Case Study Answer (Exemplar Transition Planning Form)
Measureable Postsecondary Goal: Education/Training:
Tyler will attend a two year college to study construction operations.
Measurable Postsecondary Goal: Career / Employment:
Tyler will work as the operations manager for his parent’s construction
company.
Measurable Postsecondary Goal: Independent Living
(if appropriate): Tyler will live with a roommate while attending a two year
college. He will budget his money independently.
Transition Assessment:
Tyler’s 9th Grade CSAP scores interpreted by the case manager on 3/7/10
indicate he was “Partially Proficient” in reading with a score of 587 (range
585-641); “Unsatisfactory” in writing with a score of 430 (range 260-435);
“Proficient” in math with a score of 610 (range 602-651). MAPS grade level
testing conducted on 9/5/10 by the case manager indicate Tyler’s overall
reading skills at the 6th grade level, overall writing skills at the 4th grade
level, and math skills at the 10th grade level. Written expression is Tyler’s
most difficult subject. His handwriting is labored and working on the
computer has alleviated some concerns in this area, but he continues to
struggle with sentence structure and organization. A bi-quarterly review of
math grades, by the math teacher, indicates Tyler has received scores of
79%-85% in algebra and geometry during the fall of 2010. Scholastic
Reading Inventory scores of 660L on 5/15/2010 and 670L on 10/1/2010
were analyzed by the reading specialist who indicated Tyler has particular
difficulties with decoding, word recognition and fluency, yet his overall
comprehension represents his highest achievement in the general area of
reading. In addition, his oral language is close to grade level. It is
important to consider these academic strengths and needs as Tyler’s
postsecondary goals and plan are developed. These scores indicate he
would demonstrate most success in settings that require minimal reading
and writing tasks.
In addition to the academic assessments, Tyler completed activities in
“College in Colorado,” a state recommended website for career and college
exploration. On this website, Tyler completed an Interest Profiler, where he
answered a series of questions related to work tasks and work
environments. The results indicated his strongest areas of interest were
“Realistic” work sites, which involve working with tangible items and physical
activity; and “Conventional” work sites, which are structured and systematic
in nature. After completing the interest inventory, Tyler was directed to the
Career Cluster Model on the website where he used his interest information
to link to the career pathway of skilled trades and technical services,
encompassing construction as one career option.
Course of Study:
In addition to the required general education courses for a high school
diploma, Tyler will take 11th and 12th grade Reading Intervention Classes to
improve his skills in decoding, fluency and word recognition. He will take
11th and 12th grade writing intervention classes to develop his written
language skills in sentence structure and organization. Tyler will meet with
the Special Education Support Lab teacher weekly for help in his reading and
writing skills. He will continue to take math courses to prepare him for the
math skills needed in the field of construction. During the spring of his
sophomore year, Tyler will apply for admittance to the local Area Vocational
Program in Construction Operations for a part-day schedule during his junior
and senior years. During his senior year, Tyler will participate in the “Work
Study Program” to work in his parent’s business or other construction
business and receive high school credit.
Transition Services:
The reading specialist will provide direct instruction in reading, specifically
decoding, word recognition and fluency to increase Tyler’s skills in
preparation for college level reading.
The writing interventionist will provide Tyler with direct instruction in how to
write and edit persuasive and descriptive essays to prepare Tyler in
completing his writing assignments is college.
Tyler’s special education teacher will teach Tyler how to research different
two year college programs and the admission requirements for schools that
offer construction operations management.
Tyler’s general education teachers will provide him opportunities to practice
advocating for his needs during class.
Tyler’s general education teacher will provide Tyler with practice
communicating step by step directions in an authoritative manner.
Tyler’s parents will continue to offer him job tryouts at their construction
company.
The special education teacher will assist Tyler in scheduling work
experiences/part time employment for the “Work Study Program” in the field
of construction operations.
The family and consumer studies teacher will schedule a tour of an
apartment complex and provide financial literacy training in renting an
apartment to include leasing, security deposit, and public utilities.
The counselor will assist Tyler in completing the application process for the
Area Vocational Program at the community college.
Goals / Objectives:
In preparation for the academic demands of a community college, Tyler will
improve his decoding, word recognition and fluency to an 8th grade level with
90% accuracy.
In order to move toward gaining the skills needed to be successful at a
community college, Tyler will write using conventional grammar, usage,
sentence structure, punctuation, capitalization, and spelling with 75%
accuracy based on the district grade level rubrics.
In order to move toward gaining the skills needed to be successful at a
community college, Tyler will write and edit persuasive and descriptive
essays that are well structured, cohesive, and include transitions based on
6th grade level benchmarking at 90% accuracy.
In order to be successful as the operation manager of a construction site,
Tyler will learn to communicate step by step techniques and directions via
oral instructions with 100% accuracy.
In order for Tyler to live independently with a roommate while attending
college he will be able to complete a personal budget with 100% accuracy.
Note: Measurable baseline data, using a measure consistent with the criteria or target, will be
determined by the most current assessment and must be included in annual goals.