Post-Secondary Transition Plan

Texas A&M University

SEFB 420

Student Summary
Mark is an 18 year old student with a specific learning disability at Mary Catherine
Harris Alternative High School. According to his IEP, the areas in which he has learning
disabilities include written expression, reading comprehension, basic reading, math problem
solving, and calculation. Mark passed the STAAR Accommodated test in reading with small
group administration. He also passed the writing STAAR test with accommodations such as
small group administration with the proctor reading parts of the test questions, answer choices,
and required reference materials. Although he qualifies for these accommodations, Mark gets
embarrassed using them in the presence of his fellow classmates and is still unsure of using the
computer for testing. The students first language is Spanish, but he speaks English proficiently
and all of his tests are administered in English. Mark does not have any health issues and does
not utilize assistive technology.
In the past, Mark struggled with missing school and turning in assignments late, if at all.
The student dropped out of Bryan High School and did not receive any of the 22 credits due to a
substantially low attendance record. However, Mark recognized the implications of his actions
and enrolled at the alternative high school working diligently in order to graduate. At The high
school, he works independently, completing his coursework online with help from an
administrator when needed. Since the student is involved in an individualized curriculum to
obtain his GED online, he works in the computer lab and does not have a traditional teacher.
Mrs. Cryer, one of his teachers at the high school, describes Mark as being a determined young
man with strong leadership qualities. She believes that he has great potential, but thinks he is
unaware of how much he could succeed in post-secondary education.

Marks diligent behavior in school helps him excel in his classes despite minor setbacks.
Although the student exhibits social behavior, he is selective in his relationships with his peers
and teachers because he tries to avoid drama. He has difficulty trusting people and believes that
trust should be earned, not automatically given, especially to individuals in authority. Mark has a
laid back personality and prefers a loosely structured work environment that allows freedom but
provides direction. He has difficulty remaining focused during the school day, and typically only
attends school from 8:15am-12pm on Thursdays and Fridays. The student travels to Brenham on
Mondays, Tuesdays, and Wednesdays to attend machinist classes in hopes of becoming a
certified mechanic. He excels in mathematics and measurements, which are heavily utilized in
the machinist program. Mark is interested in continuing his education by obtaining a computer
numerical control (CNC) certificate, which would allow him to earn a higher salary on average
than a machinist. Mark is on track to complete the machinist program at the end of April and
graduate high school by May 2016.
In terms of family, Mark lives at home with his mother, father, and two younger sisters
who are 13 and 5 years old. The student is from a Hispanic family and is proud of his culture.
Previously, the school has been unable to get into contact with the parents; however, Marks
parents have been cooperative with the transition planning process. Marks mother has diabetes
and has to stay at home due to her disability. She also undergoes dialysis regularly, causing Mark
to miss school with an unexcused absence on occasion. While Marks mother respects his
decision to further his education, she is nervous because his history in exhibiting a lack of effort
in the classroom. Marks father works as a landscaper and encourages Mark to join him after
graduation, or get into the electrical field. He works at McDonalds presently and has worked for
an industrial flooring company and landscaping business. These job choices indicate the

students preference in hands-on activities. Mark is planning to live independently and will be
able to support himself financially through his job; however, his mother is unsure if he will be
capable of making all the payments associated with independent living. The student will also
continue to support his family financially by giving them a portion of the money he earns.
Mark enjoys various activities such as hanging out at his house and talking about cars. He
listens to Reggaethon and enjoys watching inspiring movies such as Freedom Writers and
Straight Outta Compton. The student has a drivers license and frequently drives the family car
to school and around town for errands, but does not have his own car. Mark would like to buy a
car after graduation, and is adamant about having complete ownership of it to emphasize his
newly found independence. The student is fiscally responsible and knows how to budget his
paycheck by cutting back on activities such as going out to eat. Mark enjoys being independent,
but needs to be surrounded by people who support and encourage him to excel in all aspects of
life. He has difficultly viewing the long term benefits of continuing education for employment,
and prefers to make the most money he can with short gratification.
In conclusion, Mark is an independent and determined young man who strives to be
successful. He is described by the faculty as a fighter, and will work diligently to complete his
high school degree while earning a machinist certificate through the workforce program at Blinn
College. Although the student is mostly self-sufficient, he needs to be surrounded by people who
will challenge and encourage him to reach his full potential. With adequate resources and
supports, Mark will excel in his post-secondary life.

Transition Outcomes and Goals

Education
Desired Outcome:
Mark will continue his education by enrolling in the CNC machinist workforce program through
Blinn in Brenham, TX.
Rationale:
Mark is currently enrolled in the machinist workforce education program through Blinn in
Brenham, TX. In the machinist program, the student utilizes his strengths in mathematics by
calculating measurements required to work on the engine of a car. The computer numerical
control (CNC) program is the subsequent of the machinist program. Being certified in CNC
enables the student to specialize in a system that controls the motion of tools and parts through
computer programs, which use numeric data for automotives. Since the CNC program aligns
with Marks interest in cars and would enable him to be more profitable to employers, he desires
to continue the advanced levels of the machinist programs offered at Blinn College. While
Marks mom appreciates the skills he will acquire through the CNC program, she would rather
him enter the workforce full time immediately after graduation instead of continuing his
education.
Timeline:
i.

Attend machinist program with limited absences to be eligible for CNC- April 2016

ii.

Work on resume and references- June 2016

iii.

Apply to CNC program through Blinn June 2016

a. Apply for financial aid August 2016

iv.

Find transportation from housing to school August 2016

v.

Talk to professors and advocate his needs August 2016

vi.

Complete program requirements and obtain CNC certification April 2017

IEP Objectives:
By August 2016, given instruction on how to navigate the bus route near his apartment, Mark
will determine the fastest and most efficient route from his apartment to the school.
By June 2016, given an application and instruction on how to fill it out, Mark will independently
complete an application, answering all of the question correctly.
Employment
Desired Outcome:
Mark will work part-time in an automotive shop in Bryan after receiving his certificate from the
machinist program in April 2016.
Rationale:
Mark will complete the machinist program in April 2016, certifying him to work in an
automotive shop. Mark is skilled at completing hands on activities, so he excels at putting the
various parts of a car together. His family has encouraged Mark to work after graduation to help
financially support them. Since the student plans on living independently and continuing his
education after graduation, working part-time is necessary for him to be financially stable. His
work experience in an automotive shop will also benefit his educational career, since he will be
enrolled in the CNC program working with cars. Mark may need assistance with reading
materials while working, as well as extended time for processing information.

Timeline:
i.

Acceptable attendance in the machinist program required to graduate- April 2016

ii.

Complete machinist program/become certified April 2016

iii.

Work on resume and get references from faculty May 2016

iv.

Research mechanic jobs in the Bryan/College Station area May 2016

v.

Apply for jobs June 2016

a. Work on interview skills June 2016

vi.

Upon acceptance to job, find transportation from housing to job August 2016

vii.

Fulfill possible training requirements for the job August 2016

IEP Objectives:
By May 2016, given a specific job and instruction on how to create a resume, Mark will
independently create a resume for the job position, including all the required information.
By June 2016, given a computer and instruction on how to research job positions, Mark will
research 2 job openings for automotive shops in Bryan.

Independent Living

Desired Outcome:
Following graduation, Mark will live independently in an apartment with a roommate in College
Station.
Rationale:
Currently, Mark financially supports himself with a part-time job at McDonalds. He should also
apply for services through DARS to help with his finances and transportation. He has experience
balancing his budget, and can complete all activities of daily living independently. Mark shares a
car with his mother, so transportation to different activities could be an issue when he lives
independently. However, an apartment with a bus route will enable Mark to participate in various
activities outside of his living area such as going to work and school. He has adequate social
skills and is capable of getting along with a roommate as long as expectations are clearly
expressed at the beginning of the living situation. Marks mother would like for him to continue
living in her home until he is 21 years old. She thinks that living somewhere else will be a waste

of money and is nervous of him living on his own. However, Mark is determined to be
independent and has the ability to financially support himself.
Timeline:
i.

Research apartments in College Station May 2016

ii.

Find a suitable roommate with similar values May 2016

iii.

Discuss rent, utilities, and services that each apartment complex provides with the
management, while comparing prices May 2016

iv.

Determine transportation routes based on need May 2016

v.

Sign lease with roommate June 2016

vi.

Contact DARS for financial support and continue to meet with case manager for future
needs July 2016

vii.

Move into apartment- August 2016

IEP Objectives:
By May 2016, given a computer to research different apartments for to possibly live in, Mark
will find 2 apartments in the Bryan area that fit his requirements and budget.
By August 2016, given the cost of rent and utilities for the month, Mark will budget his finances
to pay his apartment bills.

Recreation and Leisure

Desired Outcome:
Mark will work out twice a week at a gym in Bryan, TX after graduation.
Rationale:
According to the informal assessment related to effective living skills, Mark values body-related
skills. Previously, he was on the football team at Bryan High School and enjoyed getting to use
the weight room during practices. He has a basic knowledge equipment utilized at the gym and

can independently complete a workout without being prompted. Mark states being active is
important to him, but he does not have time to go to the gym as much as he would prefer. Since
Mark does not enjoy large group activities, going to a gym and working out independently will
allow him to thrive in a smaller environment. Marks mother would prefer if he were more
active, but does not think it is a realistic goal due to his busy schedule.
Timeline:
i.

Research gyms in Bryan May 2016

ii.

Talk to managers about membership dues and benefits June 2016

iii.

Find transportation route from apartment to gym- June 2016

iv.

Sign membership agreement for gym and complete any necessary forms August 2016

v.

Plan time to go to the gym in his schedule- August 2016

vi.

Go to the gym twice a week August 2016

IEP Objectives:
By June 2016, given three different options for gym memberships, Mark will compare and
contrast the membership dues and benefits to determine the best option financially.
By August 2016, given a schedule with activities for the week, Mark will manage his time
commitments in his planner to go to the gym twice during the week with 100% accuracy.

Transition Assessments
Education:
My Summary of Performance
Description:
The second assessment administered is called My Summary of Performance, which is
divided into two sections. The first section includes post-secondary goals for one year after high
school and has subsections to describe goals for living, learning, and working. The second
section identifies the students perception of his or her disability, and is divided into subsections
such as challenges, impact, supports, and accommodations related to the students individual
disability. The sections are all short answer, where the student can write his or her response in the
boxes provided. I read and wrote the assessment for Mark in order to get the most accurate
depiction of his skills since he struggles in reading and writing.
Rationale:
The assessment was administered to gain more insight regarding Marks post-secondary
short-term goals since most of the goals he has talked about are long-term. The goals address
three vital elements of post-secondary success and have a time limit of a year. In addition,
Marks perceptions of his disability were needed to address the supports he will utilize in postsecondary education. Since this assessment provided free response, Mark was able to elaborate
on his feelings towards his disability which will affect his self-determination and self-advocacy
skills after graduation.
Summary of Results:
During the section related to Marks post-school goals for one year after high school, he
indicated that he would like to live independently in an apartment in College Station. Mark

explained that to reach these steps, he will have to research apartments, get a job, and manage his
finances. Marks goal for learning was to get his computer numerical control (CNC) license
through the vocational program in Brenham, and improve his mathematics skills. To achieve this
specific goal, Mark will take additional math courses online through Blinn College and complete
an application for the CNC program. In a year, Mark would like to work at an automotive shop
either in Bryan or Dallas. He needs to create a resume and continue the machinist vocational
program to accomplish this goal.
The second section of the assessment provided more clarity about Marks perception of
his disability. When asked specifically what his disability is, Mark replied that he does not have a
disability. He claims that he acts slow because he does not want to work. The only influence
his disability has on his academics is receiving extra time for tests and utilizing technology when
learning. Mark was able to list multiple accommodations he receives in high school such as a
different testing environment, breaks during a test or assignments, and being able to use a
calculator in math. The results indicate that Mark understands and can identify the
accommodations he receives at school, but refuses to acknowledge that he has a specific learning
disability. His perception is concerning because without a basic understanding of his disability,
Mark will not be able to advocate for accommodations he will need in the post-secondary realm.
Source:
Retrieved PDF: http://www.dlc-ma.org/_manual/Forms/12-Self-Assessment-Summary-ofPerformance-Form.pdf

Independent Living:
Self-Determination and Self-Advocacy Skills Questionnaire
Description:
The assessment is called the Self-Determination and Self-Advocacy Skills Questionnaire
and utilizes a rating scale to measure the students level of skills in both self-advocacy and selfdetermination. The questionnaire provides sixteen skill statements followed by the numbers 1
through 6, where the student indicates his or her level of ability pertaining to the question by
circling one number. The number 1 represents not at all and the number 6 depicts all the
time. When administering the assessment, the statements were read aloud and Mark was asked
to circle the number he thought best represented his knowledge.
Rationale:
When completing the student inventory, Mark revealed his involvement in his IEP
meetings. After being informed of what an IEP entails, Mark stated that he never goes to these
meetings and has no desire to start. Even though the importance of self-advocacy and selfdetermination were explained, Mark showed a lack of knowledge regarding these skills. Since
self-advocacy and self-determination play such a vital role in post-secondary success, this
questionnaire was administered to better understand Marks strengths and areas where he needs
improvement.
Summary of Results:
The results proved confusing and inconsistent. Mark indicated that he is capable of
identifying and receiving the supports that he needs to be successful. Even though Mark knows
who to contact for support, he indicated that he does not identify as a person with a disability and
will not be getting supports in his post-secondary career. In addition, the student stated that he

does not attend IEP meetings and does not provide goals for these meetings. Overall, Mark has
multiple post-secondary goals and outcomes he plans on achieving after graduation.
Source:
Robert J. Miller, Richard C. Lombard, and Stephanie A. Corbey (2007). Transition Assessment:
Planning Transition and IEP Development for Youth with Mild Disabilities. Boston, MA:
Pearson Education

Family Spending Planner Worksheet

Description:
The Family Spending Planner Worksheet breaks down the students money spending
habits. The assessment divides spending into different categories such as housing, food,
transportation, medical, clothing, personal, entertainment/recreation, education, load payments,
savings, and other expenses. The student puts their monthly income at the top of the sheet and
then takes away the expenses in each category to evaluate their current spending decisions and
how it can be improved.
Rationale:
The assessment determined how Marks post-secondary goals will affect his spending
habits. He needs to decide between staying at his job at McDonalds or continuing his machinist
education in order to work at an automotive shop. Breaking down Marks income for his current
job at McDonalds gave him a better idea of how much money he will need to support himself
independently.

Summary of Results:
Mark spends more than one third of his income on his family. When questioned about
continuing to give money to his parents after he graduates high school, Mark stated that he will
not be giving any more money to them. Even if Mark keeps all the money he is making, he will
still be unable to afford taking courses at Blinn College. After evaluating the results, Mark
expressed interest in getting his CNC license which would allow him to make more money than
working at McDonalds. Besides his family, there is not another category in which Mark spends
an excess amount of money. Overall, he has the skills to balance his finances, but needs a larger
income or more resources to support his academic goals.
Source:
PDF retrieved from: http://financialfitnessaustin.org/downloads/FamilySPworksheet.pdf

Recreation and Leisure:

Life Skills for Effective Living Activity
Description:
The Life Skills for Effective Living Activity assessment evaluates the students resources
and deficits related to integrating into the community and society as a whole. The skills assessed
were body-related, learning, values, self-management, communication, and small groups. The
student ranked the level of importance from 1 being not important or 5 representing a skill that
is very important to the student. In addition, the students ranked their level of the skill from 1
meaning the skill is challenging to 5 showing a mastery of the skill. When administering the
assessment, the skill statements were read aloud to Mark while he ranked his level and
importance of the skill.

Rationale:
The assessment provided insight to Marks interests and skill level regarding aspects of
recreation and leisure. During the initial interview with the student, he provided vague
descriptions of his recreation and leisure time so the activity helped him elaborate for his postsecondary goals in this area.
Summary of Results:
The results proved insightful regarding Marks interests and abilities. He scored relatively
high in skill level and interest in the majority of areas of effective living. The highest scoring
category was body-related skills and the lowest scoring category was his learning-how-to-learn
skills. Within the learning-how-to-learn category, Mark scored the lowest for knowing how to
study efficiently, using history to understand current events, using basic statistics, and knowing
how to use a library. Although he scored low for his skill level in these areas, he labeled all, with
the exception of statistics and library, as very important skills to know. His lowest rated skills
include knowing how to delay gratification, to clarify values, and the ability to speak in front of a
large group. Mark lacks knowledge regarding delayed gratification, as shown by his familys
cultural view of working immediately after graduation instead of continuing his education. He
also needs to learn how to better clarify his values in order to advocate for himself later in life.
Source:
Hartley (2001). A Strengths-Based Communication Model: Interpersonal Skills for the Helping
Relationship. Family Partners Training Curriculum.

Employment:
Job Site Interest Summary
Description:
The assessment is called the Job Interest Summary, which evaluates the different aspects
of a job the student likes and dislikes. The form requires short answer responses with the
exception on a rating scale at the end that rates the students interest in the job. In addition to the
students likes and dislikes, the assessment identifies any additional training required for the
student to perform well as well as the tasks that would continue to be difficult after undergoing
training.
Rationale:
The assessment was administered to reflect on Marks previous experience working and
determine the compatibility of his past jobs with his present job interest. Mark has worked at a
variety of places, so this test was administered to determine his favorite experience and the
reason he enjoyed the job more than others.
Summary of Results:
Mark chose to complete the form based off his enrollment in the machinist program at
Blinn College instead of using his current job at McDonalds. He explained that he does not want
to work at McDonalds after he graduates and thought completing a form about his current job
would be a waste of time. However, Mark welcomed the opportunity to evaluate his experience
in the program to determine if he should continue to pursue his dream of being a mechanic. The
results showed that his interests align with the job, which is evident by only being able to come
up with one aspect of the job he dislikes. Mark has a full understanding of the skills he is capable
of currently, as well as the skills he would like to work on through training to become a better at

his trade. The results showed that he does not think any tasks would be difficult for him to
complete as a mechanic after her receives proper training. Interestingly, on a scale from 1 to 10,
with 10 being the most interested in doing this type of work after graduation, Mark circled 8.
Although the score was higher on the scale compared to some, he explained he was not sure if he
would be able to continue his education due to the pressure from his family to work immediately
after graduation.
Source:
PDF retrieved from: http://transitionassessment.northcentralrrc.org/Resources/Job%20Site
%20Interest%20Summary%20Cell%206.pdf

Your Free Career Test

Description:
The online Your Free Career Test is a career aptitude test to assist in job exploration. The
test has 56 multiple choice questions where a interest or skill is stated and the student rates their
interest level. The answers to the statements on the test range from not interested to very
interested. The assessment is sectioned into main subject categories and sub interest categories.
After taking the online assessment, the results are emailed to the student with recommended jobs
and skills. In addition, the test offers suggested classes for the student to take to further his
education in the specific subject area addressed.
Rationale:
Although Mark has expressed interest in being a mechanic, this assessment was
administered to determine other possible career paths for the student. Since the results of the

assessment provided specific classes to take to continue education, this would give Mark
direction for the next steps he needs to take in order to be successful.
Summary of Results:
Of the main categories, Marks highest score was a 58% compatibility with business
careers. Math and engineering careers came in second in compatibility with 50% to Marks
interests along with multimedia and education and training. Mark was surprised to score higher
in business than mathematics, but once the different jobs related to business were explained, he
agreed that it made more sense. In the sub categories, Mark scored the highest in fixing and
building, which caters to the hands-on work he enjoys. Even though Marks top career choice is
being a mechanic, the assessment provided him with ample other possibilities for his future.
Source:
Retrieved from: http://www.yourfreecareertest.com/

Self- Advocacy Statements

Post-Secondary Education:
Mark will monitor his absences in the machinist program through a chart so he can stay
on track and be recommended for the computer numerical control (CNC) program. The student
must inform his teachers of any accommodations needed to be successful while attending Blinn
College. For accommodations, Mark will explain he needs extended time when working on
assignments or tests. He will also need scheduled breaks during exams, and to be offered an
alternate testing room if he is having difficulty concentrating. Mark will ask to use a calculator in
his mathematics specific subjects as an accommodation. He will inform his professors that he
learns best through hands-on activities and needs guided notes during lessons. Mark will ask for
assistance from professors when he does not understand the information, so they can present the
topic in a different way that will make more sense.
Employment:
Mark will inform his employers of the accommodations that he needs in order to be
successful in the workplace. He will ask for assistance when needed while working in a
mechanic shop. He will explain to his fellow workers that he prefers to work hands-on with the
cars, and that he can talk to the customers, if needed, but is better at completing the actual work
behind the scenes. Mark will utilize self-regulation strategies when working with difficult
coworkers or customers to calm down from a tense situation.
Independent Living:
Mark will research apartments in the Bryan/College Station area that are within his price
range. He will ask for assistance and advice when budgeting for monthly expenses. Mark will
also figure out which transportation option works best for his commute and living situation. He

will either find a bus route that will take him from his apartment to school and work, live close
enough to work where he can talk or bicycle every day, or buy a car. Mark will inquire his
mothers assistance to teach him how to cook and prepare nutritious meals independently. He
will also research for healthier food options online or take cooking classes through Brazos Valley
Center for Independent Living (BVCIL).
Recreation and Leisure:
Mark must fill out a weekly planner that can assist him in his time management skills. He
will work out at the gym twice a week and ask for assistance when working with specific
equipment if needed, or alternatively, dedicate himself to a workout schedule using the resources
available to him. Mark will inform people when he needs his alone time, but at other times
explain when he wants to be included in the group activities. He will determine the best mode of
transportation from his activities, whether that be bus, car, walking or riding a bicycle.
Summary:
Mark will advocate for himself in order to be successful during his post-secondary life.
He will identify and receive the accommodations he needs for education, employment,
independent living, and recreation and leisure. Being able to identify his needs across all aspects
of life and verbalize them to people he comes into contact with is vital to ensuring that he
receives the resources and supports needed to be successful. In addition, being able to ask for
help when applicable will enable Mark to continue to grow as a learner.

Job Analysis
Rationale:
The occupation of automotive technician (mechanic) was selected for Marks future
career after administering career assessments and individual interviews with the student and his
teachers. Mark is currently enrolled in the machinist program at Blinn College in Brenham, TX
through a workforce education program at The high school. Mark desires to work in an
automotive shop, and if he completes his current education through the program, would be well
suited to work as a mechanic. Marks advisor in the machinist program believes Mark is a hard
worker when he applies himself and is skilled at working with cars. Mark is developing skills in
the program that will certify him to work as an automotive technician.
Job Summary:
An automotive technician, also known as an auto mechanic, utilizes problem solving
techniques to determine the issue with a car and comes up with a practical solution. Some
responsibilities include repairing or replacing specific car parts, quoting a price for their work
and the part needed, and in some cases interacting directly with customers. Working as an
automotive technician includes hands-on work in a specialized area in a relaxed, independent
environment.
Job Match:
Marks interests and skills match appropriately with the occupation of an automotive
technician. He prefers hands-on work, and has an interest in cars. Mark also enjoys using
mathematics, his strongest subject, to calculate the measurements needed to find an effective
solution. He prefers to work inside, which occurs in almost every car body shop. Mark likes
working in small groups rather than large groups, so instruction will be more individualized and
he can form closer relationships. It is difficult for Mark to trust a large number of people, so
being in a comfortable environment is important to maintaining a healthy and successful job

atmosphere. An automotive technician follows a general structure throughout the day in the car
repair process, which will be helpful to Mark in order to keep him on task. However, the variety
of problems faced with car repairs allow him to utilize his problem solving skills and makes
work more exciting. While Mark needs structure to work efficiently, he also needs variety and
flexibility so that he does not feel too constrained by his job. Mark is nervous about having to
work with customers who are rude because it will be difficult for him to keep his emotions under
control and remain professional. Overall, the job suits Marks interests and personal strengths,
particularly if he can serve in a shop environment versus a customer service environment.
Next Steps:
Since Mark is currently enrolled in the machinist program, he will complete this program
in order to be a certified mechanic. Mark is interested in continuing his education through the
workforce program by enrolling in the computer numerical control (CNC) certification program.
Being able to utilize the CNC machinery as an automotive technician makes Mark more
marketable to employers and will provide more options in his future jobs. Mark needs to work on
his threading and measurements skills, as well as his mathematics understanding, in order to be
successful as an automotive technician. After Mark completes both the machinist and CNC
programs, he will need to ask his school faculty for help in order to create a resume for
employment in a car repair shop.
The job analysis emphasized that Mark would appropriately be best suited for a career as
an automotive technician, so he should continue to pursue this goal through continuing his
education in the area. This occupation caters to Marks strengths in mathematics and his personal
interest in cars. Mark would also be able to work independently in a relaxed, small group
environment, which aligns with his preferences. Overall, Mark would enjoy and excel at being a
mechanic.

Student Progress Summary

Throughout the semester, Mark has made significant gains towards transition planning
until a recent family incident caused a major setback. Marks mother was hospitalized and had to
undergo surgery, and needed additional assistance. Despite the school offering to provide help,
his mother asked Mark to drop out of the machinist program to take on more family
responsibilities. Although he dropped out of the program with one in a half weeks left, Mark
would like to obtain his machinist certificate in the future. Although this is a complication in his
transition plan, the school is working with Blinn College to resolve the issue so that Mark can get
make up the remaining hours to obtain his certificate before graduating in May.
Since Mark has additional responsibilities related to his family, multiple aspects of his
transition plan have changed. Instead of living independently in an apartment after high school,
the student will continue to live at home to cut down expenses. Mark is still working part-time at
McDonalds, and gives all of his earnings to his family. Mark will no longer be able to work as a
mechanic in an automotive shop after graduation since he will not complete the machinist
program. However, he has the option to enroll in the year long machinist program again through
government funded agencies. The agencies will provide him with resources, such as
transportation, that will enable him to go back to training. The Department of Assistive and
Rehabilitation Services (DARS) has been contacted with the hopes of getting a case manager for
Mark to help him find a job after graduation.
Unfortunately, the student is no longer on track to achieve his transition outcomes. Since
the family issues are recent, the school is working towards acquiring more resources to help the
student after graduation. The student has become less enthusiastic about graduation, and has
continually stated I just need to make money. When I began working with Mark, this was his

mindset about life after graduation. However, through budgeting and looking at the pros and
cons of working as a machinist, Mark decided that continuing his education would pay off in the
long run. Since the incident, Mark does not have the motivation to continue his education and
has reverted back to the mindset of near term gratification.
Although Mark has faced this setback, he is a fighter. Before coming to The high school,
Mark was a dropout of Bryan High School. However, he did not let that complication define him.
Mark completely changed his life by going back to school. Not only did he enroll back into the
school, but he also became one of the top students in the program. He will graduate in May and
has continued to work hard to complete his high school degree. Mark states that once his
responsibilities at home lessen, he wants to work with cars and continue the machinist program,
thereby, proving that he will not let this setback define him.