1

C.R.
Transition Project
SEFB 420

Student Summary
John Doe is a sixteen year-old sophomore at Texas High School.
John is a Caucasian male who comes from a large family; he has two
older brothers, two younger sisters, and a five year-old brother. John is
very close to his family. He loves spending time with his siblings and
helping his parents however he can. John especially enjoys cooking for
his family and helping his dad with their family remodeling business.
John also likes to play video games and watch sporting events of TV in
his spare time. Johns favorite sports teams are the A&M Aggies and
the Texas Rangers.
John enjoys going to school but struggles academically. John is
diagnosed with an Intellectual Disability. He is currently reading on an
8th grade level and comprehending on a 5th grade level. His writing
abilities are on par with his reading skills. John currently writes and
spells on a 5th/6th grade level. He is currently working on writing a
paragraph with limited assistance. Reading and writing are Johns least
favorite school subjects. He much prefers math, science, and history.
John is below level in math and receives weekly remedial tutorials
during his student success time. Johns science and social studies
teachers also both noted that John is below average in their subjects.
His vocational skills teacher said that he is an extremely hard worker
and that he has a fantastic attitude. The career technology teacher
said that his fine motor skills were below average and this manifested
itself in his handwriting.
On the 9th grade state mandated STAAR tests, John received a
failing grade on all academic subjects. He has retaken the STAAR tests
three times. Dr. ABC, the transition coordinator, said that more than
likely, the ARD committee will vote to dismiss the grades and have
John stop attempting to pass the previous tests. Dr. ABC explained that
when it seems like a students probability of passing is low and that
their self-esteem is suffering, the ARD committee will vote to promote
him regardless. In the past, John received the STAAR Modified test, but
this year that was not an option. Instead, he took the STAAR
Accommodated.
In 2014, John was reevaluated to ensure that his Special
Education placements at Texas High School were most appropriate. He
was given the Woodcock Johnson III to test his IQ scores. The average
scores for this test are between 85-115. His overall General Intellectual
Ability score was a 61, putting him in the deficient category. Out of the
cluster scores, John was labeled deficient in all but two categories,
Visual-Spatial Thinking and Auditory Processing. In these two clusters
he was marked as slightly below average and low average,
respectively. Upon further examination of his scores, it can be seen

3
that John performs significantly higher in tasks related to spatial
relations. He has a difficult time with memory, fluency, and reasoning.
He received a deficient label in all of these categories.
Johns student records show that he has high attendance, a clean
discipline record, he has received 7 high school credits, and that he
should graduate on time in May 2018. During his freshmen year, John
took a career training class. He is currently enrolled in an architecture
class to prepare him for a potential career in the remodeling business.
His records show that he has no limiting medical needs. It was noted
that in middle school he was bullied and physically assaulted. His nose
was severely broken. The records also highlighted several goals for
Johns transition plan. According to the IEP conference, John wants to
help with the family remodeling business after graduation. John took a
vocational assessment (ONets Interest Inventory) that recommended
he have a hands-on career. The family told the IEP committee that he
would live with his parents for several years after graduating school.
After an interview with both John and his mother, I found that the
post secondary goals highlighted in the IEP paperwork are similar to
what they still want. According to Mrs. Doe, Johns mother, he should
get a job using his carpentry and remodeling skills. Mrs. Doe would like
to see her son attend community college but they will need financial
aid. After college, Mrs. Doe would like to see John live independently in
College Station. She feels like he would be able to live on his own
immediately after high school, but they would prefer to save the
money and have him stay at home for a few more years. John
expressed interest in the field of culinary, carpentry, or video game
design. He said he wants a job where he can be active. Like his mother,
John would like to attend community college and reside in College
Station.
Mrs. AAA, Johns caseworker and English teacher, said that John
had not expressed any career related interests to her. When asked
what skills, talents, and aptitudes John could bring to a job, Mrs. AAA
said his attitude is his best asset. She expanded by saying that John is
punctual, hard working, positive, and cares about his grades. She
noted that John gets frustrated when he has a hard time with a task
and she worries that this frustration would not work well on a job. Mrs.
AAA suggested that John enroll in one of the vocational training classes
to give him a good idea of what job opportunities are available.
The transition coordinator, Dr. ABC, also shed light on John. Dr.
ABC says that John works hard. One of his biggest concerns is Mrs.
Does push for John to go to community college. Dr. ABC does not
believe that community college is the best route for John. He receives a
lot of modifications and accommodations at Texas High School. If he
were to go to college, this assistance would stop. John may have a hard
time adjusting to the course load and lack of support and services. He

4
believes John would benefit from a program such as Project Search or
18 Plus. The goal of these programs is long-term employment.
At this point in time, John has held no official jobs. John has
worked alongside his father in their family remodeling business. He
often helps on the weekends and occasionally after school. John also
helps his mother with her cleaning services. When he has free time
over holidays or weekends, he will assist her in cleaning houses. John
expressed a lot of interest in getting a job during high school. He said
ideally, he would like to work at Taco Bell. His mother was more
hesitant to the idea of him working while in school. She wants his focus
to be on his academics and she worries about transportation.
John does not have a drivers license. One of his IEP goals was to
attain a drivers license at age 16. John is now 16, but his mother does
not want him to drive because of unsafe college kids in the area.
Mrs. Doe does not have a license so transportation is often a problem.
John takes the bus to and from school but he would like to see himself
get a license sooner rather than later. He is not involved in any clubs or
organizations at Texas High School. The reason for his lack of
involvement is due to transportation limitations. He must catch the bus
home so he cannot be apart of the Video Game Design Club or any
other organization. Mrs. Doe would like to see her son more involved
and make friends. John mentioned that he would like to join a club.
John is a great student with good aspirations. With the help of a
transition plan, John should be able to achieve many of his goals.

Informal Transition Assessments

Assessme
nt
Career
Exploratio
n

What is Measures/
Rationale
Measures:
Interests for a
potential career.
Rationale: This
career
assessment not
only highlighted
student strengths,
but listed
potential careers,
and trainings
necessary, that
would fit the
strengths.

Protocol

Outcome

I administered
this assessment
to John. I first
explained what it
would tell him.
Then, I orally
administered the
assessment. I
circled the
answers for him
and tallied his
results.

Associate
d Work
Skills
Checklist

Measures:
Students work
related behavior,
mobility, selfgrooming, and
social skills.
Rationale: This
was appropriate
for John because
it allowed him to
reflect on his
strengths and
weaknesses.
Measures:
Students goals
for all aspects of
post-secondary
life, as well as
present levels of
performance for
each aspect. This
assessment also
narrows the

I would read the

statement to
John and he
would tell me if
he does this
always,
sometimes, or
never. I would
indicate with a
check, tilde, or
leave blank.

This assessment
showcased that
John would be best
suited in a career
in hospitality
(restaurants,
hotels, etc.) or
agriculture, food &
natural resources
(plants in an
outdoor setting).
John felt like this
was extremely
accurate and
showed the most
interest in working
in a restaurant.
This assessment
showed John how
independent he is.
He was able to
locate a few areas
of improvement
that mostly
revolved around
independently
completing work.

Visual
Transition
Planning

I orally
administered this
assessment to
John. I would ask
him questions or
prompt him to
talk about a
specific aspect of
post-secondary
life. He would

In the end of the

assessment, John
determined his
number one goal is
to work at Taco
Bell. He listed the
steps (one of which
includes figuring
out transportation)
and the dates in

6
student down to
one goal.
Rationale: This
allowed John to
not only think
about a job, but
every part of the
transition plan. It
was good for him
to start thinking
about living
arrangements
and recreation.
Personal
Measures:
and
Students dreams
Profession and goals.
al Goals
Prompts the
Workshee student to think
t
of potential
barriers and a
timeline.
Rationale: John
was able to hone
in on a few,
specific goals and
let think
realistically how
he will achieve
these goals.
SelfMeasures: The
Determin teacher, parent,
ation &
and students
Selfbelief in the
Advocacy students selfQuestionn determination
aire
and self-advocacy
skills.
Rationale: To see
if everyone is on
the same page
with Johns ability
to advocate for
himself.

talk and I would

record his
answers.

I orally
administered this
assessment to
John. I asked him
the 8 questions,
1 at a time. I let
him brain storm
out loud. Then,
we would
shorten the
answer together,
before I recorded
the final answer.

which each step

should be
completed. He also
determined small
goals for each
aspect of life after
high school.

He boiled down all

of his dreams to
two goals. The first
is to work at Taco
Bell and the second
is to get a drivers
license. He would
like to achieve both
of these goals by
the end of high
school. He realized
he will need his
parents help, and
that he needs to be
more vocal about
his goals.
I met with John,
The results of this
his mother, and
assessment were
one of his
fairly inconsistent.
teachers to
The teachers
separately
scores were
complete this
significantly lower
questionnaire. I
than John and his
read the
mothers. John
sentences out
seemed to have
loud and let the
more confidence in
interviewee
himself than
respond on a
everyone else did.
scale from 1-6.
The assessment
Before we began, made it abundantly
I explained the
clear that John
scale.
needs to improve
his self-

Functional Measures: John

Assessme and his
nt
performance in a
classroom setting.
Rationale: To see
if what John told
me aligns with his
typical classroom
behaviors. I
thought it would
be beneficial to
see him interact
with peers and
the teacher.

I met with the

teacher to get
her approval and
warned John of
my intentions. I
sat in the back of
the classroom
and observed
John and his
interactions with
his classmates
and his teacher. I
also noted his
engagement in
the lesson.

determination and
self-advocacy skills.
This really opened
my eyes to Johns
strengths and
weaknesses. I saw
that he struggles
with peers
distracting him.
Once he is
distracted, the
teacher has a hard
time refocusing
him and getting
John to engage.
John does a good
job of staying quiet
and respecting the
teacher.

The six informal assessments administered to John brought to

light many of his strengths, weaknesses, and goals. It was determined
that John struggles with self-advocacy and self-determination. The selfdetermination and self-advocacy questionnaire showed John, his
mother, and one of his teachers that he is lacking self-advocacy skills.
While completing the form, his mother asked if John was aware that he
had a disability and was being served by special education. He is
aware that he has a disability, but he does not know specifically what
disability he has. John needs to gain knowledge of his disability before
he can accurately describe accommodations and modifications he
would need in school or on a job. Another weakness of Johns is his
tendency to get distracted by his peers. When a classmate is acting
out, John often gets off task and has a hard time redirecting himself.
His teacher noted that she will have to redirect his attention multiple
times to get him back on track. This usually only occurs when his peers
are misbehaving.
The assessments highlighted many of Johns strengths. One of
Johns biggest strengths is his daily living skills and ability to live
independently. While completing the Associated Work Skills Checklist,
it became obvious that John is capable of living independently. He
checked every square applicable to him in the self-help grooming,
social communication, and mobility sections. John is able to
communicate and meet his own needs. During the class observation,
John showcased his positive attitude. His teacher and mother both
noted that this was a constant throughout Johns life. He is very

8
enthusiastic about learning. The functional assessment also
highlighted Johns respect for teachers. His teacher said that John
always has the upmost respect for authority figures. These
assessments allowed John to show off many of his strengths.
Through the assessments, John was able to narrow his dreams
down to two main goals. The first goal is to attain a drivers license. He
would like to be able to independently transport himself around town.
John would like to enroll in drivers education by next fall of 2016.
Johns other goal is to get a job working at Taco Bell. He would like to
start as a cashier and work his way up to a chef. He would prefer to
start working at Taco Bell in the summers during high school. After high
school, John would like to get a full-time job in either a hotel or
restaurant in College Station. With the help of the six informal
assessments, John was able to identify his goals and showcase a few of
his strengths and weaknesses.

Self-Advocacy Plan
John is a hard-working student. He enjoys school and wants to
please his teachers. He has an Intellectual disability and receives
accommodations and modifications in all four core content classes.
John sometimes gets off task during class and needs redirection from
the teacher. John needs to be aware of his disability. He should be able
to explain what disability he has, as well as his strengths and
weaknesses in all areas of his life. John wants to assume responsibility
of his future in and after high school. After high school graduation, John
wants to work in a restaurant full-time. He plans to continue living with
his family for a few years after high school. Eventually, John wants to
live on his own or with a roommate.
Post-Secondary Education
John will be able to ask his teacher for preferential seating when
appropriate. He will also be able to ask for note taking assistance,
reduced written tasks, extended time on tests, and study/review
sheets. These accommodations will help him succeed in the classroom.
John will use a physical planner to remind himself of due dates and
homework assignments. John will complete and submit his
assignments on time.
Employment

9
John will be able to ask his future employer for feedback on his
performance. If John is working with money he will ask for a calculator.
He will need to ask his employer, supervisor, or co-workers for
reminders to stay on task.
Independent Living
John will be able to voice his needs, goals, and interests to family,
friends, future employers, and teachers. John will be able to ask his
family to enroll in drivers education. John will work with his parents on
budgeting skills. John will create a grocery list before going to the store
and buy only the items he needs.
Recreation and Leisure
John participates in recreation and leisure without much support. John
will be able to inform friends of his hobbies and his dislikes.
Self-Advocacy
John will be able to state his disability and how it affects his learning.
He will be able to share with others his strengths and weakness related
to school and personal life.

10
Transition Outcomes and Supporting IEP Goals
Employment
Transition Objective:
Within one month of graduating high school, John will seek a full-time
job at a restaurant or hotel as measured by his obtaining a job related
to the hospitality industry.
This is a suitable post-secondary outcome for John because he has
expressed a continuous interest in working at a restaurant. The results
of the informal Career Exploration assessment showed that John would
be best suited for a job in the area of hospitality. This includes hotels
and restaurants. The school administered a formal ONeal Career
assessment. The outcome of this assessment was that John should
work in a hands-on job. The restaurant and hotel industries are very
active. Johns family is supportive of this career goal. They had hoped
he would work in the family construction business, but they realize that
John is not passionate about remodeling. John enjoys cooking dinner
for his entire family. He has proved to his parents that the food industry
is a career he would not only enjoy, but one he could excel in.
IEP Objective:
John will identify and use employment resources available to assist him
in finding a job as measured by observational data, locating an
appropriate job in 4 out of 5 trials.
John will identify and list 5 appropriate and 5 inappropriate behaviors
related to employment as measured by observational data with 100%
accuracy.
John will list and describe 4 safety procedures necessary to take in a
restaurant setting with 100% accuracy as measured by observational
data.
Timeline:
-Summer of 2016: Apply for a part-time job in the food industry
-August 2016: Enroll in Foods 101 class at AMCHS
-August 2017: Enroll in Career Explorations at AMCHS
-March 2018: Research 3 restaurants/hotels in College Station that will
be hiring
-April 2018: Update resume
-May 2018: Fill out and submit 3 applications
-May 2018: Practice interview skills with AMCHS go center
-June 2018: Interview for a job in the food or hotel industry

11
Education
Transition Objective:
Within one month of high school graduation, given a list of courses,
John will select one independent living course to attend through BVCIL
each month, as measured by his class attendance.
Narrative: This is an appropriate goal for John. John noted that he
would prefer to obtain a full-time job immediately after high school.
BVCIL offers a plethora of classes that John could potentially benefit
from. These classes range from budgeting to cooking. John will be able
to continue learning after high school graduation. After graduation,
John will also receive on-the-job training through his full time career in
the hospitality industry.
IEP Objective:
John will maintain regular attendance and be on time 98% of the time
as measured by school attendance records.
John will display productive school behavior on a daily basis by keeping
an up-to-date calendar and keeping materials organized in 13 out of 15
trials, as measured by a checklist.
John will remain on task and work independently with 2 or fewer
reminders per class, for 6 weeks straight, as measured by
observational data.
Timeline:
-Fall 2016: Contact and visit BVCIL
-Fall 2017: Begin attending BVCIL classes every 3 months
-Spring 2018: Research classes offered through BVCIL
-Summer 2018: Begin attending monthly independent living classes
through BVCIL
Independent Living
Transition Objective:
Immediately following high school graduation, John will continue to live
with his parents. By May of 2020, John will live independently or with a
roommate in an apartment that is suitable for his budget and has close
proximity to his job.
John excels in independent living skills. The informal assessment
Associated Work Skills Checklist showed that John has high levels of
mobility, self-grooming, and social skills. John and his mother both
believe that John could currently live on his own if it was necessary.

12
Johns mother would like him to live at home with her and her husband
in order to save money. John is able to cook for himself and maintain a
tidy environment. A potential roommate would offer John
companionship and someone to check and make sure that he is going
to work every day.
IEP Objectives:
John will demonstrate grocery-shopping skills to an independent level
as measured by a checklist to see if he purchased everything on the
list 4 out of 5 times.
John will identify and access health providers to have a prescription
filled without assistance 4 out of 5 times as measured by observational
data.
John will create balanced weekly meal plans independently 4 out of 5
times as measured by observational data.
John will clean clothing by sorting, loading, setting, and unloading the
washing machine without assistance in 4 out of 5 opportunities as
measured by a checklist.
John will research adult service providers with 4 out of 5 opportunities
as measured by a checklist.
Timeline:
-Fall 2016: Enroll in drivers education
-Fall 2017: Obtain a drivers license
-Spring 2018: Purchase car and auto-insurance
-Spring 2018: Take budgeting class at BVCIL
-June 2018-Fall 2019: Save money from part-time job
-Spring 2019: Begin researching apartments that fit the budget and are
in close proximity
-Summer 2019: Tour 3 apartment complexes and determine if a
roommate will be necessary
-Fall 2020: Sign a lease on an apartment
Recreation and Leisure
Transition Outcomes:
Immediately following graduation, given that John attends Grace Bible
church, he will get involved in the college-age program, attending
various programs hosted by the church 3 times a month.
John currently attends Grace Bible Church with his family but has
limited involvement. During the Visual Transition Planning informal

13
assessment John expressed interest in getting more involved in the
church. This church offers a variety of ways to get plugged in to the
community such as bible study, worship services, mission trips, service
projects, retreats, Monday night game nights, and Thursday night
hang-outs. John could pick and choose between events that best fit
his schedule. Through this involvement he would have plenty of
opportunities to make friends, improve social skills, volunteer, and
serve the community.
IEP Objective:
John will engage in appropriate group activities in 4 out of 5
opportunities as measured by observational data.
John will demonstrate appropriate peer relations with 80% accuracy as
measured by observational data.
Timeline:
-Spring 2016-2018: Actively attend youth programs at Grace Bible
Church
-April 2018: Research different programs offered by Grace Bible Church
-May 2018: Sign up for activities that need registration (bible study)
-June 2018: Sample different activities and programs and select 3-4
that are interesting/fun and fit your schedule
-June 2018: Begin actively attending and engaging in church programs

14
Job Analysis
A waitress at the local restaurant, Fish Daddys, completed the
job analysis form. This job was selected because John had expressed
interest in the food industry. His informal career assessment results
implied that a job in hospitality would be the best fit for John. John
enjoys cooking and hopes to one day work his way up the restaurant
chain and become the chef. However, he is prepared to start as a
waiter or bus boy.
The person interviewed, AC, is a waitress and has been for over
six months. She stated that her duties include greeting the guests,
taking their order, placing their order, delivering their beverages and
food, then cashing them out. She made a point to say that these
duties are not all that waiters and waitresses do. AC mentioned that
they each have side jobs such as cleaning glasses or rolling silverware.
They are expected to complete the side tasks in any spare time. AC
said that since restaurants are open seven days a week, you are
expected to be able to work on any given day, and sometimes late
hours. Her job is a part-time position, as are all waiters, but there are
some full-time jobs available. The people who are employed by Fish
Daddys full-time include the managers and owners. The remainder of
the staff is part-time.
AC mentioned that grooming is very important and that the job
requires frequent social interactions. This should not be a problem for
John. According to his Associated Work Skills Checklist, John is able to
maintain appropriate appearances such as hygiene and a clean
uniform. On the Job Characteristics I Like form, John indicated that he
would prefer a job that works with people. The restaurant industry calls
for social interactions, which John is capable of. On the same form,
Johns desires aligned with nearly every aspect of working in a
restaurant. For instance, John selected that he would like to work in a
noisy environment that calls for movement and physical work that can
be done inside. AC said that restaurants are very loud and that she is
constantly moving around the building, carrying platters and plates. It
seems as if the restaurant industry is a good fit for John. The results
show that he is well suited to be a waiter in a restaurant.
To achieve this goal, John plans on first getting a job in high
school. He would like to work at Taco Bell as a cashier. He hopes to gain
skills here that he could use in another restaurant. Next year, John
plans on enrolling in Foods 101. In this class, he will learn food safety
and basic food preparation. He would be able to use this knowledge in
a restaurant such as Fish Daddys. Before 2017, John will enroll in
Drivers Education. He would like to be able to drive before he gets a
part-time position as a waiter. This will help to ensure that he is on
time for each shift. John will actively pursue a career in the restaurant
industry.

15

16
Student Progress Summary
John has made impressive strides over the last semester. In early
September, John was unsure of what he wanted to do with his life. He
unenthusiastically mentioned going into the family remodeling
business. John had no personal goals for himself. He allowed his family
and the IEP committee to make his choices for him. In September, John
had never heard the term self-advocacy. He didnt know how to take
responsibility for his own life.
Now, John has solid goals in place for employment, education,
independent living, and recreation and leisure. These are all goals that
he is passionate about and willing to work towards. John is ready to
actively pursue his aspirations. He has been more vocal about his goals
to his family and to the IEP committee during his ARD in November.
John is now familiar with the term self-advocacy. He has begun to
advocate for himself in classes and at home. He asked his teacher to
move seats because a neighbor was distracting him. Johns teacher
gave him a note that asked him to attend his math tutoring. John knew
the date on the note was not his typical time, so he sought out the
tutor and asked if there had been a change. He took the situation into
his own hands, and resolved the problem without any interference.
Last year, John struggled academically. He failed several STAAR
and end of course exams. Since beginning remedial math tutoring,
Johns grades have improved. He is currently passing all of his classes.
He is making an effort to stay focused in class. At the beginning of the
semester, John emphatically stated that he wanted to attend Texas
A&M. Upon reflecting on various majors and the level of academic
difficulty, John decided a four year university may not suit him. John
and is family have decided that after high school, John will go straight
into the workforce. However, John will continue to learn through
courses offered at Brazos Valley Center for Independent Living.
Choosing a job was a difficult task for John. He has many
hobbies, and narrowing it down to one job was a challenge. From the
beginning, John expressed interest in cooking. In early September, John
mentioned the idea of working at a fast food restaurant. This quickly
blossomed into an employment goal. John took an informal career
assessment that suggested he is best suited for a career in the
hospitality industry. John decided that he would obtain a job at a fast
food restaurant in high school. Through this, he would have the
opportunity to gain skills related to the restaurant industry. After high
school, John plans on obtaining a full-time job in the restaurant
industry. Through a job analysis, it became clear that Johns likes align
clearly with what all a job in a restaurant entails. John recently enrolled
in Foods 101 at Texas High School for next semester. This course will
give John good background knowledge in food safety and preparation.

17
From day one, John expressed his desire to drive. His family was
hesitant to take this step. John explained to them that having a drivers
license would make working much easier. He feels like this is a
necessary goal to achieve to be able to live independently. Johns
family agreed, and he will enroll in a drivers education class in the fall
of 2016. After high school graduation, John will continue living at home
for several years. This is cost-efficient and allows John to save money
he will make at his job. After two years of living with his parents, John
will find an apartment within his budget and close to his job. He will
either live alone or with a roommate.
For fun, John would like to get more involved in his church. He
wants to begin attending youth programs. After high school, John plans
on joining their college-aged program. His goal is to attend at least
three programs a month. John believes that getting involved at the
church will help him meet friends, work on social skills, and have fun.
John has not only decided on goals that will affect his future
employment, education, independent living, and recreation/leisure, but
he has also made important steps in achieving these goals. John has a
solid timeline for each goal. He knows that achieving these goals will
take a lot of work and self-advocacy, but John is ready for the
challenge.