High School Transition Project

Nicole Payne

December 7, 2016

SEFB 420

Texas A&M University

 Transition Reflection

Over the course of this semester, I have worked with my high school student, his

parents, and his teachers to develop a transition plan that contains post-secondary goals

related to the students interests and strengths. Through this project, I have gained many

important skills and insights related not only to transition, but also to working with

parents and teachers that will benefit me in my future career as an educator. I have grown

in my ability to work with families from diverse backgrounds, use critical thinking skills

in my approaches to teaching, and work collaboratively with parents, teachers, and other

school personnel to provide quality education to students.

One thing I learned from completing this project was how to work with families

from diverse backgrounds. As a future teacher, I will be working with families from a

wide range of cultural, socio-economic, and educational backgrounds. My experiences

this semester have taught me the importance of getting to know the students and their

families on a personal level in order to form relationships with them that will be

conducive to effective collaboration in educational decisions. In my experience, I was

able to form a relationship with both my student and his parents that allowed me to obtain

the information I needed for the development of the transition plan. I found that a large

majority of the information I used to create the post-secondary goals for my student came

from information that I gathered from speaking with the parents and taking time to

understand their views and opinions regarding the students post-secondary life. Through

this process, I realized the importance of placing value on family and parent opinions and

ideas when considering educational choices. In the future, by using the skills I developed
this semester, I will be able to more effectively collaborate with parents to make the most

beneficial decisions for students.

As I worked to develop an appropriate transition plan for my student, I had to

apply critical thinking skills in order to synthesize the information I compiled from

interviews, assessments, and conversations to develop appropriate post-secondary goals

for the student. After speaking with the student, the parent, and the students teachers,

there were a few discrepancies in the information I was given. For example, the student

expressed his interest in attending a four-year university following high school

graduation, but his parents and teachers expressed concerns in his ability to be successful

in this type of environment. Based on the information I was given, I had to apply critical

thinking skills to develop an educational goal that would incorporate the students

wishes, while also reflect realistic expectations for the student based on the parent and

teacher concerns. Another aspect of the transition plan that required critical thinking

skills to complete was the development of high school objectives for the student based on

his post-secondary goals. While developing these objectives, I had to keep the students

future goals in mind at all times. I had to come up with a plan that the student could

implement in his current educational situation that would help him progress in attaining

his post-secondary goals. By working to synthesize the information I was given by

various sources and by developing appropriate high school objectives, I was able to

further develop critical thinking skills that will be useful in my future approaches to

teaching children with disabilities.

Throughout the process of creating a transition plan for my student, I was required

to work collaboratively with the parents, teachers, and other school personnel in order to
not only gain a complete picture of the student and his abilities, but also to create

effective and appropriate post secondary goals. When working with the students

teachers, I was able to gain insight into the students academic strengths and weaknesses

as well as work collaboratively to fill in any gaps that were present in the transition

planning process. I also worked collaboratively with the students parents to create goals

that were aligned with their expectations for the students future success. Although

working with community resources and organizations was not something that would

currently benefit the student, I learned the importance of this kind of collaboration

through the experiences I had in class this semester. In the future, when working with

transition planning, it will be important for me to be able to connect families with

community resources and to work collaboratively with organizations that will benefit

students in their transition planning processes. By working with parents, teachers, and

other school personnel this semester, I was able to develop collaboration skills that will

be essential in my future teaching career to ensure students success in the transition

planning process.

Over the course of this semester, I have developed skills related to working with

students, families, and other educators that will greatly benefit my future career as a

special education teacher. I have grown in my ability to work collaboratively with

parents, teachers, and school personnel, to use critical thinking skills in my approaches to

teaching and decision-making, and to work effectively with parents and families from

diverse cultural, educational, and socio-economic backgrounds. In order to further to

develop these skills, I must continue to apply them in both educational and community

settings. By doing this, I can ensure my success in the future when working with students
to plan for transition. My experiences developing a transition plan this semester have

provided me with the opportunity to develop skills that will make me a more successful

and confident teacher in the future.

 Student Summary

John Smith is a 16-year-old, Caucasian, tenth grade student at High school. He

attended Elementary School for kindergarten and moved to Elementary School for grades

1-5. He then completed middle school at Middle School. John Smith started his ninth

grade year at High School, but then transferred to High school to complete his high

school career.

John Smith is a student who qualifies for special education under the category of

specific learning disability in the areas of math calculation, math problem solving, and

speech articulation. His mother has reported that John Smith has asthma and epilepsy, but

has no physical limitations. It has been determined that the least restrictive environment

for John Smith is the general education classroom with various supplementary aids and

services provided by the special education teacher. He also requires the support of a co-

teacher in math and science classes. Several accommodations have been provided for

John Smith in his general education classrooms including:

Direct student attention to specific information

Identification of formulas to use with specific questions

Scaffold material in a systematic way and present in sections with checks of

mastery after each selection is presented

Attention brought to formulas that are being used when solving equations

Reading of material when requested by student for class work and test

Redirection to classroom instruction when off task

Use of a calculator to complete basic computations

 Reteach of concepts not mastered on a weekly basis

Small group testing for math and science

In the past, John Smith has received speech services, but those services have since

been discontinued due to the determination by the ARD committee that they are no

longer needed. John Smith also previously made use of assistive technology in the form

of a math calculator, but can now function successfully in the general education setting

with the resources normally provided. Extended school year services have not been

recommended for John Smith due to a lack of regression during break periods.

John Smith has been successful in the general education curriculum with the

exception of math and science. He reported that his least favorite subject is math and that

he has experienced a great deal of anxiety due to his lack of performance in this subject.

His teachers shared that there is a significant gap in his performance in math when

compared to that of his peers. John Smith also reported that his favorite subject is history,

and that he enjoys learning about dates and events. When asked what the biggest

challenge he faces in school is, John Smith reported that he struggles in math and has

trouble with organization and time management.

It has been determined that John Smith is able to take the general STAAR state

assessment with small-group administration in reading, writing, math, and science. John

Smith took the STAAR state assessment in April and May of 2015 and received

satisfactory scores in the areas of reading and social studies as well as unsatisfactory

scores in the area of science.

 John Smith currently does not receive any outside services from the government or

the community. His mother reports that the family qualifies for health services due to his

asthma and epilepsy, but that they have not taken the time to apply for those services. She

also reports that she does not plan on seeking assistance or services for John Smith

regarding transition out of high school.

John Smith reports that he enjoys swimming and is part of the swim team at High

school. He is not involved in any other extracurricular activities within the school, but he

is very involved in Boy Scouts and his local youth group at St. Tomas Aquinas Catholic

Church. He is also a member of the Columbian Squires. John Smith reports that he has

made most of his friends through his youth group, and that they are people he enjoys

hanging out with outside of school. On the weekends, John Smith enjoys campouts and

playing on his phone. Although he enjoys swimming, John Smith does not care for any

other types of sports or sporting activities. Currently, the most important things in his life

are his family, his friends, and his faith.

John Smith has one older sister and currently lives at home with his two parents. He

reports that he refuses to do chores around the house, and his mother states that he needs

to have more responsibilities. She wants him to start learning life skills such as how to

budget and live on his own so that he can be successful after high school.

Some of John Smiths strengths include attendance, neat appearance, positive

attitude, honesty, and response to authority. Some areas that have been identified as

needing improvement include completing and turning in assignments, organization,

social skills, following directions from parents, and interrupting people when talking. His

mother also voiced concern about his lack of ability to take up for himself and his
tendency to be very gullible. John Smith does not currently have a job, but is planning on

finding a part time job later in high school.

John Smith is on track to graduate on time. He reports that, after high school, he

wants to attend college at either the University of Texas at San Antonio or Texas A&M

University and study history. His dream job is to work at a museum or library where he

can act as a tour guide, and his mother reports that the kind of job best suited for John

Smith would be something that offers repetition and little training.

After high school, his mother sees John Smith living at home with his parents for a

few years. They then plan on buying a duplex in which John Smith will have his own side

of the house to give him more independence. His mothers ultimate goal for John Smith

is for him to be as independent as possible and live on his own.

 Self-Advocacy Plan

Post-Secondary Education

John Smith will request extra time on assignments in order to complete them

successfully. In math content classes, John Smith will request a calculator and a formula

sheet in order to complete assignments and stay on pace with the class. In testing

situations, John Smith will request a small group setting that minimizes distractions.

When needed, he will also request directions and problems to be read aloud to him.

After reflecting on his own education and study habits, John Smith has indicated

specific strategies that help him succeed academically. When studying a new subject,

John Smith will read and take notes on textbook readings, but he also prefers watching

experiments and demonstrations. In his classes, John Smith will request to be seated in an

area of the classroom that has minimal distractions and is close to the instructor. At the

beginning of the semester, John Smith will request a list of all class assignments and due

dates to aid in the development of his organizational skills.

Employment

When entering the work force, John Smith will need to advocate for specific

accommodations for himself in order to be successful. John Smith will indicate to his

employer that he is an individual that requires accommodations in the work place in order

to successfully complete his job. John Smith will tell his employer and co-workers that he

needs structure and routine in his work in order for him to stay on task and complete

tasks. He will indicate that he works best in settings and situations that are repetitive. If

placed in a job setting that requires math skills, John Smith will indicate to his employer

that he will need a calculator.

Independent Living

When handling money, John Smith will seek budgeting support from his parents

until he has learned to budget on his own. Because he will be living at home, John Smith

will create a checklist to remind himself of his chore schedule in order for him to

successfully complete necessary chores in a timely manner. In order for John Smith to

use public transportation as a secondary means of travel, he will request a bus schedule

and stop locations from the local transportation department.

Recreation and Leisure

John Smith will inform his friends and peers that he is very trusting and easily

convinced in order to prevent them from creating situations in which John Smith can be

taken advantage of. He will also inform his peers that he needs to plan in advance for

events and meetings; he will indicate that structure and routine will allow him to be

successful in his extracurricular activities.

 Informal Assessments

1. O*NET Interest Profiler

U.S. Department of Labor Employment and Training Administration (2000).

O*NET career interest profiler [Assessment instrument]. Washington, DC.

Retrieved from http://www.mynextmove.org.

Rationale:

This assessment was chosen for the student because it provided a good indication of

the types of careers in which the student would be interested. It provided a general

overview of various types of careers and allowed the student to begin to contemplate the

best career options for himself. At the end of the assessment, career recommendations

were made for the student based on his assessment results. This gave the student a

starting point for beginning to reflect on his future career options.

2. Student Self-Determination and Self Advocacy Skills Questionnaire

Miller, Robert J., Lombard, Richard C., & Corbey, Stephanie, A. (2007). Student

self-determination and self-advocacy skills questionnaire [Assessment

instrument]. Boston, MA: Pearson Education.

Rationale:

This assessment was chosen for the student because it indicated the students

level of self-determination and knowledge regarding his disability and the resources and

accommodations he needs to be successful both inside and outside of the classroom.

 3. Learning Styles Questionnaire

Learning styles questionnaire [Assessment instrument]. Retrieved from Brynn Biggs.

Rationale:

This assessment was chosen for the student in order to analyze the ways in which

the student learns best and succeeds in the classroom. The assessment gave an overview

of the students learning style based on what works best for him in regards to his

learning.

4. Knowing Your Strengths

Knowing your strengths [Assessment instrument]. Retrieved from Brynn Biggs.

Rationale:

This assessment was given to the student in order to gauge his ability to determine

his strengths and weaknesses. The primary purpose of this assessment for this particular

student was to determine if he was able to identify his strengths and weaknesses, but a

secondary purpose was to aid in future career determination. The areas that the student

identified as being his strengths indicated career areas that the student might be interested

in.
 Assessment Results

1. O*NET Interest Profiler

Details:

The assessment was given to the student in a paper and pencil format. The student

was given 180 statements, each pertaining to a specific occupation. Examples of the

statements given include assemble electronic parts, study rocks and minerals, and

teach an individual an exercise routine. The student was then asked to indicate his

interest in each of the statements by marking L (like), D (dislike), or ? (unsure). The

results were then scored using an online version of the assessment.

Results:

The results of the assessment were reported in six different categories: realistic,

investigative, artistic, social, enterprising, and conventional. The students results

indicated that his top three interests were investigative, enterprising, and conventional.

His complete results are as followed:

Realistic 22

Investigative 36

Artistic 18

Social 22

Enterprising 24

Conventional 24
The six categories were described in the following ways:

Realistic Likes work that includes practical, hands-

on problems and answers. Often people
with realistic interests do not like careers
that involve paperwork or working closely
with others
- working with plants and animals
- real-world materials like wood,
tools, and machinery
- outside work
Investigative Likes work that has to do with ideas and
thinking rather than physical activity or
leading people
- searching for facts
- figuring out problems
Artistic Likes work that deals with the artistic side
of things such as acting, music, art, and
design
- creativity in work
- work that can be done without following
a set of rules
Social Likes working with others to help them
learn and grow; likes working with people
more than working with objects, machines,
or information
- teaching
- giving advice
- helping and being of service to
people
Enterprising Likes work that has to do with starting up
and carrying out business projects; likes
taking action rather than thinking about
things
- persuading and leading people
- making decisions
- taking risks for profits
Conventional Likes work that follows set procedures and
 routines; prefers working with information
and paying attention to details rather than
working with ideas
- working with clear rules
- following a strong leader

Based on the students assessment results, a career in the investigative realm would

be most appealing to him. This includes careers in which the student will do a lot of

creative and critical thinking. Careers in the enterprising and conventional realms would

also be of high interest to the student. This involves careers that follow a set routine and

careers that involve starting up business projects. Based on the O*net Interest Profiler,

jobs such as dental laboratory technician, earth driller, and recreational vehicle service

technician would be beneficial for the student.

2. Student Self-Determination and Self-Advocacy Skills Questionnaire

Details:

The assessment was given to the student in a paper and pencil format. The student

was given 16 statements regarding self-determination and self-advocacy. The assessment

contained statements such as I can list and discuss the academic accommodations I need

to be successful in high school, and I am able to identify and discuss the amount and

type of postsecondary education or training I will need to reach my long-term

employment goals. The student was asked to rank each statement on a scale of 1 to 6,

with 1 being not at all and 6 being all the time.

Results:

According to the assessment results, the student is very knowledgeable about the

accommodations he needs to be successful both in school and work settings. The

questions that addressed this area were all scored as a 6. The student rated questions that

dealt with knowing his rights regarding education and work accommodations as a 4. This

indicates that the student is not fully aware of the laws governing his rights as a student

and as a worker.

The assessment results also indicated that the student has a very low level of self-

determination and self-advocacy in regards to his specific disability as well as his ability

to participate in and contribute to his IEP meetings. The student rated the statement I

identify myself as a person with a disability in order to get the support services I deserve

in postsecondary education as a 1. For statements regarding the students ability to lead

his IEP meetings and set long-term goals, he provided a rating of 1. These ratings

indicate that the student needs more skill development in self-determination and self-

advocacy in areas that are targeted specifically at his disability and postsecondary goal

setting.

3. Learning Styles Questionnaire

Details:

The assessment was delivered to the student orally. The student was given a

scenario and a question such as, when you are learning a new subject, which method(s)

would you prefer to use? The student was then given a list of several options such as

read the textbook, watch someone do experiments, and take notes from reading.

The student verbally indicated which option applied to him in each particular situation.
Results:

The results of the assessment showed that the student benefits from a wide variety of

study and learning techniques. The student prefers to have his knowledge tested through a

demonstration rather than through a written or oral exam. When memorizing things, the

student prefers to visualize the concept in his mind and be able to associate it with

something he already knows. Reading the textbook, watching experiments, and taking

notes are all study techniques that aid the student in being successful with a new concept.

Some problems that the student faces when studying include being distracted, forgetting

instructions, and not understanding spoken and written directions. Some accommodations

that the student indicated as being helpful for him include taping lectures to listen to later,

being able to choose projects rather than written tests, and receiving and following a clear

outline.

4. Knowing Your Strengths

Details:

The assessment was administered to the student in an oral format. The assessment

contained various skill areas that addressed his social, academic, and behavioral abilities.

Some of the skill areas included topics such as sports, computers, understanding maps,

helping and caring for others, and time management. The student was asked to rate each

skill area as really good at this, okay at this, or not very good at this. The student

verbally indicated which option was applicable to him in each skill area.

Results:
 The assessment results indicated that the student identified his strengths areas as

followed:

Computers
Science
Communicating
Ethics
Helping and caring for others
Imagining
Memorization

The student identified his weakness areas as followed:

Sports
Working with animals
Math
Mechanics
Making decisions
Gardening/agriculture
Housework and cleaning
Decorating
Building and putting things together

All other skill areas on the assessment were identified as okay at this. The assessment

showed that the student is able to self-reflect and identify his strengths and weaknesses.
 Transition Outcomes

1. Employment

Outcome:

Upon receiving a bachelors degree in history, John Smith will attain a job as a tour guide

at the George Bush Library or local history museum.

IEP Objective:

Within 36 instructional weeks and given a resume template, John Smith will create a job

resume with three or fewer grammatical or formatting errors on the first attempt with

limited teacher support.

Timeline:

Task Date

Apply to college January 2019

Complete high school graduation requirements by May 2019

Graduate from high school May 2019

Be accepted to college May 2019

Begin college August 2019

Complete requirements for degree in history by May 2023

Graduate from college May 2023

Apply for a job at George Bush Library May 2023

Begin working as a tour guide at George Bush Library June 2023

Rationale:

This employment outcome was developed primarily by looking at the students

interests and taking into account the mothers concerns for the type of job in which the

student will be successful. On multiple occasions, John Smith expressed interest in

history and stated that history is his favorite subject in school. He later expressed interest

in attending college to receive a degree in history and subsequently working as a tour

guide in a history museum. John Smiths mother mentioned the George Bush Library as a

possible employment location for John Smith and expressed that he would be most

successful in a job that provides structure and routine. This statement is consistent with

assessment results from the O*NET Interest Profiler. Results from this assessment

showed that one of the students main interest areas in regards to career exploration was

conventional. The assessment stated that individuals who have conventional interests

work best with procedures and routines and prefer working with information and

attention to detail. Because of these results and the input from both the student and the

parent, this particular employment outcome was developed for John Smith.

2. Education

Outcome:

Upon graduation, John Smith will be accepted to and attend a two-year junior college

before moving on to Texas A&M or another four-year university to complete his

bachelors degree in history.

IEP Objective:

Within 36 instructional weeks and given information on local colleges, John Smith will

select four colleges that he has an interest in applying to and create a checklist of its

admission requirements with limited teacher support.

Timeline:

Task Date

Select four colleges of interest August 2017

Take the SAT May 2018

Complete admission applications August 2018

Complete FAFSA December 2018

Graduate from high school May 2019

Begin college August 2019

Rationale:

This education outcome was developed primarily by looking at John Smiths personal

goals for after high school and taking into account his teachers concerns for his

educational career as well as his academic records. John Smith has expressed interest in

history and has stated that history is his favorite subject in school. John Smith also

expressed interest in attending Texas A&M University, or another four-year university, to

receive a bachelors degree in history. Although John Smith has expressed interest in a

four-year university, his mother and his teachers have expressed concern in his ability to

succeed in such a setting. His teacher stated that John Smith has the potential to be
successful in a post-secondary educational setting if he is provided with the appropriate

accommodations and attains the appropriate skills needed to succeed in such a rigorous

educational setting. Because of these concerns, the education outcome reflects a path that

would be more suitable for John Smith. John Smiths academic records indicate that he

has the potential to be successful in this type of setting. He is currently enrolled in some

pre-AP courses. Although he does not receive high grades in these classes, John Smiths

grades are based on a lack of organizational skills rather than his ability to understand the

content. With the proper skills training, John Smith will have the potential to succeed in a

junior college setting, and later, a larger university.

3. Recreation/Leisure

Outcome:

Upon graduation, John Smith will join the Texas A&M swim club and remain involved

on a weekly basis.

IEP Objective:

Within 36 instructional weeks and given swim coaching, John Smith will accurately

perform all four major swimming strokes with 100% accuracy in 3 out of 4 trials.

Timeline:

Task Date

Contact leader of the Texas A&M swim club May 2019

Apply to swim club May 2019

Attend weekly sessions June 2019

Rationale:

This recreation and leisure outcome was developed primarily by looking at John

Smiths hobbies as well as his current extra-curricular activities. John Smith is currently

involved with the High school swim team and has expressed interest in continuing to

swim, although not competitively, after high school. John Smith mentioned that he

wanted to look into joining the Texas A&M swim club in order to stay involved in

swimming.

4. Independent living

Outcome:

Upon graduation, John Smith will complete a drivers education course and obtain his

drivers license.

IEP Objective:

Within 36 instructional weeks and given online resources, John Smith will select and

enroll in a drivers education course with limited teacher support.

Timeline:

Task Date

Select drivers education course August 2017

Complete necessary paperwork for enrollment August 2017

Attend daily classes August-December 2017

Take written driving test December 2017

Take actual driving test at local DMV December 2017

Receive drivers license December 2017

Rationale:

This independent living outcome was developed primarily by looking at John

Smiths hopes for after high school as well as taking into account his abilities and his

mothers wishes for his success. John Smith has stated that he has received his permit and

has begun driving, but does not plan on receiving his license due to his lack of interest.

However, his mother has stated that she plans for him to receive his license so that John

Smith can be as independent as possible after high school. Because he already has his

permit and is practicing driving, this specific independent living outcome was developed

for John Smith.

 Job Analysis Form
(Form completed using online research gathered from www.bls.gov)

Recorder : Nicole Payne Date of Analysis : November 14, 2016

Company _______N/A_____________________ Job Title : Tour Guide

Supervisors Name/Title _______N/A__________________ Telephone _______N/A________

Salary ______N/A_________ Work Schedule ____NA_____ Hours/Week ______N/A_______

Employee Benefits _______N/A_________________________________________________

1. PERSONAL REQUIREMENTS
Personal Appearance Comments:
0 ( ) Grooming unimportant 2 ( ) Neatness/ Cleanliness required
1 ( ) Only hygiene required 3 ( ) Grooming very important

Behavior Comments:
0 ( ) Wide Variety accepted 2 ( ) Unusual behavior not acceptable
1 ( ) Unusual behavior accepted if infrequent

Communication Comments:
0 ( ) Non/minimal 2 ( ) Sentence/impaired speech accepted
1 ( ) Key words needed 3 ( ) Sentences/clear speech required

Attention Comments:
0 ( ) Frequent prompts available 2 ( ) Intermittent prompts/low supervision
1 ( ) Intermittent props/ high 3 ( ) Infrequent prompts/low supervision
supervision

Change in Task/Routine Comments:

0 ( ) No changes 2 ( ) 4-6 changes/day
1 ( ) 2-3 changes/day 3 ( ) More than 7 changes/day

Interactions Comments:
0 ( ) Minimal 2 ( ) Social interactions infrequent
1 ( ) Polite responses only 3 ( ) Frequent social

2. TIME/TRAVEL FACTORS

Work Schedule Comments:

0 ( ) Negotiable days/hours 2 ( ) Part-time M-F/days
1 ( ) Part-time nights/weekends 3 ( ) Full-time M-F/days
4 ( ) Full-time/nights/weekends
Transportation Comments:
0 ( ) On bus route 2 ( ) Car pool/van pool available
1 ( ) Off bus route 3 ( ) Other: self transportation

Time Telling Comments:

0 ( ) Time skills unimportant 2 ( ) Time telling to hour required
1 ( ) Must identify break times only 3 ( ) Time telling to minute required

Mobility Comments:
0 ( ) Sitting/Standing in one area 2 ( ) Stairs/minor obstacles
1 ( ) Moderate mobility required 3 ( ) Rigorous ambulation required

3. WORK TOLERANCE

Endurance Comments:
0 ( ) Short day/many breaks 2 ( ) Full day/many breaks
1 ( ) Short day/few breaks 3 ( ) Full day/few breaks

Strength Comments:
0 ( ) Not important 2 ( ) Moderate strength needed
1 ( ) Little strength needed 3 ( ) Great strength needed

4. PERFORMANCE SKILLS

Initiation of Work Comments:

0 ( ) Staff will prompt to next task 2 ( ) Some prompts to next task
1 ( ) Some prompts to initiate work 3 ( ) Independent initiation required

Task Sequencing Comments:

0 ( ) Single task 2 ( ) 4-6 tasks in sequence
1 ( ) 2-3 tasks in sequence 3 ( ) 7 or more tasks in sequence

Work Speed Comments:

0 ( ) Slow rate acceptable 2 ( ) Occasional fast pace required
1 ( ) Moderate, steady pace 3 ( ) Constantly fast pace required

5. FUNCTIONAL ACADEMIC SKILL REQUIREMENTS

Reading Comments:
0 ( ) None 2 ( ) Simple texts
1 ( ) Simple words/signs/symbols 3 ( ) Newspapers/magazines
Math Comments:
0 ( ) None 1 ( ) Simple Counting 2 ( ) Addition/subtraction/whole numbers
3 ( ) Multiplication/division/whole numbers
4 ( ) Decimal/fraction/mixed # operations

Money Skills Comments:

0 ( ) None 1 ( ) Coin/bill recognition 2 ( ) Coin/bill values
3 ( ) Money counting 4 ( ) Change making from $1
5 ( ) Change making from $10

Writing Comments:
0 ( ) None 1 ( ) Manuscript name 2 ( ) Cursive signature
3 ( ) Simple lists/notes 4 ( ) Phone messages 5 ( ) Letter/composition

6. EMPLOYER CONCERNS

Employers Attitude Toward Workers with Disabilities Comments:

( ) Very Positive ( ) Indifferent
( ) Somewhat positive ( ) Negative

Employers Financial Requirements Comments:

( ) No financial incentives requested ( ) Minimum wage offered
( ) Tax credits/incentives requested ( ) Salary below minimum wage

7. ENVIROMENTAL FACTORS

Safety of Work Area Comments:

( ) Safe work area ( ) Some safety concerns
( ) Moderately safe area ( ) Many safety concerns

Atmosphere Comments:
( ) Friendly/open ( ) Unfriendly/indifferent
( ) Busy/relaxed ( ) Busy/tense
( ) Slow/relaxed ( ) Slow/tense

Cleanliness/Orderliness Comments:
( ) Very dirty/disorderly ( ) Very clean/neat/orderly
( ) Fairly clean/orderly ( ) Meticulously clean/orderly
 JOB CHARACTERISTICS I LIKE

NAME: John Smith JOB SITE: Tour Guide

Directions: WHAT I LIKE column: Circle the job characteristic that you like best in each box
WHAT IS HERE column: Circle the job characteristic in each box that best describes
what is at this job.
MATCHES column: Circle YES if the first two columns are the same. Circle NO if
they are not.

WHAT I LIKE WHAT IS HERE MATCHES?

Work Alone Work Alone

Lots of People Around Lots of People Around YES/NO
Quiet Workplace Quiet Workplace
Noisy Workplace Noisy Workplace YES/NO
Work Close to Home Work Close to Home
Distance to Job Doesnt Matter Distance to Job Doesnt Matter YES/NO
Weekdays Only Weekdays Only
Weekends Too Weekends Too YES/NO
Easy Job Easy Job
Challenging Job Challenging Job YES/NO
Dress Up for Work Dress Up for Work
Do Not Dress Up Do Not Dress Up YES/NO
Standing Up Standing Up
Sitting Down Sitting Down YES/NO
Moving Around Moving Around
Working Morning Working Morning
Working Afternoons Working Afternoons YES/NO
Working Nights Working Nights
Co-Workers My Age Co-Workers My Age
Co-Workers Age Doesnt Matter Co-Workers Age Doesnt Matter YES/NO
Thinking Work Thinking Work
Physical Work Physical Work YES/NO
Detail Important Detail Important
Detail Not Important Detail Not Important YES/NO
Job Same Every Day Job Same Every Day
Job Difference Every Day Job Difference Every Day YES/NO
Work With People Work With People
Work With Things Work With Things YES/NO
Important to Work Fast Important to Work Fast
Not Important to Work Fast Not Important to Work Fast YES/NO
 Little Supervision Little Supervision
A Lot of Supervision A Lot of Supervision YES/NO
Work Outside Work Outside
Work Inside Work Inside YES/NO
Adapted from: Martin & Marshall 1992.

1. Rationale

The job chosen for this particular student was a museum tour guide. This job was indicated

based on the students academic and employment interests as well as parent input regarding

which career choice would be best suited for the student. According to the results of a student

interview, the student indicated that his favorite subject in school is history, and that he plans on

pursuing a bachelors degree in history following high school graduation. He also indicated that

he would be interested in a job that involves historical content such as a tour guide position at a

local history museum. The students interests were in accordance with the parents views

regarding the best career placement for him. In an interview with the parent, the parent indicated

that the student would succeed best in a job that provided structure and routine. She specifically

indicated that she would like to see the student involved in a position as a tour guide at a place

such as the George Bush Library.

According to the results of the O*NET Interest Profiler assessment, one of the top

interest categories for the student was social. Within this category, the student is described as

preferring to work with others to help them learn and grow. People in this category enjoy

working with people more than working with objects, machines, or information. Suggestions of

careers associated with this strength area include teaching, giving advice, and being of service to

people. Based on these results, it was determined that a tour guide position would be a suitable

job for the student.

 2. Summary of job

As a tour guide, the student will be responsible for guiding both large and small groups of

people through an exhibit and explaining the historical relevance of the objects and stories within

the exhibit. The student will be expected to be very knowledgeable about the historical context

and must be able to answer questions regarding the content. The student must be able to perform

tasks such as describing events and places, greeting visitors, escorting groups of people, and

providing directions to guests. Some of the skills that the student will need include being

flexible, having good presentation and people skills, having good communication skills, being

able to work with others, and being able to interact with people from different backgrounds.

3. Description of match

Of the sixteen description categories in the job analysis above, the students interests

matched with the job descriptions in twelve categories. Some of these categories include work

attire, type of work, and job supervision, among others. The categories in which the students

interests conflicted with the job description include noise level of the workplace, workdays, age

of co-workers, and job variety. Based on the high level of congruence between the students

interest and the job description, this particular job was determined to be a good match for the

student. Other factors that determined this decision include the students educational and career

interests, the parents input regarding the proper placement for the student, and the results of the

O*NET Interest Profiler assessment as stated above.

4. Next steps

Based on the results of this job analysis and the students current level of interest in the job

and its content, the student will continue to pursue this field of employment. Because the

student is in the tenth grade and is currently focused on education rather than employment, the
next steps for the student would be to continue pursuing history as a major field of study and

prepare to enter college in the next two years. The student will need to focus his attention on his

success in history classes. Within the next year and a half, the student will need to research

junior colleges and determine the best campus for his specific interests and needs in order to

begin pursuing a degree in history.

 Student Progress Summary

Over the course of the semester, there have been no major life changes for John

Smith that have affected his academics or transition plans. He is still currently living with

both parents and is attending High school as a sophomore student. John Smith does not

currently have a job, but continues to express interest in obtaining a part time job within

the next two years while still in high school. No progress has been made toward seeking

part time employment, but John Smith states that he will begin looking in the coming

months.

As for his academics, there have not been any major changes in John Smiths

grades over the course of the semester. He continues to struggle in classes due to

organizational skills and has stated that he has not seen any progress in those skills. In the

coming months and years, John Smith will need to implement routines and procedures

that will allow him to better develop his organizational skills. These skills will help him

to be successful in working toward his goals of attending a junior college following

graduation from high school. In order to attain this goal, John Smith will need to begin

working on having his applications completed by August of 2018. One major change that

has occurred has involved John Smiths preferences of colleges. He still plans on

attending Blinn for two years before moving onto a larger university, but his preferences

in universities has shifted. At the beginning of the semester, John Smith stated that he

was interested in attending Texas A&M University, but has recently expressed interest in

attending the University of Texas at San Antonio. No major changes to John Smiths

transition goals will be needed to accommodate for this change in preference.

 In regards to employment, John Smith continues to express interest in becoming a

tour guide after receiving a bachelors degree in history. After conducting a career

assessment and job analysis, John Smiths interest in this field has been confirmed. The

job analysis that was done helped John Smith realize how well his strengths fit with the

tour guide job description. He was able to make various connections between his

strengths and weakness and the job chosen.

John Smith also continues to express interest in swimming and is currently an

active member of the High school swim team. After reviewing his transition goals, John

Smith has confirmed that he continues to be interested in joining the Texas A&M swim

club following high school graduation. Because his choice in colleges has shifted, he will

need to look into swim clubs available to him at the University of Texas at San Antonio

as well. He will continue to be active in swimming and work toward his post-secondary

recreation and leisure goals.

Overall, no major changes have occurred in John Smiths academic or personal

life that have significantly altered his transition goals or progress toward those goals.

Although he has not make significant progress in completing these goals, he will continue

to work on organizational skills as well as personal skills in order to work to successfully

reach his goals in the future.