
Tyler’s 9th Grade CSAP scores interpreted by the case manager on 3/7/10 indicate he was “Partially Proficient” in reading with a score of 587 (range 585-641); “Unsatisfactory” in writing with a score of 430 (range 260-435); “Proficient” in math with a score of 610 (range 602-651). MAPS grade level testing conducted on 9/5/10 by the case manager indicate Tyler’s overall reading skills at the 6th grade level, overall writing skills at the 4th grade level, and math skills at the 10th grade level. Written expression is Tyler’s most difficult subject. His handwriting is labored and working on the computer has alleviated some concerns in this area, but he continues to struggle with sentence structure and organization. A bi-quarterly review of math grades, by the math teacher, indicates Tyler has received scores of 79%-85% in algebra and geometry during the fall of 2010. Scholastic Reading Inventory scores of 660L on 5/15/2010 and 670L on 10/1/2010 were analyzed by the reading specialist who indicated Tyler has particular difficulties with decoding, word recognition and fluency, yet his overall comprehension represents his highest achievement in the general area of reading. In addition, his oral language is close to grade level. It is important to consider these academic strengths and needs as Tyler’s postsecondary goals and plan are developed. These scores indicate he would demonstrate most success in settings that require minimal reading and writing tasks.
In addition to the academic assessments, Tyler completed activities in “College in Colorado,” a state recommended website for career and college exploration. On this website, Tyler completed an Interest Profiler, where he answered a series of questions related to work tasks and work environments. The results indicated his strongest areas of interest were “Realistic” work sites, which involve working with tangible items and physical activity; and “Conventional” work sites, which are structured and systematic in nature. After completing the interest inventory, Tyler was directed to the Career Cluster Model on the website where he used his interest information to link to the career pathway of skilled trades and technical services, encompassing construction as one career option.
Course of Study:
In addition to the required general education courses for a high school diploma, Tyler will take 11th and 12th grade Reading Intervention Classes to improve his skills in decoding, fluency and word recognition. He will take 11th and 12th grade writing intervention classes to develop his written language skills in sentence structure and organization. Tyler will meet with the Special Education Support Lab teacher weekly for help in his reading and writing skills. He will continue to take math courses to prepare him for the math skills needed in the field of construction. During the spring of his sophomore year, Tyler will apply for admittance to the local Area Vocational Program in Construction Operations for a part-day schedule during his junior and senior years. During his senior year, Tyler will participate in the “Work Study Program” to work in his parent’s business or other construction business and receive high school credit.
Transition Services:
The reading specialist will provide direct instruction in reading, specifically decoding, word recognition and fluency to increase Tyler’s skills in preparation for college level reading.
The writing interventionist will provide Tyler with direct instruction in how to write and edit persuasive and descriptive essays to prepare Tyler in completing his writing assignments is college.
Tyler’s special education teacher will teach Tyler how to research different two year college programs and the admission requirements for schools that offer construction operations management.
Tyler’s general education teachers will provide him opportunities to practice advocating for his needs during class.
Tyler’s general education teacher will provide Tyler with practice communicating step by step directions in an authoritative manner.
Tyler’s parents will continue to offer him job tryouts at their construction company.
The special education teacher will assist Tyler in scheduling work experiences/part time employment for the “Work Study Program” in the field of construction operations.
The family and consumer studies teacher will schedule a tour of an apartment complex and provide financial literacy training in renting an apartment to include leasing, security deposit, and public utilities.
The counselor will assist Tyler in completing the application process for the Area Vocational Program at the community college.
Goals / Objectives:
In preparation for the academic demands of a community college, Tyler will improve his decoding, word recognition and fluency to an 8th grade level with 90% accuracy.
In order to move toward gaining the skills needed to be successful at a community college, Tyler will write using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling with 75% accuracy based on the district grade level rubrics.
In order to move toward gaining the skills needed to be successful at a community college, Tyler will write and edit persuasive and descriptive essays that are well structured, cohesive, and include transitions based on 6th grade level benchmarking at 90% accuracy.
In order to be successful as the operation manager of a construction site, Tyler will learn to communicate step by step techniques and directions via oral instructions with 100% accuracy.
In order for Tyler to live independently with a roommate while attending college he will be able to complete a personal budget with 100% accuracy.
Note: Measurable baseline data, using a measure consistent with the criteria or target, will be determined by the most current assessment and must be included in annual goals.