1

Assessment Summary

Notable Assessment Results

This is How I See Myself Study Habits What's My Bag?

Cheetah self-assessed herself as Not Likely

in the following areas:
Cheetah self assessed Ask a parent for help
herself as high in the Study just on the nights before tests
following areas: Write assignments on a calendar
Risk-taker according to when they are due
Activity starter Page through a book and set it aside
Calm Cheetah wants a job where she
Cheetah self-assessed herself as Very Likely
A good follower can help people, works indoors,
in the following areas:
Ask a friend for help
with her hands, and a job that
And so-so and low in the Plan a study schedule each week based on requires college.
following areas assignments
respectively: Be confused about the directions
Patient Run out of time before completing a test
Effective communicator Keep her materials together without
losing them
Be unable to write fast enough to keep up
with lectures

AIR Self
Career
CITE Learning Styles Student Interview Form Determination
Clueless
Survey

Cheetah identified an interest in the Cheetah's

following fields of work, volleyball, highest scores
fashion design, and babysitting. She Cheetah has a were in the
Her dominant learning
also expressed a desire to live in a house 75% level of areas of
styles include visual,
or condo on her own and feels she will self Artistic,
auditory, and expressive.
have the skills to live on her own or will determination. Enterprising,
be able to obtain support from her and
family. Conventional.
 2

Transition Curriculum and Action Plan

A. Me! Unit 3 Lesson 1: Getting to Know My IEP:

a. (http://www.ou.edu/content/dam/Education/zarrow/me/Me%20lessons-
revised/Me%20all%20units%20combined.pdf)
b. Lesson Objective: In utilizing this curriculum Cheetah will have the support to
understand her IEP, the contents, and what it means for her in the classroom
setting.
c. Rationale: This lesson develops the foundation for Cheetah to understand and
explain her needs and requirements in the classroom to support her learning. If
she does not understand what is legally mandated in her classroom she will not
have the ability to recognize the absence of those supports and advocate for
herself when they are needed.
d. Product(s)/Artifacts: At the end of this lesson Cheetah will be asked to read her
accommodations and modifications and explain to me what they mean for her in
the classroom. Her goal is to do this with 90% accuracy.
B. Im Determined! and 411
a. http://www.imdetermined.org/
b. Lesson Objective: Cheetah will develop a one page profile (one pager) that lists
her disability, her accommodations and modifications, interests and likes, and
strengths and areas of challenge.
c. Rationale: Through interviews, classroom observations, and assessment data
Cheetah does not have an understanding of her disability, her IEP, nor what she is
legally provided in the way of accommodations and modifications. This lesson
will utilize the handout parameters as outlined in the Im Determined curriculum;
a link to an example of a one pager can be found here
http://www.imdetermined.org/files_resources/430/one_pager_sarah_11.12.pdf).
d. Product(s)/Artifacts: The lessons from 411 and Im Determined will assist in the
generation of a one pager that Cheetah can provide to her teachers and employers
that explain her needs and strengths. Through the development of this handout
Cheetah will be exposed to her disability, her IEP, and her strengths thereby
increasing her self-awareness, her knowledge surrounding what she is legally
entitled to, and her ability to share and discuss her needs with teachers and
employers (self-advocacy).
C. RENEW Portfolio
a. http://lifeafterieps.com/wp-content/uploads/2012/03/RENEW.Portfolio.pdf (Map
#8 and My Action Plan)
b. Lesson Objective: Cheetah will create a personal action plan based upon her self-
identified goal of improving her cleaning skills around the house, specifically in
her bedroom.
c. Rationale: During one of our first interviews I inquired about a goal Cheetah has
been thinking about, she expressed that she wants to clean the house better. At
present she is responsible for her room, the living room, picking up dog
droppings, and dishes. Further questioning revealed that she specifically struggles
with cleaning her bedroom the way mom and dad want it, while she feels she is
best at picking up dog droppings.
 3

d. Product(s)/Artifacts: A Personal Action Plan and checklist she can take home and
utilize during her cleaning to meet certain parameters and benchmarks we have
collectively defined as good housecleaning measures.
D. Student Calendar
a. https://www.teacherspayteachers.com/Product/Zebratastic-Monthly-Assignment-
Calendar-2750990
b. Lesson Objective: To instruct on successful assignment tracking and personal
accountability of timely assignment completion and submission.
c. Rationale: Through the Study Habits assessments Cheetah identified that she
struggles with tracking and scheduling her assignments, this lesson will support
her in the development of tools to track her assignments and ensure everything is
turned in on time. It can also be built upon to teach time management skills.
d. Product(s)/Artifacts: Cheetah will have an academic yearlong calendar that she
can continue to utilize throughout the year.
E. Interview: Question Development
a. http://www.storydynamics.com/Articles/Education/interviewing.html#character
b. Lesson Objective: Cheetah will develop a total of five interview questions related
to the jobs involved in the sport of volleyball. No more than two questions may
be closed-ended questions and the remaining three must be open-ended.
c. Rationale: Cheetah is interested in volleyball and getting to know the jobs related
to the sport. In order to support her quest in learning more about volleyball-
related jobs, we will play a series story games to understand what an open and
closed-ended question is and interview decorum.
d. Product(s)/Artifacts: Cheetah will have developed a list of interview questions for
the school volleyball coach to gain a better understanding of the types of jobs
available and what is involved in those jobs surrounding the sport of volleyball.
F. Identifying People and Resources in Cheetahs life
a. http://lifeafterieps.com/wp-content/uploads/2012/03/RENEW.Portfolio.pdf (Map
#4)
b. Lesson Objective: Cheetah will recognize and list the people and resources in her
life utilizing the RENEW Portfolio Map #4 broken down in to three categories,
People who Cheetah loves, People who Cheetah likes, and Paid people in
Cheetahs life.
c. Rationale: In conjunction with goal setting and self-determination lessons it is
important for Cheetah to understand who she has in her life that can act as
resources and sources of support in enacting her goals. Breaking individuals in
her life into one of the three categories assists in building her understanding of the
different types of people in her life and sets a foundation for teaching her about
what is appropriate to discuss and share with people about herself based upon
their ranking in her relationship circle.
d. Product(s)/Artifacts: Cheetah will generate a relationship circle that she can
modify as she grows older and moves into different classes and schools, and as
the resources and level(s) of support change in her life.
 4

Student Work
 5

Permission Form

Removed to protect privacy; parental consent provided.