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 c

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.

· His current teacher for this course reported that he struggles with reading the manual and may have a hard time passing the certification exam.

· 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.

---

---

Who We Are

We are a professional custom writing website. If you have searched a question and bumped into our website just know you are in the right place to get help in your coursework.

Do you handle any type of coursework?

Yes. We have posted over our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill our Order Form. Filling the order form correctly will assist our team in referencing, specifications and future communication.

Is it hard to Place an Order?

1. Click on the “Place order tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.

2. Fill in your paper’s requirements in the "PAPER INFORMATION" section and click “PRICE CALCULATION” at the bottom to calculate your order price.

3. Fill in your paper’s academic level, deadline and the required number of pages from the drop-down menus.

4. Click “FINAL STEP” to enter your registration details and get an account with us for record keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.

5. From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.

Need help with this assignment?

Order it here claim 25% discount

Discount Code: SAVE25