SEFB 420 Transition Project

Wednesday, December 6
 Student Summary

Student is a 17-year-old senior at High School. He is the oldest of seven siblings and

lives at home with those siblings, his parents, and step-parents. Student is currently ranked 14th

in his graduating class and has a 3.4427 GPA. Student is able to understand all subjects in school

with a high level of comprehensive. Student’s strongest subject in school is math. His strengths

include anything related to numbers and computer skills. Student has received all A’s and B’s in

his math courses and scored at the advanced level on his 11th grade End of Course exam in

Algebra. Student also received a score of 24 on his ACT.

In school, Student is involved with the National Honors Society and serves as an athletic

manager for the boys’ basketball team. Even though he does not enjoy watching or playing

sports during his free time, Student has a passion for supporting his school’s sports teams. After

school, Student takes care of his family’s dog. He also helps watch his siblings after school. On

the weekends, Student often has family and friends over, and enjoys spending time with them.

Student currently struggles with handling certain stressful situations. These situations can

include being overwhelmed with schoolwork or a change in routine. Student also becomes

anxious if he feels that he is not right. He also has a hard time understanding less literal

meanings of language. Student has never held a job before, so part of his employment goal is to

work on developing these skills.

Student is currently working on applying for different colleges in Texas. He was accepted

to The University of College in August of 2017. Once enrolled, Student plans to study in the

field of accounting. Student and his mom both expressed his interest in numbers and becoming

an accountant. Student plans to live in an on-campus dorm with a roommate once he is enrolled

in a college.
 Transition Assessments

Independent Living Assessment

Budget

Description:

This assessment is a weekly personal budget. The Student will be provided with a given amount

of money and will be assessed on how the money is dispersed throughout the week.

Rationale:

Student is going to be living on his own once he graduates college. He will assume the

responsibility of obtaining meals on his own, keeping track of personal expenses, and allowing

himself enough money to get through the week.

Results:

After the first try, Student was given $100 for his first week of college. He was able to plan out

his week accordingly by listing out his budget for groceries, transportation, and other necessities.

Independent Living and Employment Assessment

Department of Social and Health Services: Life Skills Inventory

Description:

This inventory covers multiple aspects of daily life. Some of these include money management,

personal appearance, health, housekeeping, and transportation. This assessment determines an

individual’s personal knowledge of each area.

Rationale:

Student is learning how to become more independent on his own. Student is very smart, but

needs some guidance in certain areas of independent living. This assessment will determine
which areas he needs to focus on.

Results:

After the assessment, it was determined that Student is exceptional in the areas of food

management, personal appearance and hygiene, health, housekeeping, and interpersonal skills. It

is important to note that these areas were not assessed authentically, but rather Student is aware

and has knowledge of these certain areas. The assessment also determined the need for more

assistance in money management, housing (rent), transportation, educational planning, job

seeking skills, emergency and safety, knowledge of community resources, and legal skills.

Employment, Independent Living, Recreation and Leisure, and Education

Assessment

The Arc’s Self-Determination Scale:

Description:

The purpose of this scale is to provide teachers with an instrument that helps identify the

strengths and limitations of their Students. This assessment is useful in each area of transition.

The scale is also a research tool that analyzes self-determination and its relationship with factors

that enable and disable the outcome.

Rationale:

This is an appropriate measurement for Student because he has a cognitive disability. He is going

to be living on his own after high school so having self-determination and realizing his strengths

and weaknesses is going to be very important for Student’s success.

Results:

After the assessment, it was determined that Student scores just below the average in autonomy,

self-realization, and psychological empowerment.

Employment Assessment

Texas Career Check

Description:

This is an interest profiler that can help a Student determine what field of work he or she may

want to pursue after high school. This informal self-evaluation is based on personal interests.

Rationale:

Student is really good with numbers and feels that he would be successful in a field in relation to

banking or accounting. This assessment is beneficial because there was previously no proof

whether or not Student is interested in this career.

Results:

The results show that accounting is a smart choice for Student. His strengths were in

enterprising, conventional routines, and investigative abilities. These are all strong components

for an accounting job.

Education Assessment

Life Skills for Effective Living Activity

Description:

This activity assesses an individual’s interpersonal skills in everyday life. The various areas

covered in this assessment include self-management, communication, small group skills, and the

ability to learn.

Rationale:

This assessment was chosen for education because even though it is related to life skills, each of

the areas are highly relevant to Student’s success once he is in college. The struggles that Student
is going to face are related to interpersonal skills and being able to cope during a high-stress

situation.

Results:

How-to-Learn Skills - It was determined that Student is aware of his capabilities in reading and

math. Student is able to read with a high level of understanding and is excellent in mathematics.

Student is also aware of how to use a library and computer for conducting research. He is aware

that he struggles with learning efficient study skills. In the past, Student has only used his

memory to study and knows that this will not be sufficient once he begins taking college courses.

Self-Management Skills- After the assessment, Student became aware that he is able to relay

gratification and how to get his needs met. This assessment determined that Student struggles

with problem/decision-making skills and managing his emotions.

Communication Skills – Student is now aware that he is able to listen to others actively,

understand empathy, and provide others with useful information. The assessment also

determined that Student understands he may need more practice with speaking in front of a

group.

Skills Related to Small Groups- After the assessment, Student now understands that he is capable

of leading a group, but has trouble being a member of a group.

 Self-Advocacy Plan

Post-Secondary Education:

Student will need to contact Disability Services at the university he chooses to attend and inform

them of the accommodations he will needs. He will need extra-time during tests because they are

a contributing factor to his anxiety. He will also need to speak to his professor about preferential

seating and inform him or her that he needs to sit close to a door in case he needs a cooling off

period. If Student is feeling overwhelmed or anxious, he will contact his university’s counseling

services.

Employment:

Student will need to inform his supervisor that he may need extra time when learning a new task.

Student needs to emphasize that he can complete the task independently and once he learns the

task, he will be able to repeat with a normal pace. Even though he requires a small amount of

extra time, Student is capable of completing a conventional task if given the proper instructions.

Student does not understand sarcasm in language. Because of this, he will need to inform his co-

workers that he may not laugh or understand certain jokes.

Independent Living:

It is easy for Student to become overwhelmed in a situation where there is a high amount of

stress or change in routine. Student will need to inform his future roommate(s) about this and to

give him space when this type of behavior happens. Student will also need to tell his roommate

that he does not understand most sarcasm and has a hard time interacting with other people when
he is first introduced. Student will need to plan and budget for each week in order to be

successful with living independently while going to school and working.

Recreation and Leisure:

When Student participates in indoor or outdoor activities that require physical activity, he will

need to inform those around him about his low level of strength and how he becomes easily tired.

In social situations, Student will need to let those around him know that if he does not laugh or

understand a joke, it is because of his lack of understanding of sarcastic language.

 Transition Outcomes

Education

Outcome:

After graduation, Student will attend a university of his choice in the Fall of 2018 and work

towards earning a bachelor’s degree. From there, he will study in the field of accounting in order

to reach his long-term employment goal of becoming an accountant.

Rationale:

Student will graduate high school under the Foundation Plan with the appropriate endorsement

(STEM). Student has also taken the ACT and received a score of 24. He is currently taking Pre-

Calculus, Study Skills, and a Money Matters class to prepare for the courses he will take in

college. With the help of his mother and school counselor, he is currently applying for colleges

and has already been accepted to The University of College. In regards to his major of study,

Student has expressed interest in Accounting. Over the past 4 years of high school, Student has

done well in all subjects related to math.

Supporting IEP Objective:

Given assistance with the application and essay writing process, Student will apply for each

college that he is interested in by the end of December 2017. And will apply for scholarships

before May 2018.

Timeline:
Task Due Date
application December 31st
application December 31st
scholarship January 17th
scholarship March 1st
FAFSA March 15th
Chamber of Commerce scholarship April 6th
scholarship April 6th
 scholarship April 6th
scholarship April 6th
Law Offices of Bennie scholarship April 6th
Education Foundation scholarship April 27th
Board of Trustees scholarship April 27th
PTO scholarship May 4th

Employment

Outcome:

After graduating high school, Student will continue to research different types of accounting jobs

in order to decide which career path he wants to take, by becoming aware of the different skills

each job requires. The type of degree plan Student takes on will be dependent upon which type

of accountant Student wants to be. Student’s long-term employment goal is to obtain a job in the

field of accounting after graduating from a university.

Rationale:

Student has expressed interest in accounting and is currently undecided about which type of

accounting he wants to pursue. According to the Texas Career Check Interest Profiler,

accounting is an excellent match for Student. He has shown success, based off various job skills

assessments, in being aware of the skills this type of job requires.

Supporting IEP Objective:

Given the appropriate research materials, Student will be able to describe the type of accounting

he plans on pursuing by verbally explaining the job in detail by the end of May 2018.

Timeline:
Task Due Date
develop list of potential accounting jobs March 1st
research each job’s skills and requirement April 1st
decide which job would be most appropriate May 31st
Independent Living:

Outcome:

After graduating high school and enrolling in the university of his choice, Student will live with

a roommate in an on-campus dorm. Student will assume the responsibility of obtaining food,

transporting himself, saving money, and budgeting for the week.

Rationale:

Student and his parents have decided that living in a dorm will be the most appropriate option for

him, in order to become more independent during his post-secondary education. Student

currently lives with both parents and does not have experience with transporting himself on his

own. Student also needs assistance with balancing a budget since he has not had experience with

budgeting or saving money on his own. According to the Department of Social & Health

Services Life Skills Inventory, Student is exceptional in the following areas: food management,

personal appearance, health, and interpersonal skills. The areas he needs to focus on include

money management/consumer awareness, transportation, and knowledge of community

resources.

Supporting IEP Objective:

Given the appropriate form and a certain spending amount, Student will be able to plan out his

weekly budget by filling out the budget form without assistance by the end of April 2018.

Timeline:
Task Due Date
Complete weekly budget without assistance May 1st
Develop a list of roommate preferences May 31st
Plan and make 2 dorm room meals without May 31st
assistance
Be able to use a personal planner for assignments May 31st
Apply for on campus living after a university is chosen
Obtain a dorm room necessity checklist once May 31st
enrolled
Explain transportation available in city of college May 31st

Recreation/Leisure

Outcome:

After graduation, Student will read a new book for pleasure once a month. This will also be

dependent upon the amount of coursework he has at the time.

Rationale:

One of Student’s favorite hobbies is to read books when he is not focusing on school work.

Student especially likes reading different series of books and books that are also movies. With

the stress of college, it will be important for Student to continue participating in something that

he enjoys in order for him to relax.

Supporting IEP Objective: Given a laptop or a school computer, Student will research different

books that he is interested in and type a list in a Word document by the end of May 2018.

Timeline:
Task Due Date
st
Research books May 31
Make list and type into a Word document May 31st
Research ways to access the books May 31st
 Accounting Job Analysis

Student has expressed interest in becoming an accountant. Once he chooses a university,

he plans to study in this field. The rationale for choosing this job is because after talking with

Student and his mom, accounting is the area Student wants to work in. In November 2017,

Student took the Texas Career Check Interest Survey which determined that this field is suitable

for him. Out of all the subjects in school, Student is most successful in math and science. Since

Student is interested in this field and does well with numbers, accounting seems to be an

appropriate job choice.

An accountant is someone who keeps or inspects financial accounts, but there are many

different types of positions available. There are some accountants that are involved in preparing

an organization’s financial statements. Often times, a task like this would require the person to

supervise other employees and keep track of a general ledger. A general ledger may include

things like cash, investments, land, or inventory. Other accountants work with a business or

corporation’s management. These accountants analyze costs, products, etc. Most accountants are

independent Certified Public Accountants (CPA), who have their own firm and focus on small

businesses and individuals. Student is interested in becoming a CPA first and foremost, he will

then later decide which direction he wants to go in.

After completing the job analysis, there are areas that would be conducive towards

Student’s success in this career and there are areas that would not. An accountant needs to be

neat and clean around the work space, which would be no problem for Student. Student’s

behaviors would be accepted in accountancy if they are infrequent. This would be helpful to

Student since there might be a few times his anxiety would lead to abrupt behaviors. Clear

speech, frequent social interactions, and minimal task changes throughout the day are
requirements of this type of job which Student would not have trouble with. Since Student is not

able to drive yet, there would need to be other ways for him to get to work until he can obtain his

driver’s license. Some of these options include Uber, a public bus, or carpooling with co-

workers. When it comes to mobility and being able to stay on schedule throughout the day,

Student has no problems with this. Student would be required to work a full day, but he would

get breaks throughout. Student would also be required to sit at a desk for the entire day, but it

would not be an issue if he needed to get up and walk around for a minute. Student gets to

determine what needs to get done with each client’s needs. This would be helpful for Student

because he likes moving at his own pace. However, the workplace speed throughout the day is a

steady pace, so Student may need to speak up when he needs a break. Simple reading, advanced

math, writing simple lists, and being able to read financial statements are going to be skills that

would be required of Student. Based on Student’s assessments and high school achievement,

these skills are within reach of Student’s capabilities.

Overall, accounting would be a good option for Student to look into once he enters

college and begins studies. The type of environment is conducive to Student’s preferences when

it comes to employment. There are many possibilities for Student in accounting, which makes

this job another positive choice for him.

 Progress Summary

Over the semester of Fall 2017, Student has been progressing in multiple areas. These

areas include education, employment, independent living, and recreation. Student has been

working towards goals that will help him be successful in each of the areas.

At the beginning of the semester, Student was accepted to The University of College.

Currently, he is undecided as to whether or not he wants to attend this university. Student is

working on three other college applications. Student originally planned to study in the field of

accounting once he starts college. However, he has realized that his choice of major may change

at some point during college. Student started the semester off with not knowing much about

financial aid, scholarships, loans or grants. After attending the FAFSA night at school and

talking to his counselor, Student has become more aware of his financial needs. He even learned

the difference between a loan and a grant, which is an item he was missing on his independent

living assessments.

Currently, Student is completing the core classes he needs to graduate from high school.

At the beginning of the semester, Student expressed that he has always had difficulty with art.

Because of this, his fine arts credit was pushed back each year. This semester he began taking art

in order to complete his graduation requirements. He is working on becoming better at finishing

tasks given in art class. Student is currently doing well academically in each of his classes,

including art.

In November, Student completed a career interest survey that supported his interest in

accounting or a similar job. According to the grades and his personal interests, accounting is a

job that would be appropriate for Student. One thing Student has learned over this semester is

that he may end up choosing a different career path once he is in college.

 He is aware of his personal needs when it comes to obtaining a job. Student is working on

expressing those needs to other people, like future employers. In November, Student made a

resume that he can send to future colleges and employers, and has learned how to update his

resume. Student has also decided that he will live in a dorm once he begins college. He is still

working towards being able to make a budget on his own in order to pay for his personal

necessities.

Most importantly, Student has become more aware of his own strengths and weaknesses.

Student knows that he is strong in mathematics and knows he is capable of being academically

successful in college. He is also aware that academics is not the only area of focus in college and

that there are a lot of responsibilities. Student is working towards being able to openly

communicate his needs to other people, such as his peers. He is also working towards being able

to get himself out of a high-stress situation. Student knows that he often needs time to cool down

whenever his anxiety increases.

Throughout the rest of the year, Student is going to keep track of the plan provided for

him. In the plan, Student has four outcomes to work towards in the following sections: education,

employment, independent living, and recreation. The plan provides Student a timeline that will

guide him with specific steps in order to reach his goals before graduation in May 2018.
 References

Hartley (2001). Life skills for effective living activity [Assessment instrument]. Family partners

training curriculum.

Monthly payment calendar [Budget form]. FDIC money smart financial education curriculum.

Texas Career Check [Interest Profiler]. Texas Workforce Commission

Wehmeyer, M. & Kelchner, K. (1995). The Arc’s self-determination scale [Assessment

instrument]. The Arc of the United States.

(2000). Life skills inventory independent living skills assessment tool [Assessment instrument].

Washington: Department of social and health services.