SEFB 420-900

Transition Project

Student Summary
John Doe is a 19-year-old Hispanic male at Unknown High School
School in Bryan, TX. John moved to Bryan from Dallas in February of
2015. Currently, John lives with his mother, his stepfather, and his 17year-old stepsister. Johns mother graduated high school and received
two years of college. She currently works at Large Hospital as a
medical assistance. Johns biological father dropped out of school in
the eighth grade and is a tattoo artist in Houston. John attended Other
High School until May. He then transferred to Unknown High School at
the start of the fall 2015 semester. John has been diagnosed with a
specific learning disability in five areas: reading comprehension, basic
reading skills, mathematics calculation, mathematics problem solving,
and written expression. When he was at Other High School, he
received a modified curriculum in all of his core classes. He also
received all of his classes in special education except electives.
Currently at Unknown High School, he is receiving five out of his six
classes in special education. The class that he does in general
education is a lab. John has not required any behavior intervention
plans and has not exhibited inappropriate behavior at either school.
Out of twenty school days at Unknown High School, John has missed
six full days and four half days of school. His teacher, Ms. Person,
believes many of these are due to over sleeping from working so late.

When taking the state mandated tests, John struggled greatly. In

the 2011-2012 and 2012-2013 school year, John took the STARR
modified. Even with his modifications, John scored unsatisfactory on
Algebra 1, Biology, English 1, English 2, Geometry, and World History.
John did score satisfactory on World Geography during his freshman
year.
When asked what grade he is in, John will tell you he is a senior;
however, he is almost a junior by credits. To graduate, John needs
twenty-two credits, but he currently has ten credits. He believes he will
graduate in December or February depending on how hard he works.
His teacher, Ms. Person, believes he will not be able to graduate in
December because he still needs so many credits. She does believe
that he will graduate in February or May. Ms. Person stated that she
does not worry that John will drop out of high school, as he has a very
good work ethic and has good motivation. Outside of school, John has a
job working at Good Food in Bryan. He started this job at the beginning
of September 2015. At this job, John works in the back cleaning the
dishes and sometimes buses tables when it is busy. Monday through
Friday he goes straight from school to Good Food and works until 11 or
12pm, depending on how busy it is. He said he enjoys this job but does
not want to stay there forever. He wants to go on to get a job that pays
better in the future, as he currently gets paid $8.50 an hour. Johns
boss at Good Food was contacted to do an evaluation over his work

ethic; however, she refused to discuss him as she was too busy. She
also was unsure of which worker she was being contacted about.
Previously, he has worked at a farmers market, his fathers car shop,
and HEB.
During my time with John, he and I discussed his strengths and
weaknesses. When he was first asked what his strengths were, he
commented that he had never been asked or thought about that
before. He needed a few examples to understand what he was being
asked. A strength that was at the top of his list was his family
involvement in his life. John shared that he had strongly considered
dropping out of school; however, his mom encouraged him to continue
working hard and graduate. Without her encouragement, John said he
would have dropped out. He considers his mom to be one of his best
friends and is also close to his step dad and stepsister. A previous
stepfather and stepbrother still live in Dallas, and John is still very close
to them. He will regularly travel to Dallas to visit them. Another of
Johns strengths is that he is not afraid of challenges. John prefers hard
tasks over easy ones, as he enjoys the challenge. John also decided to
continue school because he didnt want to give up just because it was
hard. He likes to work hard at school and at work and prove to others
that he can go above their expectations. This is part of why he plans to
graduate in December. When thinking about the future, he has decided
to challenge himself to get a good job and not be a bum. Similarly, he

believes another of his strengths is that he is a hard worker. John will

not give up and wants to do his best. Lastly, John is independent. He is
able to complete work on his own and only asks for assistance when it
is truly needed. When doing assignments, John tries his best to figure it
out on his own before asking for help. When discussing his
weaknesses, he pointed out that he wants to improve his math skills.
He struggles in math and knows that it is an important skill he will
need in the future. He also wants to improve his reading skills. Reading
is hard for him, but he wants to keep working hard and get better at it.
In the time I have spent with John, I have noticed that he has very few
hobbies. Due to his work and school schedule, he does not have much
time for extra curricular activities. He said he usually sleeps or spends
time with family when he isnt working. Sporadically, he will work out
by running or lifting weights.
When speaking to Ms. Person about John, she was able to give
me insight into how John performs in school. First, she noted that he is
a very kind, diligent, hardworking, and respectful student. She
explained that although she has only John in her classroom for a few
weeks, he has been a joy to be around. Ms. Person has John in her
classroom for the entire school day, except for his 60 min general
education class. John also has good stamina when it comes to
schoolwork. The only issue Ms. Person has had with him is occasionally
sleeping during class. She understands that he does work late nights.

Due to this, she allows him to continue to sleep and doesnt wake him
up. Ms. Person said that one of Johns greatest strengths is that he
knows how to take notes and look back at them when necessary. He
also exhibits good people skills and is accepting of help. When
discussing how John learns best, she said that John is a good auditory
learner but struggles greatly with written directions. He also struggles
with special mathematical reasoning and spelling. For future jobs, she
believes that a job that is hands on will work best for him. He is
interested in beginning the welding program that is offered at Unknown
High School. Ms. Person wants him to do this as she thinks it would be
a good fit for John. Since John is a hard worker and diligent, Ms. Person
thinks he will require very little additional supervision or assistance in
vocational training.
During an interview with Johns mother, she was able to give me
greater insight into how John behaves outside of school. First, his
mother, Jane Doe, explained that John is as kind and respectful at
home as he is at school. When asked when she believes that John live
independently, she explained that she did not expect that to happen
for six or more years. Ms. Doe must wake up John every day for school
and work. Often, she is required to wake him up multiple times; he will
typically turn off his alarms and go back to sleep. On days when she is
running late to work, John will sleep through school. Ms. Doe also
expressed Johns inability to manage money. When he gets his

paycheck, he pays his parents for his few bills, then will spend the rest
very quickly. John does not understand saving and its importance. She
believes that this will also hinder his ability to live independently. When
discussing his graduation, Ms. Doe does not know when he is expected
to finish high school. She hopes it is sooner rather than later, as she
fears he will want to drop out again. Due to this, she does not believe
that he will go on to get a post-secondary education. Ms. Doe
explained that John has very few extracurricular activities. Outside of
school and work, John usually can be found sleeping, rapping, or
messaging girls on Facebook. Ms. Doe is proud of John for working at
Good Food and hopes that he continues to work there. She believes
this job fits him well, and she likes that he is spending his free time
working instead of getting into trouble.

Transition Assessments

ASSESSME
NT GIVEN
AND
SOURCE

Career
Interest
Assessment

found on
www.Career
OneStop.org

PROCEDURE

This assessment
was given on
the computer.
Due to Johns
trouble with
reading
comprehension,
the questions
were read to
him and his
answers were
recorded. The
assessment was
done in a quiet
space to prevent
John from
getting
distracted. The
assessment had
60 questions.
Each question
was a different
activity, such as
build a kitchen
cabinet and
manage a retail
store. John
would rate each
question as
strongly dislike,
dislike, unsure,
like, or strongly
like. Results
were then
generated by
his responses.

Self
This assessment
Determinatio had three forms.

RESULTS

Interest results:
Realistic: 27
Investigative: 9
Artistic: 11
Social: 11
Enterprising: 17
Conventional: 8
Jobs that fit his
interests:
Animal trainer
Cook
Automotive
repair
Transit drivers
Janitor
Roofer
Furniture
finisher
Machine
operators
Metal Worker
Electrician
Welder

Student
Questionnaire

SUMMARY

The results
from this
assessment
make it clear
that a career
where John
works with his
hands is the
best fit. John
agreed with
these findings
and said that
he would not
enjoy a job
where he is
sitting in an
office.

John needs
someone to

RATIONAL
FOR USING
THIS
ASSESSMEN
T
John is
unsure of
what he
wants to do
in the future.
When asked
about his
future
employment,
he says he
wants to
earn money.
When asked
how he wants
to earn
money, he is
unable to
explain a job
that he would
enjoy. This
assessment
gave him
ideas of jobs
that fit his
personality/a
bilities. The
jobs listed
included jobs
that included
more based
on physical
labor. John
has
difficulties
with reading
and writing,
so a physical
job is fitting
for him.
John will ask
for help when

n and SelfAdvocacy
Skills
Assessment
Found on
ecampus

One for the

students
teacher, one for
the student, and
one to be done
with the teacher
and the student.
For the
independent
forms, the
questions were
read to the
interviewee and
their responses
were recorded.
The teacher and
student were
asked 16
questions that
they gave a
rating from one
(representing
never) to six
(representing
always). The
form for the
teacher and
student was
done with
myself instead
of Ms. Person
due to her being
unavailable. The
questions
allowed for
myself to do the
assessment as it
was a short
interview. Due
to Johns trouble
with reading
comprehension,
the questions
were read to
him and his
responses were

Answers:
unaware of
adult service
providers or
how to
contact them
able to list a
few
accommodati
ons given in
high school,
such as
someone
reading tests
to him
unable to list
the
accommodati
ons needed to
succeed in
high school
able to
request help
or
accommodati
ons when
needed
does not
identify
himself as a
person with a
disability to
teachers or
employerssaid he lets
them find out
on their own
Teacher
Questionnaire
Answers:
John is not
able to list or
discuss the
accommodati

explicitly
explain to him
what
accommodati
ons are, what
accommodati
ons he is
guaranteed
by law, and
who to
contact to
receive
accommodati
ons. As John
approaches
graduation,
he needs to
be taught
what adult
service
providers
could assist
him and how
to contact
them. John is
very behind in
both
academic and
employment
skills. He
would benefit
from one-onone work to
improve these
skills.

he needs it;
however, he
does not
have much
initiative or
understandin
g of laws.
This
assessment
was used to
determine
what services
he was aware
of and what
services he
needs to
learn about.

recorded. The
assessment was
conducted in a
quiet space to
prevent him
from getting
distracted. The
answers were
then evaluated
on a scoring
summary to
evaluate what
areas John
needs
improvement
on.

ons he needs
in school
John is
sometimes
able to ask for
accommodati
ons he needs
John is not
able to
identify
himself as a
person with a
disability
believes that
John would be
able to
contact adult
service
providers for
help if he had
the
informationhowever, he
currently does
not due to not
having the
information
Scoring Summary:
Both Johns and Ms.
Persons scores
were very similar.
However, John
scored insufficient
in both academic
and employment
skills. His average
score from Ms.
Person for academic
skills was 1.625. His
average for
academic scores
was 1.5. Both his
answers and Ms.
Persons answers

for employment
skills gave the
average of 2.25.
Life Skills for
Effective
Living
Assessment
Found on
ecampus

This assessment
had a form for
the student to
fill out. Due to
Johns reading
comprehension
issues, the
questions were
read to him. His
responses were
then recorded
on the form.
John was asked
to rate the
importance of
different
abilities that fell
into six different
life skills areas:
body-related
skills, learninghow-to-learnskills, skills
related to
values, selfmanagement
skills,
communication
skills, and skills
related to small
groups. For each
ability, John
would rate if it
from one to five,
five being the
most important
and one being
unimportant.
He would also
rate each skill
on how

John scored himself

lowest in his level of
performance in
learning-how-tolearn-skills. He
scored himself
highest in his level
of performance in
self-management
skills. He scored
skills in the
learning-how-tolearn-skills as the
least important. He
scored
communication
skills as the most
important.

John would
benefit from
being taught
why it is
important to
learn and the
necessary
skills. He
would also
benefit from
body-related
skills such as
eating healthy
and exercise
before he can
live
independently
.

John is very
set on living
on his own
once he
graduates
high school.
However, his
mother
believes that
he does not
currently
have the
skills
necessary for
living
independentl
y. By
conducting
this
assessment, I
was able to
identify skills
that John
must gain
before being
prepared to
live
independentl
y. Since John
struggles
with selfadvocacy,
this
assessment
was used to
figure out
what skills he
found to be
important
and where he
felt he

challenging he
found it to be,
five being not
challenging at
all and one
being highly
challenging.
AIR SelfThis assessment
Determinatio had two forms,
n Scale
one for the
teacher and one
for the student.
Found on
Each form had
the Zarrow
six questions in
Center for
five different
Learning
areas. Each
Enrichment
question was
answered either
never, almost
never,
sometimes,
almost always,
or always. The
question had a
statement such
as student
knows own
abilities and
limitations. Also,
there were three
short answer
questions about
a current goal
that the student
is working on.
The statements
were read to
both Ms. Person
and John and
their answers
were recorded.
The
assessments
were done
separately in a
quiet area. A

needed to
improve.

Student Form:
On his form, John
scored lowest on his
abilities at school
and highest on his
abilities at home.
Johns overall score
for selfdetermination was
65%.

Teacher Form:
On Ms. Persons
form, she rated John
lowest on his
abilities at home
and highest on his
abilities at school.
Her overall score for
Johns selfdetermination
abilities was 65%.

John and Ms.

Persons
forms varied
greatly on
what they
believed
Johns abilities
at home and
school are.
Despite this
difference,
their overall
score was the
same. Further
assessments
need to be
conducted to
determine
Johns abilities
at home and
school.
Upon an
interview, it
was
discovered
that Ms.
Person rated
Johns home
ability as
much lower
due to not
having
interacted
with his
family. This
accounts for
the great
difference in

I chose this
assessment
to determine
if what John
believes to
be true about
himself
matches up
with what his
teacher
believes to
be true. This
assessment
was also
used to
determine
what skills he
needs to be
taught. Due
to having
little
interaction
with his
family, this
assessment
was used to
determine
what
opportunities
he has at
home.

scoring guide
was then used
to determine the
students level
of self
determination

their scores
on that
section.

Self-Advocacy Statements
POST-SECONDARY EDUCATION:
1. John will tell his BVCIL class teacher that he has difficulties when
reading and request appropriate accommodations, such as
verbal directions or adaptive technology with text to voice
output.
2. John will explain to his teacher his difficulties with spelling and
request assistance when necessary.

3. John will explain to his teacher that he works late hours and ask
for assistance when he is having trouble staying awake.
Assistance could include being allowed to take a break and walk
around to wake back up.
4. In the event of attending vocational school, John will show the
appropriate special education documents to his
teacher/administrator and request the accommodations he
needs.
EMPLOYMENT:
1. John will discuss with his employer his disability and request that
he be verbally taught new tasks instead of taught by reading
directions.
2. In the event of a reading based employment, John will request
adaptive technology that has a text to voice output to assist him.
3. John will request that his employer show him visually new tasks a
few times before having him do them independently.
INDEPENDENT LIVING:
1. When experiencing difficulties with paying bills online, John will
first ask his roommate for assistance, then his landlord via a
phone call.
2. John will ask his mother for assistance with budgeting.
3. While cooking, John will ask his roommate for assistance in
reading recipes when needed.
RECREATION/LEISURE:
1. When working out, John will ask a friend to show him how to do
new or confusing lifts.
2. When needed, John will ask his roommate or a friend to hold him
accountable to working out each week.

Student Outcomes and Objectives

EMPLOYMENT:
1) Outcome: Following graduation, John will work
independently and full time as a welder.

A: Rational: During interviews with John, he has

expressed an
interest in the welding certification
program multiple times. After
discussing this program
with both John and Ms. Person, it was decided
that the program
was a good match for John. One prerequisite that
John
must complete before enrolling in the program is completing 12
credits. Currently, John has 11 credits completed. He
believes that he
will be able to complete his remaining
credit before December 2015.
After completing
transition assessments with John, the results
affirmed that
mechanics or welding is a fitting job for him.
Currently,
John works at Good Food. Although he enjoys
this job, he does not
want to continue working there
post graduation. He wants to get a full
time job that has better
pay to support an independent lifestyle. John
is
independent enough to be able to work in an independent,
competitive employment.
B: Timeline:
i. Complete 12 credits by Jan 2016
ii. Apply for the welding certification program at
Unknown High School that is through Blinn
iii. Upon acceptance, discuss with
teachers/instructors accommodations and
modifications he will need to receive his
certification
iv. Attend necessary classes during the fall 2016
semester
v. Complete all necessary requirements within
the program
vi. Receive welding certification
vii.Apply for welding jobs
viii.
Interview for prospective jobs
ix. Accept a job offer
x. Begin working
C: IEP Objectives:
i. By May 2016, given three completed job
applications,
John will be able to correctly
identify the two well-done
applications and
the one poorly completed application
at
least two times across three training sessions.

ii. By December 2016, given a blank job

application, John
will be able to complete the
job application
independently at least
two times across three training
sessions.

EDUCATION:
2) Outcome: After graduation, John will attend independently
living classes at the Brazos Valley Center for Independent
Living (BVCIL).
A: Rational: When discussing his future, John has stated
multiple
times that he does not want to continue on and
get a post-secondary
education. However, he believes
classes at BVCIL would benefit him.
He would like to
attend classes to learn computer skills and how to
manage money. Johns mother stated that John does not have
sufficient money management skills, and he
usually spends his entire
paycheck when he gets it.
She also stated that she did believe that
continuing on to
community college or college is not an appropriate fit
for
John. John has also noted that he has poor computer skills. Since
computer skills are necessary in this day and age, he
would like to
gain these skills from BVCIL classes.
B: Timeline:
i. Meet with a teacher/worker from BVCIL to
discuss open classes
ii. Meet with class teacher to discuss
accommodations needed
iii. Sign up for computer and money management
skills classes
iv. Attend classes
C: IEP Objectives:
i. Given a planner and a strategy for filling in the
planner, John will input all class and work
times.
ii. Given mock interviews with an unfamiliar
teacher, John will be able to explain his
disability and accommodations he needs to

succeed independently at least two times

across three training sessions.

INDEPENDENT LIVING:
3. Outcome: After graduating high school, John will live
independently in an apartment with a roommate.
A: Rational: On multiple occasions, John has expressed a
desire to live
independently in an apartment. He wants to
live with a roommate,
possibly one of his cousins. When
discussing this desire with his
mother, Ms. Doe, she
stated that it will take a long time for John to
reach the
ability to live independently. She feels he is not
currently mature enough to be on his own, specifically financially
and
emotionally. Physically, she believes that he would be
able to provide
for himself by cooking and cleaning.
Johns mothers main concern is
his poor money
management skills and his time management skills.
She
stated that she has to wake him up everyday for work and school.
In her opinion, John may need close to five years
before he is capable
of living independently. Despite his
mothers beliefs, John hopes to
move into an
apartment upon graduation. After completing a daily
living
skills assessment, it became clear that John does have some
growth before being able to live independently. As his
mother stated,
John needs work in money management.
This is a skill he must master
before living on his own. He needs
to also learn to wake himself up for
school and work
independently.
B: Timeline:
v. Find a friend or family member who wants to
live in the same area
vi. Discuss with potential roommate how much
they both would like to spend monthly on
apartment rent and preferences for apartment
styles (share a bedroom, share a bathroom,
etc.)
vii.Research apartments online within their
budget and location range
viii.
Tour potential apartments
ix. Decide on an apartment

x. Meet with leasing off and discuss how they will

be expected to pay rent, utilities, lease length,
etc.
xi. Sign lease
xii.Set up cable, water, gas, electricity, and mail
for new apartment
xiii.
Pack up belongings from current living
situation
xiv.
Move into apartment on designated
move in day
xv.Unpack belongings and set up apartment
C: IEP Objectives:
i. By May 2016, given an estimated paycheck and
an estimate for costs for utilities, rent, and
living expenses, John will be able to calculate an
appropriate amount for him to spend on an
apartment correctly two out of three times.
ii. By May 2016, given five different apartments
with pertinent information, John will be able to
identify the three apartments that fit his budge
correctly at least two out of three times.
iii. By December 2016, given a computer and
instruction on how to research apartments, John
will be able to research apartments and identify
two different apartment complexes that fit his
budge and location preferences.

RECREASTION/LEISURE:
4. Outcome: After graduation, John will work out at home,
either running or lifting weighs, three times a week.
A: Rational: John shows very little interest in sports;
however, he does
enjoys working out. Currently, he
occasionally works out. He enjoys
both lifting weights and
running and would like to continue to do both
in the future.
During his interest assessments, John chose work
activities instead of recreational sports. Due to a busy work
schedule,
John does not want to volunteer or join a sports
team.
B: Timeline:

i. Decide upon what specific activities (specific

lifts, stretches, etc.) John wants to do to work out
ii. Create a workout plan
iii. Decide what equipment is needed for the
workout plan
iv. Go to a store that sells the necessary equipment
and decide how much money will be needed
v. Save the necessary amount of money for
workout equipment
vi. Buy workout equipment
vii. Begin working out three times a week
C: IEP Objectives:
i. Given pictures depicting different depictions of
work outs/lifts, John will be able to identify the
correct way to do each lift at least two out of three
times.
ii. By May 2016, given different workout equipment
with prices, John will be able to calculate the
overall cost of all the equipment correctly and
independently at least two out of three times.

Job Analysis
1. RATIONAL FOR CHOOSING THIS JOB:
On multiple occasions, John has expressed his desire to participate in
the welding program at Unknown High School. The program is done
through Blinn College. Students are transported from Unknown High
School to the welding site in Brenham, TX on Mondays, Wednesdays,
and Fridays. John wants to join the program so that he can get his
welding certificate. He believes that welding would be a fun job to have
and would fit him well. After completing a job assessment with him, the
results proved that welding would be a good fit for John.
2. SUMMARY OF THE JOB:
Welders us hand-welding or flame-cutting equipment to weld or join
metal components. These components are then used to fill holes,
indentations, or seams in fabricated metal products. Welders need
formal education, training, and experience to adequately perform their
tasks. Companies require welders to have a welding certificate to
prove their qualifications. These certificates qualify them to work in
many different fields: welding, welding fabricator, welding supervisor,
production line, pipe welder, welder fitter, maintenance welder,
welding inspector, welding instructor, welding engineer, and
metallurgist. Welders are required to operate safety equipment, use
safe work habits, weld components, ignite torches and start power
supplies, inspect equipment, operate manual or semi-automatic
welding equipment, monitor fitting, examine welds for defects, operate
hand and power tools, and align and secure parts. Welders can become
employed by a wide array of industries, from oil and gas to underwater.

More experienced welders may even establish their own businesses.

Welders may earn anywhere from $10 and hour to $35,450 annually.
This wage will vary based on region, years of experience, and
company.
3. DESCRIPITON OF HOW THE JOB MATCHES OR DOESNT
MATCH STUDENT:
After completing the job analysis form, it is clear that welding is a good
fit for John. Due to his disability, John struggles with reading
comprehension and math. While welding does involve some math
skills, there is very little reading or writing required. When learning,
John is able to retain a task quicker if he is first shown how the task
should be performed. In welding, it is very hands on and tasks are first
shown to new welders. John also has trouble with money management,
counting money, and creating change. When it comes to money
management in welding, the money handling will be done by a
salesperson. Therefore, this fits John well since he would not have to
manage the money. John also fits well for this job, as it is a very relaxed
atmosphere where only basic hygiene is required since workers get
very dirty when working.
4. NEXT STEPS:
Since it has been determined that welding would be a good job for
John, he should continue on to complete his necessary classes to enroll
in the program for the spring. The tasks and skills needed for welding
are fitting for John and his needs. To succeed as a welder, John will
begin working on completing tasks and school days with few breaks.
When he is a welder, John will not be able to sleep or take long breaks
so he will begin working on creating good endurance now. John will
continue to advocate for himself and enroll in the welding program. He
will work through the program to receive his welding certificate. Upon
completing the program and receiving his certification, John will apply
for welding jobs and accept a job offer from a company that he feels
confident and comfortable working for. If John does not get a spot in
the welding program, he will enroll in the schools mechanics program.
Mechanical jobs are very similar to welding, as they both are based on
physical labor. John said he is also interested in the mechanic program
and would enjoy it as an alternative to welding.

Student Progress Summary

Throughout this semester, John has progressed in many ways. His growth has
increased the likelihood that he will have a smooth transition. This semester has also
brought some issues to the surface with John. Just like any other student, John has
improved in some areas, and regressed in others.
During this semester, John has had a few major changes in his life, particularly in
the area of employment. At the beginning of the year, John had just begun a job at Good
Food. At the beginning of November, John quit his job and has begun looking for a new
one. Since quitting his job, Johns attendance at school has drastically declined. He has
also fallen back into poor habits that he engaged in at Other High School, which has
negatively impacted his school attendance. Over the past three weeks, John has only been
at school once. His teachers and case managers have tried contacting him, but he has yet
to return their calls.
From time spent with John, very little new information has come to light that
impacts his overall transition from high school. The only new information that was
presented was Johns enjoyment of animals. He has expressed interest in working with
animals if he does not go on to become a welder. John was also placed on an adjusted
schedule with the school in October. Due to working late hours, John was falling asleep
in class regularly. The school noticed this and placed him on a half-day schedule to allow
him to go home and nap before work. He now attends school from 8-12:52. Once he was
put onto the adjusted schedule in October, his sleeping during class stopped.

Even with his absences, John is still doing well in school and has had some
important academic progress. Since he is on a computer-based curriculum, he grades are
not negatively impacted by his absences. Person still expects John to graduate in May
2016. Before, John was projected to graduate in December 2016; however, since he has
been skipping school, Ms. Person is passionate about getting him fast tracked to
graduation. To do this, she plans to work more one-on-one with him and give him new
accommodations that he was not receiving before. So far this semester, John has
completed 3 credits. Each class passed counts as half a credit. John has completed
Biology 1 and 2, U.S. History 1 and 2, Art, and Geometry. With these credits, John is now
classified as an 11th grade student.
Recently, some major changes to Johns goals have come about. Originally, John
wanted to enroll into the welding program starting Spring 2016. Due to Unknown High
School getting rid of this program, it has now been decided that John will enroll into the
mechanical program starting Spring 2016. He has shown excitement about this program
and a desire to receive this certification. This program is still fitting for John, as it has
many of the same requirements as the welding program.
1.

Did the job analysis help the student know what he/she wants to do or cause
him/her to change his/her mind?
After completing the job analysis, John is still set and excited on getting his
certification in the spring. The job analysis reinforced that working in welding is a fitting
job for John. The interview, assessment, and analysis all had the same indications as well.
He continues to be excited about this prospect and wants to pursue receiving a
certification once out of school. The job assessment also listed mechanical work as a
fitting job for John. Due to this, it is clear that John will succeed in the mechanical
program as well.
Due to absences and a heavy work schedule, John has not completed any of his
goals. Although he has not made any progress, he continues to say he wants to achieve
the selected goals and feels they are realistic.
Looking to the future, there are a few specific steps that John must take. The first
step is to return to school. John must improve his school attendance to graduate on time.
Next, John needs to complete the welding application to get enrolled in the welding
program. Ms. Person has a spot saved for him, if he will come and complete the
paperwork.