Transition Project

SEFB 420-900
2016

Student Summary
Max is a 19-year-old student in the 11th grade identified with emotional and behavioral
disabilities. He is attends a high school. Maxs work ethic and ability to stay on task are strengths
for him. Academically, he has maintained As, Bs, and Cs throughout high school. Maxs
English grades are very high. After speaking with Max, he stated that his favorite class is history
because he finds it interesting. Maxs least favorite class is math. He receives no academic
modifications or accommodations due to a lack of need. Maxs teacher describes him as bright
and hardworking.
When Max was four years old, he was taken into CPS custody. He has moved several
times in his school career. He stayed in many different group homes, so stability at home or at
school was lacking. He lived in a group home until he was 18 years old and decided to leave.
After Max left the CPS group home, he moved into an apartment with a friend. Max enjoys the
independence that comes with living in an apartment with a friend. When Max entered 11th
grade, he was much more attentive and awake in school. Looking at his grades, Max showed
great improvement in his grades from 9th to 11th grade.
During the beginning of high school, Max exhibited behavioral withdrawals. He was
reserved about speaking to his peers or teachers. Maxs special education teacher and the school
principal worked with Max to develop social goals. After talking with various people who know
Max, it is clear that he has been able to form many different connections with peers and teachers
over the past few years. Maxs peers would describe him as friendly and kind.
Max has done a few construction jobs with his brother throughout his life. Max expressed
interest in continuing in the construction business after high school. Max enjoys doing manual
labor, listening to music, and playing basketball. He enjoys spending his leisure time being

active outside. He exhibits strengths in the area of mechanical work. Career assessments indicate
that he will be a dedicated employee and hard worker. At home, Max cleans and cooks because
his roommate does not. Based on various assessments, Max is very capable of performing basic
living skills. He has had to support himself for many years. This will be a strength for him once
he graduates high school.
Max is most interested in hanging out with friends. He also enjoys playing and watching
basketball. Playing basketball has taught Max a lot about teamwork. This will help him when he
gets a job because he has learned how to collaborate with teammates.

Assessment Summary
Teacher Questionnaire
Green, Joe. (1990). Teacher questionnaire vocational assessment. 1-3.

Description of Assessment:
The teacher questionnaire is an informal interview. A teacher will answer questions
pertaining to the student in different educational areas.
Rational:
Ms. Cryer interacts with Max on a daily basis. Due to this interaction, they have formed a
close relationship. She has been able to get to know Max as a person and as a student.
Ms. Cryer is the best person to explain Maxs strengths and weaknesses. The assessment
helped to give a full picture of Max as a person.

Summary of Results:
Ms. Cryer provided a lot of insight into Maxs behaviors and skills. She noted that Max is
incredibly strong in his reading skills, cognitive skills, and problem solving skills. He
receives no modifications or accommodations due to the fact that is more than capable in
all areas of education. She stated that she has not seen anything the he has not been able
to do. Ms. Cryer has seen Max make a lot of progress in engaging in appropriate
conversations over the years. She noted that Max would consistently stay on task unless
he is tired. When he is tried, it is harder for him to focus. Ms. Cryer could see Max
working in construction. She noted the possibility of him attending a trade school.

Career Headlines Career Solutions Publishing

Career Solutions Publishing. (2000). Workplace Ethics [Measurement instrument].
Retrieved from: http://www.careersolutionsgroup.com

Description of Assessment:
This assessment had the student rank different job characteristics on a scale from one to
five. One was not important at all and five was very important. It allows a person to
match his or her own characteristics to the characteristics of a job.
Rational:
This assessment was chosen to help Max realize what characteristics would be the most
important to him in a job. It allowed him to compare his characteristics to those of a
potential job.

Summary of Results:
In the whole assessment, Max only gave one characteristic a five. This was being able to
work overtime for extra money if I wish. This reveals that money is a very important job
aspect to Max. At the end of the assessment, Max had to add up the numbers that
correspond with different aspects of a job. Maxs top score was Economic Reward.
This assessment reflects that the most important job quality to Max is the ability to make
money. His second highest score was Working with Others. The assessment reflects
that it is important to Max that he is around other adults while he works. Maxs lowest
score was in the category of Receiving Recognition. While Max wants to work with

others, he does not want a lot of attention on himself. If Max worked in the construction
business, most of his desired job characteristics would be met.

Job-Related Interest and Preference Inventory

Erickson, A., Clark, G. and Patton, J. (2000). Informal Assessments for Transition Planning
[Job-Related Interest and Preference Inventory]. Max, TX: PRO-ED.

Description of Assessment:
This assessment asked 20 different questions about different job interests. It is intended to
help students think and identify what they prefer in a work situation.
Rationale:
This informal assessment was used in order to gain an understanding of Maxs ideal job.
It was also used to encourage Max consider what job settings were the most important to
him.

Summary of Results:
This assessment revealed a lot about Maxs job interests and capabilities. One question
asked the student to think about what job he or she might want after high school. Max
answered, something that pays $10 or more. He continued by saying that he would like
to do construction. From the assessment, it is clear that Max has had previous experience
working in construction. This is important because Max really knows what to expect in
the construction industry since he has previous experience. The assessment also revealed

that Max really does not want a job that requires him to wear a uniform. The overall idea
from this assessment was that Max wants a job that pays well and has nice people.

Planning For Community Living

Erickson, A., Clark, G. and Patton, J. (2000). Informal Assessments for Transition Planning
[Planning For Community Living]. Max, TX: PRO-ED.

Description of Assessment:
This assessment presents students with a checklist of various living skills. The student
must go through the list and check if he or she can do the task independently, with
informal support, or with community support.
Rationale:
This assessment was used to see what level of support Max would need when he lives
independently. The results allowed Max to see the areas where he will have to selfadvocate.

Summary of Results:
This assessment showed that Max is capable of living independently. Due to the fact that
he already lives independently, he has the skills needed to support himself. The three
areas that Max needs community service assistance are: having enough income to support
himself, paying bills, and transportation. These three areas will be addressed when Max
gets a job. He will have to learn how to use the public transportation system. He will have
to learn how to advocate for himself by asking for help.

Survival Checklist
(No source found).

Description of Assessment:
This assessment is a checklist of basic living skills. It is meant to help students discover
what skills they need in order to live independently. The student must simply check yes
or no when presented with a basic living skill.
Rationale:
This informal assessment was given to show what independent living skills Max has. The
assessment was simple, but provided a great deal of useful information. The information
is important if Max is going to be living independently.

Summary of Results:
This assessment results showed that Max is very capable of being an independent adult.
He was able to do almost every skill that was on the checklist. The only skill that he
checked no on was deciding when to go to the doctor. This skill could be taught with a
simple lesson.

Overall, the assessments administered gave a very detailed picture of Maxs preferences
in various job areas. The assessments were very good indicators of Maxs strengths and
weaknesses. With all of the information gathered from each assessment, an effective
transition plan can be developed.

Self-Advocacy Statement(s)
Post-secondary education:

Max will notify his professors of the presence of his disability in order to receive the
services needed in the classroom.

Max will contact disability services and explain what modifications and accommodations
will be needed in the classroom.

Employment:

Max will explain possible challenges that come with his disability to his co-workers.

Max will ask his co-workers for help in explaining transportation options to work.

Independent Living:

Max will take an online budgeting class

Recreation and Leisure:

Max will introduce himself to his neighbors

Max will learn the different bus routes

Rationale:
After many assessments and conversations, each self-advocacy statement was developed.
Max is not planning on receiving any post-secondary education, but statements were developed
in case time changes that aspect of his life. Maxs statements are few in number due to his
functioning capabilities. Max is very capable of functioning appropriately in every setting stated
above. Since budgeting is something that Max is worried about, he will take a class in order to
gain those skills.

Outcomes & IEP Goals

Education:
Outcome: After graduation, Max will attend construction-training classes.

IEP Goal:
With the support of the Bryan High GO center, Max will take at least three construction training
classes.

Time Line:
Take ACT/SAT

August 2016

Begin Resume

August 2016

Take First Construction Training Class

October 2016

Take Second Construction Training Class

January 2017

Take Third Construction Training Class

March 2017

Complete Resume

April 2017

Rationale: Max has not expressed any interest in pursing post-secondary education. He knows
that he wants to go into the construction business. Due to his previous work experience, he
already has many skills that are required for this job. By taking a few training classes, he will be
even more prepared for working in construction.

Employment:
Outcome: After graduation, Max will get a full-time job in the construction industry.
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IEP Goal:
Max will apply to three construction companies in the Bryan/College Station area.

Time Line:
Begin Resume

August 2016

Complete Resume

April 2017

Apply to First Company

May 2017

Apply to Second Company

May 2017

Apply to Third Company

May 2017

Rationale: Max has worked many construction jobs before, so he has experience that should help
him get a job. If he stays on track with his grades, he should have no problem finding a
construction job. If he takes the three training classes, his chances for getting a job will be
increased. Max will apply to multiple places so that he can have options to choose from.
Applying for jobs should be Maxs main focus right after graduation so that he can be prepared
to support himself after high school.

Independent Living:
Outcome: After graduation, Max will pay for an apartment with one roommate.

IEP Goals:

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Max will be able to write a check correctly.

Max will be able to pay rent and utilities consistently on time.

Time Line:
Practice Writing a Check

September 2016

Master Writing a Check (measured by consistency and accuracy)

December 2016

Practice Budgeting

February 2017

Master Budgeting (measured by informal/formal assessments)

April 2017

Rationale: Max is very capable of living independently. He has been living with a roommate in
an apartment throughout high school. Living with a roommate will provide extra financial
support. In one of the assessments given to Max, he mentions budgeting as one of his main
concerns. By learning how to write a check, Max will be able to pay his own rent and utility
bills. Max will learn how to budget to ensure that he has enough money to pay his bills and still
live comfortably.

Recreation and Leisure:

Outcome: After graduation, Max will develop and maintain at least four friendships.

IEP Goal:

Max will be able to carry on a social conversation for at least five minutes without
stopping.

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Time Line:
Review Social Manners

September 2016

Carry on Conversation for Two Minutes

October 2016

Carry on Conversation for Four Minutes

January 2017

Carry on Conversation for Five Minutes

April 2017

Rationale: Max enjoys being around people and spending time with friends. All of his leisure
time is spent hanging out with his friends. During one of his assessments, his interests consisted
of playing video games with friends, playing basketball with friends, and going to movies with
friends. Maxs assessments also revealed that being around people is a very important job quality
to him. It will be important for Max to go out and meet new people once he graduates and gets a
job. This will be easier if Max can practice starting and holding conversations.

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Job Analysis Form

Recorder __Katherine Wallis________ Date of Analysis _____4-5-16_____________
Company _RL Payne Architects________

Job Title __Architecture Intern________

Supervisors Name/Title __Sarah Fletcher_______ Telephone _325-212-5187________

Salary __$70,000 a year___ Work Schedule ___Monday-Friday___ Hours/Week ___85pm___________
Employee Benefits __Insurance/Health Care Benefits ____________
1.

PERSONAL REQUIREMENTS

Personal Appearance
0 ( ) Grooming unimportant
1 ( ) Only hygiene required

Comments:
2 ( ) Neatness/ Cleanliness required
3 ( X) Grooming very important

Behavior
Comments:
0 ( ) Wide Variety accepted
2 (X ) Unusual behavior not acceptable
1 ( ) Unusual behavior accepted if infrequent
Communication
0 ( ) Non/minimal
1 ( ) Key words needed

Comments:
2 ( X) Sentence/impaired speech accepted
3 ( ) Sentences/clear speech required

Attention
0 ( ) Frequent prompts available
1 ( ) Intermittent props/ high
supervision

Comments:
2 (X ) Intermittent prompts/low supervision
3 ( ) Infrequent prompts/low supervision

Change in Task/Routine
0 ( ) No changes
1 ( ) 2-3 changes/day

2 (X ) 4-6 changes/day
3 ( ) More than 7 changes/day

Comments:

Interactions
0 ( ) Minimal
1 ( ) Polite responses only

2 (X ) Social interactions infrequent

3 ( ) Frequent social

Comments:

2.

TIME/TRAVEL FACTORS

Work Schedule
0 ( ) Negotiable days/hours
1 (X ) Part-time nights/weekends
4 ( ) Full-time/nights/weekends

2 ( ) Part-time M-F/days
3 ( ) Full-time M-F/days

Transportation
0 (X ) On bus route
1 ( ) Off bus route

Comments:
2 ( ) Car pool/van pool available
3 ( ) Other _____________________

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Comments:

Time Telling
0 ( ) Time skills unimportant
1 ( ) Must identify break times only

2 ( X) Time telling to hour required

3 ( ) Time telling to minute required

Comments:

Mobility
0 (X ) Sitting/Standing in one area
1 ( ) Moderate mobility required

2 ( ) Stairs/minor obstacles
3 ( ) Rigorous ambulation required

Comments:

3.

WORK TOLERANCE

Endurance
0 ( ) Short day/many breaks
1 ( ) Short day/few breaks

2 (X ) Full day/many breaks

3 ( ) Full day/few breaks

Comments:

Strength
0 ( ) Not important
1 ( X) Little strength needed

2 ( ) Moderate strength needed

3 ( ) Great strength needed

Comments:

4.

PERFORMANCE SKILLS

Initiation of Work
0 ( ) Staff will prompt to next task
1 ( ) Some prompts to initiate work

Comments:
2 ( ) Some prompts to next task
3 ( X) Independent initiation required

Task Sequencing
0 ( ) Single task
1 ( X) 2-3 tasks in sequence

Comments:
2 ( ) 4-6 tasks in sequence
3 ( ) 7 or more tasks in sequence

Work Speed
0 ( ) Slow rate acceptable
1 ( X) Moderate, steady pace

2 ( ) Occasional fast pace required

3 ( ) Constantly fast pace required

5.

Comments:

FUNCTIONAL ACADEMIC SKILL REQUIREMENTS

Reading

Comments:
0 ( ) None
1 ( ) Simple words/signs/symbols

Math

2 (X ) Simple texts
3 ( ) Newspapers/magazines

Comments:
0 ( ) None
1 ( ) Simple Counting
2 ( ) Addition/subtraction/whole numbers
3 ( X) Multiplication/division/whole numbers
4 ( ) Decimal/fraction/mixed # operations

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

Comments:

Writing

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

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6.

EMPLOYER CONCERNS

Employers Attitude Toward Workers with Disabilities

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

Comments:

Employers Financial Requirements

( ) No financial incentives requested
( ) Tax credits/incentives requested

Comments:

7.

(X ) Minimum wage offered

( ) Salary below minimum wage
ENVIROMENTAL FACTORS

Safety of Work Area

(X ) Safe work area
( ) Moderately safe area

( ) Some safety concerns

( ) Many safety concerns

Comments:

Atmosphere
( ) Friendly/open
( ) Busy/relaxed
( ) Slow/relaxed

( ) Unfriendly/indifferent
(X ) Busy/tense
( ) Slow/tense

Cleanliness/Orderliness
( ) Very dirty/disorderly
( ) Fairly clean/orderly

( ) Very clean/neat/orderly
( X) Meticulously clean/orderly

Comments:

8.

Comments:

JOB ANALYSIS/SPECIFIC INCREMENTS OF WORK

Work Area ___Office__________________________

Duties___typing, drawing, meetings______________
____________________________________________
____________________________________________

Work Area__________________________________
Duties_____________________________________
___________________________________________
___________________________________________

Task Sequence
____________________________________________
____________________________________________

Task Sequence
___________________________________________
___________________________________________

Expected Work Speed

Time in this area (in/out)

Expected Work Speed

Time in this area (in/out)

__slow paced__________________________________
____________________________________________

___________________________________________
___________________________________________

Comments:____________________________________________________________________________________
_____________________________________________________________________________________________
____________________________________________________________________________________________
Adapted from: Fadely, 1987.

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JOB CHARACTERISTICS I LIKE

NAME

JOB SITE

DATE

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
Lots of People Around

Work Alone
Lots of People Around

YES/NO

Quiet Workplace
Noisy Workplace
Work Close to Home
Distance to Job Doesnt Matter
Weekdays Only
Weekends Too
Easy Job
Challenging Job

Quiet Workplace
Noisy Workplace
Work Close to Home
Distance to Job Doesnt Matter
Weekdays Only
Weekends Too
Easy Job
Challenging Job

Dress Up for Work

Do Not Dress Up

Dress Up for Work

Do Not Dress Up

Standing Up
Sitting Down
Moving Around
Working Morning
Working Afternoons
Working Nights
Co-Workers My Age
Co-Workers Age Doesnt Matter
Thinking Work
Physical Work

Standing Up
Sitting Down
Moving Around
Working Morning
Working Afternoons
Working Nights
Co-Workers My Age
Co-Workers Age Doesnt Matter
Thinking Work
Physical Work

Detail Important
Detail Not Important

Detail Important
Detail Not Important

YES/NO

Job Same Every Day

Job Difference Every Day

Job Same Every Day

Job Difference Every Day

YES/NO

Work With People

Work With Things
Important to Work Fast
Not Important to Work Fast

Work With People

Work With Things
Important to Work Fast
Not Important to Work Fast

Little Supervision
A Lot of Supervision

Little Supervision
A Lot of Supervision

YES/NO

Work Outside
Work Inside

Work Outside
Work Inside

YES/NO

Adapted from: Martin & Marshall 1992.

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YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO

YES/NO

YES/NO
YES/NO

YES/NO
YES/NO

Job Analysis Explained:

The job analysis compared Maxs interests to the real qualities of an architecture intern.
The analysis started with an understanding of Maxs interest in construction work. For that
reason, Sarah Fletcher, a current architecture intern, was interviewed. The similarities between
construction and architecture were one of the reasons that Ms. Fletcher was picked for the
interview. The job analysis form was used as a way to organize all of the information gathered
during the interview.
The job analysis revealed many qualities that did not align with what Max was looking
for in a job. Ms. Fletcher mentioned how important it is to dress professionally when working for
an architecture company. According to Maxs assessments, dressing professionally is something
that he does not want to do. Ms. Fletcher also mentioned that most of her work is completed
sitting at a desk. It is important to Max to have a job that consists of moving around and working
kinesthetically. There were a couple aspects of the job that would work with Maxs preferences.
One example was that both jobs only require their employees to work weekdays. Although this is
important to Max, it does not outweigh the other aspects that do not line up with Maxs
preferences.
Although Max would not want to be an architecture intern, the interview was still
beneficial to him. He was able to consider different aspects of jobs that he was not aware of
before.

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Student Progress Summary

Throughout the semester, Max has become much more aware of what he wants to do
after high school. He has been able to see his different strengths and weaknesses. When it comes
to meeting his goals, Max has made little progress due to the fact that he is only a junior in high
school. Right now, his focus is on working hard to keep his grades up. There have not been any
major changes in Maxs life.
In regards to transition in post-secondary education, Max still has no desire to continue
his education by attending a college or university. After thorough discussion, Max is willing to
look into different training classes to improve his job performance. As he begins his senior year,
he will begin to focus on improving his resume and start construction training classes.
In regards to transition in employment, Max is still sure that he wants to pursue a job in
the construction field. Max has been performing very well academically. His grades have
remained high throughout the semester. Max is passing all of his classes. This is important
because he will be on track for graduation.
In terms of independent living, Max is already self-sufficient. High school has already
prepared him for this part of transition. He pays his own bills, cooks his own food, and cleans his
own apartment. He is well on track in this area of transition.
Lastly, Max does not have a specific goal in reference to recreation and leisure. He is
continuing to spend time with his friends on the weekends. He continues to enjoy video games
and movies. After graduation, he will continue to have access to these leisurely actives.
Max has made progress towards his goals, but has not completed any of them yet. He will
begin to make more progress next year as he is preparing to transition out of high school. The

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next step for Max is to keep an eye on the timelines of his goals. He will be preparing to take the
SAT or ACT. He will also be preparing for employment by working on his resume.

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