SEFB 420

Dr. Montague
3 May 2017

Transition Plan Sally Smith

On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work.
 Reflection

As I worked with Sally throughout the semester, I gained insight into working with families of

diverse backgrounds. Sally is currently being raised by a single mother. Her father lives in Houston, but

Sally does not see him on a regular basis. Even though Sallys mother is essentially a single mother, she

has given Sally a tremendous amount of support and has shown dedication to Sallys success and future.

This gave me greater insight into single mother families. I was raised in a single parent home. My mother,

like Ms. Smith, was intentional in how she raised my sister and me, striving to provide us with the best

possible outcomes. Seeing how Ms. Smith and my mother diligently pursued different opportunities for

their children to succeed has helped show me how I want to be as a teacher. I now see that effective

teachers who really work with single parent families can help take some of the burden off of the parent.,

and I see how pairing with the parents is essential and beneficial to the success of a student.

Developing Sallys transition plan required critical thinking skills that helped me accomplish the

plan. It took a while to form a relationship of trust with Sally, but once I had done that, I was able to glean

information and develop goals that Sally could strive towards throughout high school. My critical

thinking skills were used during this time of assessment and application of the results. I had to come up

with unique ways in which I could assess Sally to get the information I needed regarding the four areas of

transition (education, employment, independent living, and recreation/leisure). The critical thinking skills

developed were essential to the effectiveness of my teaching. I hope to continue to develop these skills

and apply them to different areas of teaching in the classroom.

Collaboration is an essential skill used in schools that assists a teacher in identifying unique

opportunities for students to succeed and grow. As I worked with Sally, I had to collaborate with her

mother, her teachers, and an outside kindergarten teacher. I found the collaboration with these individuals

to be beneficial and essential to the development of Sallys transition plan. These individuals gave me

insight into what would work best for Sally. Together, we were able to come up with information and a

plan that Sally could accomplish over the next two years of high school. Having these individuals

working together also developed a support system for Sally. She knows that she has people she could turn
to when preparing to pursue life after high school. I hope to take the knowledge of collaboration I gained

from this transition plan and apply it to all areas of my classroom. Through my coursework at A&M and

experience in the classroom, I see the benefits of collaborating and how it provides unique opportunities

for students. It is my intention to continue to pursue collaboration, and thereby to provide opportunities

and experiences that encourage student to work hard towards their goals.

Looking forward, the transition project created deep insight into the importance of consistently

advocating for special education students. Creating opportunities for students to succeed and accomplish

tasks is critical for the development of students skills. Not only does transition planning help students,

but it also helps the teacher in developing the plan. I realize how important my critical thinking and

collaboration skills can be to the success of a student. I want to continue to increase these skills and to

apply them to different areas of my classroom.

 Student Summary

Sally is a 15-year-old female living with her single mother in Bryan, TX. Sally occasionally sees

her father who lives in Houston, TX. Sally has two older brothers who live and work in Bryan, TX. She is

currently enrolled in the 10th grade at High School. She has a diagnosis of Attention Deficit and

Hyperactivity Disorder (ADHD) and short term memory loss. She receives special education

accommodations and modifications in all general education classrooms. Specifically, she has tests read

upon request, small group testing, and extra time on assignments. She is taking chemistry, history,

geometry, English, child development, theater III, and American Sign Language. Her favorite class is

theater III, which is typically taken by upperclassmen. Conversely, she does not like to write, making

English one of her least favorite subjects. She is not currently a member of any organizations at school,

but she enjoys hanging out with friends after school. She has four close friends whom she hangs out with

during lunch, after school, and on the weekends. Her hobbies include make-up application and babysitting

her cousin.

After high school graduation, Sally plans on attending Blinn Community College before

continuing to Texas A&M. She is interested in becoming an elementary school teacher. An elementary

school teacher appeals to her because she loves working with kids.

Informal Transition Assessments

A variety of informal assessments were performed to gain more information on Sallys progress

inside and outside of school. The student interviews, parent interview, teacher interview, in-class

observations, O*NET Interest Profiler, and An Ideal Home Questionnaire were performed on different

days with different individuals involved. Overall, the assessment results were used to develop goals for

Sallys post high school life.

Student Interview

Description and Rationale of Assessment.

The student interview is a question based assessment proctored in a one on one setting. The

student interview gleans different information and interests of the student, which helps develop a

summary of what the student needs and wants for the future. The student interview provides information

on a students hobbies, interests, social life, and academic success.

Summary of Results.

Two student interviews were conducted which provided insightful information into creating goals

for Sallys post-secondary life. On February 10th, Sally identified certain subjects being more difficult

than others, resulting in a need for greater tutoring or services to improve her grades in these classes. She

also indicated some of the hobbies she would like to purse post high school. On March 27 th, Sallys

student interview provided information on her academic progress at that point of the school year. She also

indicated that she was going to begin counseling to deal with some high-anxiety situations in her life.

Student Interview: Sally Smith.

February 10, 2017

How old are you?

15
What are some things you like to do in your spare time?
Make up YouTube tutorials
Babysit elementary aged students
What are some of your special skills and talents
Placed in theater III despite only being a sophomore loves acting
Please list the jobs you do regularly at home.
Dishes
Laundry
Clean room
Take care of puppy Paisley
Please list the jobs you have done away from home.
Babysit
Do you plan on working part time during high school?
Yes, to help pay for gas when she can drive
Do you plan on attending a community college?
Yes
Do you plan on attending a university?
Yes, after community college
What classes are you currently enrolled in?
 Chemistry
World History
Theater III
Geometry
Child Development
ASL
English
What is/are your favorite subject(s) in school?
Theater
What is/are your least favorite subject(s) in school?
English and chemistry
Who is/are your favorite sports team(s)?
Texans football
Warriors basketball
Who is/are your favorite athlete(s)?
Tom Brady
Stephen Curry
What do you like to do after school?
Hang out with friends
Go to the mall, trampoline park, or hang out at friends houses
What do you like to do in the evenings?
Play with dog
Eat
What do you like to do on the weekends?
Babysit
Do you like to read? What are some of your favorite books?
No, but favorite book is The Fault in Our Stars
What are some of your favorite TV shows?
Vampire Diaries
Supernatural
What type of movies do you like best?
Romance
Comedy
What is/are your favorite movie(s)?
The Longest Ride
How often do you go to the movies?
Once every three weeks
Who do you usually go with (family or friends)?
o Friends
o Has four really good friends
Grew up with Emma
Three other friends that she met in high school
Where do you like to go with your friends to eat?
Casa Ole Mexican
How often do you go out to eat with your friends?
Once every two weeks
Where do you like to shop with your friends?
Zumie
Forever 21
 Mostly likes to shop for clothes and shoes
Do you drive and have your own car?
No to both
What radio stations do you like to listen to?
Candy 95
What is/are your favorite songs?
Doesnt necessarily have a favorite song but loves rap and country music
What do you want to do after you graduate from high school?
Attend Blinn and then go to Texas A&M
What do you hope to do be doing in five years after high school?
Complete college
What do you hope to be doing in ten years after high school?
Starting a family
What type of jobs do you think you want after high school?
Teacher
Psychiatrist

Student Interview: Sally Smith.

March 27, 2017

Has your idea of education track changed since the last time I interviewed you?
No, still would like to attend community college at Blinn and then go to Texas A&M
If not a Blinn, another community college could be considered
Where would you like to live after high school?
In an apartment with a roommate
If you go to Blinn/TAMU, would you live at home?
No I would live with a roommate. My mom probably wants me out of the house after
high school
What does your current transportation look like?
Mom takes her everywhere
Currently taking drivers education
Will probably get license in October 2017
Have your career plans changed at all?
Still wants to be a teacher
Isnt considering psychiatry anymore because she does not feel like she is mentally stable
After college, are there any hobbies you would like to pursue or expand on?
Loves fashion, not necessarily creating pieces of clothing but styling outfits together
Friends come to her for a lot of fashion advice
Would describe style as retro or tomboy
Buys new clothes almost every weekend
Mom indicated that she is on the waiting list for counseling. Asked about the details if she is
willing to share.
Having friend problems with them spreading rumors about her
Very stressed with school and the friendship drama so she feels like she hasnt been
stable and had some mental breakdowns at school
Has visited the school counselor and she has talked her down during some of her
meltdowns
Also have slight issues with teachers
Why do you want to go to counseling?
 Feels that having a professional counselor will allow her to have an outlet to talk to
someone. She is very self-aware of how she is mentally doing, so believes that she has
been in an unstable mental state.
Do you have to see the friends that you are having issues with?
One of the girls she sees in class. However, she doesnt have to see her that often
The other girl she sees in the hallways sometimes
How are classes going?
Not very good
Has stopped medication because of how it made her feel. She felt blinded by the
medication she was taking.
Chemistry and English still prove to be the hardest subjects for her
Doesnt like when teachers make her feel stupid or small
Has a hard time with English teacher due to a slightly negative relationship and she gets
referrals but doesnt know what the referrals are for
Was going to have to re-take the English I EOC but now doesnt have to
Has the English II and World History EOC coming up
Knows that grades are important due to reiteration from her mom, but just cant seem to
be focused and motivated when in school

Parent Interview

Description and Rationale of Assessment.

The parent interview is a question based assessment performed in a one on one setting. It

provides a chance for open communication regarding transition with the school and parent. The parental

opinions gained during the interview prove beneficial when developing a transition plan. The parent

interview reiterates information on the hobbies, interests, social life, and academic success of a student

based on parent perception.

Summary of Results.

On February 13th, the parent interview provided information on Sallys disability and how it

affects the home and school life. Sallys mother indicated some of Sallys weaknesses and strengths. Ms.

Smith indicated that academics need to be the focus for the rest of Sallys high school career. She hopes

that Sally can accomplish her desired post-high school life, but indicated that Sallys motivation is not

present.
Parent Interview: Kit Smith.
February 13, 2017 12:00 PM

Tell me a little bit about Sally and your family.

Divorced parents, limited visitation from dad
Struggles academically
Sally is diagnosed with ADHD and short term memory loss
Sally was on ADHD medication but it wasnt helping so they stopped it
2 sisters
o Older sister just had a baby
Doesnt want to tell mom about things going on in her life
Did the divorce affect Sally?
Dad separated affected her in school
Slept a lot
What would you like Sally to pursue career wise?
Consider a trade school, but first need to decide which trade to pursue
Hasnt explored outside of teaching
Would love Sally to do more career exploration
Wants to encourage Sally to get more excited about her future
Wants to show Sally how crucial school is for her future
Sally needs to work on self-advocacy
Sally needs to work on coping strategies
Ms. Smith would love to see her become a special education teacher, but she isnt sure
that Sallys test scores reflect the reality she could become a teacher
Sally is interested in special needs children and she tends to gravitate towards children
with disabilities
What are some of Sallys strengths?
Great personality
Attends tutorials
Short term memory loss got her into special education
Loyal person
Concerned about others
What are some of Sallys weaknesses?
Staying on top of grades
Keeping up with tutorials
STAAR failed retake in English I
Very concerned about her academics
Does Sally take any medicines or remedial strategies to help with her ADHD?
Sally did take medicine but she didnt like the way it made her feel and she got very
slender when taking it. Mom and Sally decided to stop the medicine.
Wants to know if there is an ADHD remediation that doesnt require medicine that would
help Sally.
How is Sally socially?
Wears feelings on her sleeve
Went through a period of no friends
Loyal to the friends she has
What are some things that you would like me to work on with Sally this semester?
College preparatory class
 Coping skills
Planning on the phone apps and reminders?
Organization focus

Teacher Interview

Description and Rationale of Assessment.

The teacher interview lasts for about 30 minutes and takes place in a quite setting. A pre-set list

of questions is developed to gather information on said student. The teacher interview provides contact

with a students teacher to discuss the academic and social well-being of a student in the classroom.

Summary of Results.

Mr. Johnson, Sallys contact teacher, delivered information on what Sally receives and what he

hopes she can accomplish in the rest of her time at High School. He sees the potential that Sally has, but

realizes that she does need a push of encouragement to work diligently. He did not indicate any doubts

about her being able to succeed in the future.

Teacher Interview: Stewart Johnson.

February 13, 2017 10:15 AM

What are some goals you have made with Sally for this year?
Phone usage: Sally seems to get distracted by her phone often
o When her phone is taken away, Sally seems to shut down because she feels as
though she is singled out
Feistiness: Sallys feisty behavior can be a distraction to other students
Academics: Sally is merely doing okay in classes, school can be hard for her
What are the accommodations and resources Sally receives?
Extra time
Small group testing
Oral administration
Sitting at the front of the room
Printed off notes
How is Sally doing academically?
English has been the struggle
o Sally did not do well on the STAAR test
o English is the last class of the day may be why she is not doing well
o English is co-taught (150 minutes)
Math receives 100 minutes of in class support
Passed all STAAR tests in other subjects
She is on a certain track for graduation
What has Sally indicated that she wanted to do in the future?
Sally has indicated that she wants to be an elementary school teacher
Sally has also mentioned that she is interested in psychiatry
If job is indicated above, what qualities does Sally possess for that job?
Special education elementary school teacher
o Work on patience
o Positive
o Outgoing
o Loving
o She can explain concepts to peers well
o Special education she can understand the needs for kids, positive perspective
on sped kids, the responsibly needs to be improved
Psychiatrist
o Positive
o Loves getting to know about her friends lives indicating a liking to listening to
people
How does Sally interact with her peers?
Has had arguments with other students, specifically males because of things they say
Doesnt always use the best vocabulary
Overall, seems to interact with others well
How is Sallys relationship with her family?
Close with her mom
Close with a brother that also went to High School
Mother is supportive and glad that Sally qualifies for special education

Is Sally involved in any organizations or activities at High School? If not, do you think she should
get involved in anything?
Sally has done some of the one act plays in theater
Mr. Johnson encourages everyone to be involved in something at school
Is there anything that Sally needs to work on regarding behavior that would be used in the
professional world?
Interactions with bosses professional communication
Word usage
o In class, she sometimes has to be corrected but is receptive to the corrections
What does Sally need to work on academically?
Turning in work
Attendance
o Sally doesnt skip or is absent often, but not being in class hinders academic
success
Completion of work
o Extra time
What are some things that you think Sally would benefit from?
Sally seems like a good kid
Would benefit form a positive female role model besides just her mother
o Maybe a counselor so she has someone to vent to?
If Sally is having a rough day, how does she calm down?
Coping strategies
Responds well to one on one conversation
 Has a pretty good sense of self-awareness
What are ways we could help Sally accomplish her want to be a teacher?
Aid position with counselor with different teachers
Getting a mentor elementary teacher
Volunteer

In-class Observations

Description and Rationale of Assessment.

During an in-class observation, the observer sits in the classroom and observes a student for a 50-

minute class period. The observer takes notes to reference when summarizing the results. The in-class

observations provide information in to a students behavior and work ethic in the classroom.

Summary of Results.

On March 27th, March 28th, and April 3rd, in class observations were performed during Sallys

world history, English, and geometry class. Sally exhibits a tendency to be highly distracted by peers and

her cell phone. Her teachers have indicated that they are on her side, but the effort she puts forth needs to

be increased.

In-Class Observation: World History Chase Jones.

March 27, 2017

What were the students doing in class?

The students were doing a review sheet for a test. This review sheet counted as two daily
grades.
What does the classroom environment look like?
Lets students do review sheets on their own or in a group
Allowed to use phones and laptops
Students are allowed to talk and listen to music
Walks around classroom to see if student are on task, yet not that often
Half of the students seem to be focused and on task, but the other half were off task
(distracted by friends, phones, music)
Talk back to the teacher from a lot of students
What did Sallys behavior look like in the classroom?
A little bit of talk back to the teacher
Had an earbud in and listening to music the entire class period
Phone was a distraction
How does Sally fair academically in this class?
Slow to start classwork
Doesnt seem to apply herself
Needs reminder to stay on task
 Seems to shut down when asked to do academic work
What were Sallys interactions like in the classroom?
Sally seemed to have other girls to work with in the classroom, but she was more
concerned about them than working on her school work
Teacher Comments:
Mr. Jones indicated that she was failing World History, so he assumed that she was failing
other classes

In-Class Observation: English II Lisa Patrick.

March 28, 2017

What were the students doing in class?

First ten minutes were for silent reading
The students were working on STAAR stations, reviewing material for the STAAR test
What does the classroom environment look like?
The students could listen to music
The students were self-monitoring in that they chose which stations they needed to work
on and when they would complete the assignment
The students had personal laptops they could use
There was a co-teacher in this classroom
Engaging classroom, lighting, posers,
Lots of color in the classroom
What did Sallys behavior look like in the classroom?
Willing to talk back to others in class
How does Sally fair academically in this class?
Phone is a distraction
Has to have constant reminders to stay on ask
Moves slowly when having to do academic work
Takes a while to start work
What were Sallys interactions like in the classroom?
Seems to be social with other classmates around her which caused a distraction
Competitive spirit
Teacher Comments:
Sally often asks to go to the bathroom (trying to avoid doing schoolwork)
Very distracted by peers and phone
Has always been on Sallys side despite Sally thinking otherwise

In-Class Observation: Geometry Christopher Johnson.

April 3, 2017

What were the students doing in class?

The students were working on a review sheet for a test the next day
What does the classroom environment look like?
Pretty relaxed environment
Sally sits near the front
What did Sallys behavior look like in the classroom?
Very social
Talks out during class
Not focused, often seems dazed
 On her phone constantly
How does Sally fair academically in this class?
Easily distracted
Didnt seem to know when assignments or tests were due
Talked during class which prevented her from accomplishing her assignment
Needs to be reminded to stay on task
When allowed to listen to music, gets distract
What were Sallys interactions like in the classroom?
Social with peers, but almost to the point where that is all she focuses on during class
Has a pretty good relationship with co-teacher (Mr. Johnson)

O*Net Interest Profiler - https://www.mynextmove.org/explore/ip

Description and Rationale of Assessment.

This interest profiler provides career options for students based on their interests. This user-

friendly program is in an online format with students ranking different interests on a five point Likert

scale from strongly dislike to strongly like scale. The questions assessed a students realistic,

investigative, artistic, social, enterprising, and conventional interests. Based on those scores, the system

did a job analysis match.

Summary of Results.

The O*Net Interest Profiler was conducted on March 27 th, resulting in confirmation that Sallys

interests align with being a kindergarten teacher. She scored a 12 on realistic interest, 10 on investigative

interest, 20 on artistic interest, 22 on social interest, 24 on enterprising interest, and 10 on conventional

interest. These scores resulted in a list of 29 careers that would fit Sallys interest scores. One of the

careers on the list was a kindergarten teacher, which confirms Sallys desires to be a kindergarten teacher.
An Ideal Home Questionnaire

Description and Rationale of Assessment.

An Ideal Home Questionnaire is conducted in a one on one setting with the proctor asking five

questions. This questionnaire provides details on what a student envisions as his or her future home. This

provides transition planners with the ideal living situation from a student perspective. However, parent

input is still suggested when developing the final goal.

Summary of Results.

The questionnaire was completed on April 3rd, providing Sallys hopes for living post high school.

She would like to live in a one bedroom apartment by herself. A location close to Blinn Community

College would be ideal. If she was required to live with roommates, there are certain qualities she would

look for in a roommate.

An Ideal Home Questionnaire.

April 3, 2017
1. What would an ideal home look like for your target person?
a. If we were discussing the ideal home for life after high school, Sally indicated that she
would like to live in an apartment.
2. Where would it be located? (In the city or country, near work or other activities, warm climate or
cold climate, near family or away)
a. The apartment would be located near Blinn Community College in Bryan, TX.
3. What type of home? (apartment, condo, group home, house, mobile home, townhouse)
a. Apartment
4. What type of living arrangements would be needed? Will there be roommates? (alone, friends,
foster family, group home, parents, relatives, spouse)
a. Sally would rather live alone because roommates cause drama and could potentially
distract her from her school work.
b. If Sally had to get a roommate she would like to see the following qualities:
i. Respect of privacy
ii. Help clean around the house, doesnt want to live with a slob
iii. Understanding
c. If she had to live with a roommate, she would ideally want her own room
5. What types of modifications, if any, are required?
a. Would prefer to drive to campus rather than having to take the bus
 Self-Advocacy Plan

Post-secondary Education

Sally is currently diagnosed with ADHD and short term memory loss. Her disability creates lack

of focus when completing academic tasks. To be successful in her post-secondary education, she will

request for accommodations through the office of disability services at her community college and with

her professors. Specifically, Sally will need to request extended time on assignments and tests and small

group testing. She will also need an agenda, schedule, and/or planner to solidify an organizational system

to keep her on track with homework, studying, and her social life.

Employment

Sally has indicated that wants to become a kindergarten teacher after getting her bachelors

degree in elementary education. There does not seem to be any concern for her success in this career. The

main concern is perseverance through college. To build success in college, she will need to request

accommodations and modifications through the office of disability services and her professors. In high

school, she will practice how to appropriately ask for needed accommodations and modifications. At the

age of 16, Sally will also obtain a part time job that will help her develop responsibility skills and a good

work ethic.

Independent Living

After high school, Sally would like to live in an apartment with no roommates. Sally and her

mother will come up with a budget and apartment guidelines to follow when beginning the apartment

search. Sally will need to find a part time job that will help pay for rent as she goes to school. Ideally,

Sally would like to live alone; however, if she does have to live with a roommate, she will need to begin

searching for a roommate after high school. Sally is also hoping to obtain her drivers license at the age of

16. She will need to complete the drivers education course and study for the drivers license test.

Recreation and Leisure

 Sally has indicated that she would enjoy volunteering with children in a theater setting. To pursue

this opportunity, she will need to research organizations or programs that accept volunteers. She will fill

out volunteer applications and turn the applications into the respective organizations. Once Sally begins

working, she will need to make sure to fully understand what is expected of her. She will need to ask for

what is required and how she needs to dress each day of volunteering.

Transition Outcomes and Goals

Education

Desired Outcome.

After graduating high school, Sally will take courses towards an interdisciplinary studies

bachelors degree at Blinn Community College.

Objective.

In the spring semester of junior year, Sally will take the Texas Success Initiative (TSI) for

enrollment at Blinn Community College.

Rationale.

Sally has the desire to continue in her education after high school to become an elementary

school teacher. To obtain admission into Blinn Community College, she will need to take the TSI. This

assessment will need to be completed along with filling out an application for Blinn Community College.

Fall Semester of 2017-2018 School Year --------------------- Study for TSI

Spring Semester of 2017-2018 School Year ------------------ Register for TSI
April of 2017-2018 School Year ------------------------------- Take TSI
May of 2017-2018 School Year -------------------------------- Retake TSI if needed
Employment

Desired Outcome.

After graduation from college, Sally will obtain a full-time teaching position at an elementary

school.

Objective.

During Sallys junior year, she will fill out three applications for part-time work.

Rationale.

Sally has expressed interest in working when she is in high school to earn money for her future. A

part time job will also assist Sally in developing responsibility skills and a solid work ethic. These skills

will carry into her future hopes of becoming an elementary school teacher.

Spring Semester of 2016-2017 School Year ------- Research part time employment options
June 2017 ----------------------------------------------- Fill out part time job applications
June 2017 ----------------------------------------------- Turn in applications
July 2017 ------------------------------------------------ Interview with companies
July/August 2017 -------------------------------------- Begin working
2017-2018 School Year ------------------------------ Continue working during after school hours

Independent Living

Desired Outcome.

After graduating high school, Sally will be able to independently travel to and from Blinn

Community College.

Objective.

Once enrolled in a drivers education course, Sally will complete the course and pass the drivers

test with 80% accuracy.

Rationale.

Sally will need to transport herself to and from school once she graduates high school. Sally has

indicated that she will obtain her license over the summer once she turns 16. She is fully capable of

completing all the coursework required to obtain a drivers license.

 June 2017 ----------- Complete drivers education course
July 2017 ----------- Pass drivers education course test
August 2017 -------- Make appointment with local DPS office to take the Texas driver license test
August 2017 -------- Take Texas driver license test

Recreation and Leisure

Desired Outcome.

After graduating high school, Sally will volunteer in the childrens department at a local theater

organization.

Objective.

During the spring semester of her junior year, Sally will fill out at least three volunteer

applications for theater organizations in the Bryan/College Station area.

Rationale.

Sally has indicated her love for theater and working with children. She would like to work with

children on their acting so that she continues to use her passion. Volunteering will help Sally be involved

in the community while enhancing her teaching skills.

April 2018 ------------------- Complete internet search of theater organizations in the local area
April 2018 ------------------- Fill out volunteer application
May 2018 -------------------- Apply to multiple theater organizations
June 2018 and on ----------- Volunteer at an organization during the summer and into college

Student Led IEP PowerPoint

KAMRYN SOWDERS
Student Led IEP Meeting
 Job Analysis: Kindergarten Teacher

Rationale

Sally Smith has expressed interest in becoming a kindergarten teacher once she completes

college. Her plan is to attend Blinn Community College and then proceed to Texas A&M or Sam

Houston. She is currently taking classes in high school that relate to early childhood, such as child

development. She has a love for working with children, and her mother indicates that children tend to

gravitate towards Sally.

Summary

Kindergarten teachers educate students who typically range from age five to six years. These

teachers often lay the educational foundation that students build on for the rest of their lives. They have

standards they must meet like any other grade level teacher. They are teaching all core subjects along with

developing their students social skills and participation in class. These teachers can encourage and excite

their students about learning and making a difference in the community.

Job Match

Sally has the potential to be a very good kindergarten teacher. She loves working with kids and

teaching them new concepts. When looking at the job characteristics match sheet, there were a few areas

in which Sally did not get a match. These areas did not match Sallys answers in that she interpreted the

scenario differently than the kindergarten teacher. Sally was given explanation as to why a kindergarten

teacher gave certain answers which Sally believes that she could fulfill all the necessary requirements of

becoming a kindergarten teacher. The concern with becoming a teacher is whether the training is the best

option for Sally. Sally has struggled academically in high school. She is failing multiple classes and lacks

the motivation to do well in classes. However, this does not prohibit her potential to be a kindergarten

teacher, but she will need to work on these areas to get to where she wants to be professionally.
Next Steps

The next steps that Sally must pursue is bringing up her grades in high school. Sally needs a

source of motivation that will encourage her to be diligent in her academics. She will also need some

guidance in filling out an application for Blinn Community College. Also, it would be beneficial for

someone to help create a plan for the next four years of college.
Job Analysis Form.

Recorder: Elizabeth Whitaker Date of Analysis: April 24, 2017

Company: Greens Prairie Elementary School Job Title: Kindergarten Teacher

Supervisors Name/Title: Julie Grant Telephone: 979 571 7550

Salary: $42,000 Work Schedule: 7:30 -3:30 Hours/Week: 40 hours of week

Employee Benefits: yes medical

PERSONAL REQUIREMENTS

Personal Appearance
0 ( ) Grooming unimportant 2 ( ) Neatness/ Cleanliness required
1 ( ) Only hygiene required 3 ( ) Grooming very important

Behavior
0 ( ) Wide Variety accepted 2 ( ) Unusual behavior not acceptable
1 ( ) Unusual behavior accepted if infrequent

Communication
0 ( ) Non/minimal 2 ( ) Sentence/impaired speech accepted
1 ( ) Key words needed 3 ( ) Sentences/clear speech required

Attention
0 ( ) Frequent prompts available 2 ( ) Intermittent prompts/low supervision
1 ( ) Intermittent props/ high 3 ( ) Infrequent prompts/low supervision
supervision
Comments: lots of emails and reminders

Change in Task/Routine
0 ( ) No changes 2 ( ) 4-6 changes/day
1 ( ) 2-3 changes/day 3 ( ) More than 7 changes/day

Interactions
0 ( ) Minimal 2 ( ) Social interactions infrequent
1 ( ) Polite responses only 3 ( ) Frequent social

TIME/TRAVEL FACTORS

Work Schedule
0 ( ) Negotiable days/hours 2 ( ) Part-time M-F/days
1 ( ) Part-time nights/weekends 3 ( ) Full-time M-F/days
4 ( ) Full-time/nights/weekends

Transportation
0 ( ) On bus route 2 ( ) Car pool/van pool available
1 ( ) Off bus route 3 ( ) Other _____________________
Time Telling
0 ( ) Time skills unimportant 2 ( ) Time telling to hour required
1 ( ) Must identify break times only 3 ( ) Time telling to minute required

Mobility
0 ( ) Sitting/Standing in one area 2 ( ) Stairs/minor obstacles
1 ( ) Moderate mobility required 3 ( ) Rigorous ambulation required

WORK TOLERANCE

Endurance
0 ( ) Short day/many breaks 2 ( ) Full day/many breaks
1 ( ) Short day/few breaks 3 ( ) Full day/few breaks

Strength
0 ( ) Not important 2 ( ) Moderate strength needed
1 ( ) Little strength needed 3 ( ) Great strength needed

PERFORMANCE SKILLS

Initiation of Work
0 ( ) Staff will prompt to next task 2 ( ) Some prompts to next task
1 ( ) Some prompts to initiate work 3 ( ) Independent initiation required

Task Sequencing
0 ( ) Single task 2 ( ) 4-6 tasks in sequence
1 ( ) 2-3 tasks in sequence 3 ( ) 7 or more tasks in sequence

Work Speed
0 ( ) Slow rate acceptable 2 ( ) Occasional fast pace required
1 ( ) Moderate, steady pace 3 ( ) Constantly fast pace required

FUNCTIONAL ACADEMIC SKILL REQUIREMENTS

Reading
0 ( ) None 2 ( ) Simple texts
1 ( ) Simple words/signs/symbols 3 ( ) Newspapers/magazines

Math
0 ( ) None 1 ( ) Simple Counting
2 ( ) Addition/subtraction/whole numbers 3 ( ) Multiplication/division/whole numbers
4 ( ) Decimal/fraction/mixed # operations
Money Skills
0 ( ) None 1 ( ) Coin/bill recognition
2 ( ) Coin/bill values 3 ( ) Money counting
4 ( ) Change making from $1 5 ( ) Change making from $10

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

EMPLOYER CONCERNS

Employers Attitude Toward Workers with Disabilities

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

Employers Financial Requirements

( ) No financial incentives requested ( ) Minimum wage offered
( ) Tax credits/incentives requested ( ) Salary below minimum wage
Comments: salary based job, depends on whether you have a bachelor or masters, pays money to TEA

ENVIROMENTAL FACTORS

Safety of Work Area

( ) Safe work area ( ) Some safety concerns
( ) Moderately safe area ( ) Many safety concerns

Atmosphere
( ) Friendly/open ( ) Unfriendly/indifferent
( ) Busy/relaxed ( ) Busy/tense
( ) Slow/relaxed ( ) Slow/tense

Cleanliness/Orderliness
( ) Very dirty/disorderly ( ) Very clean/neat/orderly
( ) Fairly clean/orderly ( ) Meticulously clean/orderly
1. How long have you been a teacher?
a. 10 years
b. CA 2nd grade teacher
c. 6 years in College Station

2. What is the most rewarding part of being a kindergarten teacher?

a. Working with the kids
b. Seeing them learn to read, write, do math (growth)
c. Fun job fun activities

3. What is the most difficult thing about being a teacher?

a. Having patience
b. Fulfilling all the clerical tasks (such as paperwork)
c. Stay organized
d. Outside of school events
e. Organization of classroom

4. What are the key characteristics you believe that kindergarten teachers should have?
a. Patience
b. Organizational skills
c. Creative thinking
d. Collaboration

5. What does a typical day look like?

a. Teach
b. Stations
c. CAMP
d. Recess
e. Lot of activity
f. Working in small groups and pairs
g. Hands on activities
h. Keeping them moving and busy

6. Are there any pieces of advice you would give a high school student that wants to become a
kindergarten teacher?
a. Visit classrooms volunteer experience
b. Staying current make sure you know what is happening in schools and the research that
has been done (TEKS are always changing)
c. Follow course work in college
d. ESL required for College Station
e. Certification exams are required
f. Take initiative seeing what needs to be done, how can I help the teacher?
g.
 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 Work Alone

Lots of People Around Lots of People Around YES/NO
Quiet Workplace Quiet Workplace
Noisy Workplace Noisy Workplace YES/NO
Work Close to Home Work Close to Home
Distance to Job Doesnt Matter Distance to Job Doesnt Matter YES/NO
Weekdays Only Weekdays Only
Weekends Too Weekends Too YES/NO
Easy Job Easy Job
Challenging Job Challenging Job YES/NO
Dress Up for Work Dress Up for Work
Do Not Dress Up Do Not Dress Up YES/NO
Standing Up Standing Up
Sitting Down Sitting Down YES/NO
Moving Around Moving Around
Working Morning Working Morning
Working Afternoons Working Afternoons YES/NO
Working Nights Working Nights
Co-Workers My Age Co-Workers My Age
Co-Workers Age Doesnt Matter Co-Workers Age Doesnt Matter YES/NO
Thinking Work Thinking Work
Physical Work Physical Work YES/NO
Detail Important Detail Important
Detail Not Important Detail Not Important YES/NO
Job Same Every Day Job Same Every Day
Job Difference Every Day Job Difference Every Day YES/NO
Work With People Work With People
Work With Things Work With Things YES/NO
Important to Work Fast Important to Work Fast
Not Important to Work Fast Not Important to Work Fast YES/NO
Little Supervision Little Supervision
A Lot of Supervision A Lot of Supervision YES/NO
Work Outside Work Outside
Work Inside Work Inside YES/NO
Adapted from: Martin & Marshall 1992.
 Summary of Student Progress

Since the beginning of the semester, there have been a few changes that affected Sallys life. She

had a friendship incident happen at school, which required a school counselors assistance. Sally attends

Texas A&Ms counseling program twice a week. She indicated that this has helped her and enjoys each

session. She is also back on a twice a day medication for her ADHD which increase her focus in class.

Over the course of the semester, Sally has made some small steps in progress. At the beginning of

the semester, there was high concern in Sally not passing the English I STAAR test. However, Sallys

ARD committee made a final decision that Sally does not have to take the English I STAAR test and was

given credit for the test. There are still concerns in her academics in that she is failing most of her classes.

The lack of motivation and focus has hindered her success, but this may be treated as she continues to

take her medicine. She is still receiving the appropriate accommodations and modifications but may need

more tutoring assistance to bring up her grades.

This plan provides clear steps that Sally should take to reach her transition goals. Sally plans to

attend Blinn Community College once she graduates from High School. The community college route

will best meet her college needs after high school, providing a solid foundation before entering a

university. Sally hopes to gain a degree in interdisciplinary studies to become a kindergarten teacher.

After speaking with a kindergarten teacher, Sally has the potential to fulfill all the requirements needed in

a teaching position. Upon the completion of high school, she will seek an apartment where she will live

on her own. Sally and her mother will discuss budgeting and apartment characteristics when beginning

the apartment search. Sally may also need to apply for a part time job to help pay for rent. She is currently

taking a drivers education course with the hopes of obtaining her license when she turns 16. The car

situation has not been decided, but independent transportation will be needed for life after high school.

She prefers not to take public transportation. Sally hopes to volunteer with children in a theater setting

after high school. The different options still need to be researched.

Going forward, Sallys biggest focus is on academic grades. When the time comes, she will need

assistance in applying for community college. Her teachers seem to be very supportive and willing to
assist her in any way she needs. Her mother is also a great support system, getting her through the ups and

downs of high school.