Assessment Description
When transition planning, it is important to consider literacy skills and their role in helping students to achieve transition goals. Through reviewing relevant data and collaboration with other teachers, parents/guardians, and other stakeholders, appropriate transition goals can be formulated, and students can be provided with opportunities to practice the literacy, communication, and social skills needed for successful post-high school transitions.
Read the “SPD-581 Transition Plan Case Study” and analyze the data and information provided to complete the “SPD-581 Transition Planning” template.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies and professional standards:
MED in Elementary/Special Education (ITL/NITL/NV)
MED Mild/Moderate Special Education
5.5: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); TPE 4.5; MC1, MC2, MC4, MC5]
SUBMIT ASSIGNMENT
Transition Plan Case Study
Thomas: 10th grade male
· English is the student’s first language.
· The student has an IEP plan for ADD and dyslexia.
· Lexile level = 970-1030.
· Weschler Individual Achievement Test (WIAT-4) Data
Note: WIAT-4 is a standardized individualized achievement test that evaluates reading, writing, listening, oral expression, mathematic computation, and problem-solving skills.
Reading
· Word Reading Standard Score: 72 = Very Low
· Reading Comprehension Standard Score: 74 = Very Low
Written Expression
· Spelling Standard Score: 78 = Very Low – Low Average
· Sentence Composition Standard Score: 88 = Low Average – Average
· Essay Composition Standard Score: 77 = Very Low – Low Average
Oral Language
· Listening Comprehension Standard Score: 76 = Very Low – Low Average
· Oral Expression Standard Score: 93 = Average
Dyslexia Index
· Word Reading Standard Score: 72 = Very Low
· Pseudoword Decoding Standard Score: 70 = Very Low
· Orthographic Fluency Standard Score: 73 = Very Low
· Thomas struggles with comprehending what is read and currently performs in the very low to low average range on the WIAT-4 for most of the subtests. He is low average to average in sentence composition and average in oral expression. In all subtest areas for the Dyslexia Index, Thomas scores in the very low range.
· Thomas tries hard despite attention and reading challenges. He is motivated to learn.
· Thomas actively participates in class but speaks out of turn.
· Thomas is very social and has a lot of friends.
· Thomas enjoys learning and talking about cars. He is interested in makes and models of cars from the 1960s and 1970s and is fascinated with new electric car models and hybrids. He used to play with Hot Wheels and has a sizeable collection of them.
· Thomas wants to get his driver’s license when he is old enough to take the test. The IEP team has discussed driver’s training courses in the future.
· Thomas is currently taking the first Career Technical Education course for certification as an auto technician on the high school campus as a sophomore elective.
· The teacher reports that Thomas is able to identify engine parts orally and can discuss how they work. He also is good at disassembling and reassembling parts and troubleshooting reasons for possible malfunctions.
· The teacher believes Thomas can be successful in the field but needs to work on customer service skills, positive interactions with authority figures, and professional communication with potential clients.
· The teacher reported that Thomas has difficulty manually writing invoices without spelling errors and fitting written information into small boxes on the forms and indicates Thomas may be more successful with invoicing if provided a digitized form that includes a drop-down menu.
· Thomas’s uncle reported that his nephew frequently helps him at the neighborhood automotive repair shop on weekends, observing, washing cars, and running small errands on Saturday mornings.
Supplemental Feedback Forms
Below are standard feedback forms related to Thomas’s skills, abilities, and attitudes. These are provided by the auto tech instructor, Mr. Lane and Thomas’s Uncle Mike, who owns the auto repair shop where Thomas volunteers/assists with the business.
|
Checklist Completed By: Uncle Mike, Owner of Mike’s Auto Repair |
||||
|
Task |
Observed |
Not Observed |
Quality: 1-Needs Work 2-Fair 3-Good 4-Excellent |
Comments |
|
Listens and follows directions |
X |
|
3 |
Sometimes needs repeated directions or a list. |
|
Completes tasks in a timely manner |
X |
3 |
Washes and details cars. |
|
|
Completes work accurately |
X |
3 |
May need to be reminded to dry windows without streaking. |
|
|
Requires redirection |
X |
3 |
||
|
Polite |
X |
2 |
Shy does not talk with customers. |
|
|
Gets along with peers/coworkers |
X |
3 |
Little interaction with the other technicians but will do something for them if asked. |
|
|
Accepts constructive criticism |
X |
1 |
Can get very upset when provided criticism. |
|
|
Describe any accommodations used, or any concerns |
Does well with washing cars and running small errands like locating parts or a tool for technicians. |
|
Checklist Completed By: Mr. Lane, Auto Tech CTE Teacher |
||||
|
Task |
Observed |
Not Observed |
Quality: 1-Needs Work 2-Fair 3-Good 4-Excellent |
Comments |
|
Listens and follows directions |
X |
3 |
Sometimes needs repeated directions or a list. |
|
|
Completes tasks in a timely manner |
X |
2 |
Could improve time management skills, easily distracted. |
|
|
Completes work accurately |
X |
4 |
Disassembles and reassembles parts and shows good skill about troubleshooting reasons for possible malfunctions. |
|
|
Requires redirection |
X |
1 |
Needs redirection and checklists to keep track of work that needs to be completed. |
|
|
Polite |
X |
2 |
Shy. |
|
|
Gets along with peers/coworkers |
X |
3 |
Usually fine, because the students are understanding and have got to know his quirks in class. |
|
|
Accepts constructive criticism |
X |
1 |
Can get very upset when provided criticism, and sometimes even cries. Student tries to be a perfectionist and does not handle criticism well. |
|
|
Describe any accommodations used or any concerns |
Difficulty reading the repair manuals online, usually a peer provides assistance. Needs help practicing a script for communicating with customers. Spelling errors, sloppy writing on the forms used in class. |
© 2021. Grand Canyon University. All Rights Reserved.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
,
SPD-581 Transition Planning
Directions: Read the “SPD-581 Transition Plan Case Study” and use the information provided to formulate transition goals and aligned activities for Thomas.
|
Education and Training: (Identify two goals and aligned activities that can help the student achieve each goal.) Goals: 1. 2. Aligned Activities: 1. 2. |
|
Employment: (Identify two goals and aligned activities that can help the student achieve each goal.) Goals: 1. 2. Aligned Activities: 1. 2. |
|
Independent Living: (Identify two goals and aligned activities that can help the student achieve each goal.) Goals: 1. 2. Aligned Activities: 1. 2. |
|
Reflection: In 250-500 words, address the following: · Discuss your analysis of the formal and informal case study data (test scores, observations, etc.) in the development of the transition goals. · Discuss the role of literacy skills in transition planning and explain how providing opportunities for Thomas to practice literacy skills can help him meet his transition goals. · Explain how you will collaborate with others to ensure Thomas will have a wide range of learning experiences in a variety of settings as part of your ongoing transition planning collaboration with individuals, families, and teams. Describe how and with whom you will collaborate to facilitate the development of Thomas’s literacy, social, and communication skills so he can reach his transition goals. |
© 2022. Grand Canyon University. All Rights Reserved.