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SEFB 420-900
Student Summary
John Doe is a 17 year old African American male that attends High School. John is a
senior in high school set to graduate, with the minimum high school plan, in May of 2016. John
has only attended schools within the Independent School District system his entire life. In the
fifth grade, John was diagnosed with an intellectual disability and speech impairment. He began
to receive special education services in March of 2004 and continues to receive them today.
While in high school, John has excelled in many areas. He is a member of the football
team and really enjoys being involved with this activity as well as track. John is a shy individual
in academic and social settings. As far as attendance goes, John is rarely absent. He enjoys being
at school and being able to attend his football activities. Outside of school he likes to play video
games and hang out with his family.
Based off of teacher evaluations, it is clear that John is strong in math and working with
computers. He is said to be shy, but extremely kind. John is not afraid to ask questions and takes
his time when doing work. Feeling important is something that John has expressed he needs from
family, friends, and teachers. When he receives support, he works harder to accomplish the task
at hand. John is weak in English and needs support in reading, writing, and spelling. He is placed
in resource classrooms for English and History to help strengthen his weaknesses. John is a hard
worker and does not let his weaknesses stop him from trying to succeed.
Johns family consists of a mom, dad, two sisters, and one nephew. Johns mom is
currently not working; however, she previously worked at Texas A&M and Walmart. Johns
father drives trucks and unloads them. During the summer months, John has helped his dad with
the unloading, of his trucks, as a part time job. The truck driver job is the only job John has had.
John currently does not have a drivers license. When necessary, Johns mother will drop him off
and pick him up. At home, John contributes by feeding the dog, cleaning his room, and taking
care of his nephew. Both John and his mother would like John to get a license but are unsure of
how to receive modifications for the written test. Johns mom is working to figure out how to
ensure that John receives a fair shot at getting a drivers license. Johns family is extremely
supportive of John and his future.
John struggles with his reading, writing, and speech. According to his latest test scores,
Johns level of reading fluency is at a fifth grade level, and his reading comprehension is at a
third grade level. Based off of Johns Individualized Education Plan (IEP), John is required to
spend 21% to 50% of his day in a resource room. He fulfills the previous IEP requirement by
being in a resource room for English and History. John is below average in receptive and
expressive levels of English proficiency. Although Johns speech is difficult to comprehend, he
best expresses himself orally. His IEP says that he will receive 20 minutes of speech therapy for
one day every three weeks. John has received speech therapy at the Brazos Valley Rehab Center
for the past three years, and plans to start therapy again once football season is over.
Johns test scores varied from subject to subject. On his end of course exams (EOC) John
received a met level 2 satisfactory performance in Algebra 1 and Biology. John got a did not
meet satisfactory performance in English 1 reading and writing, English 2, and U.S. History.
All of his EOCs were modified except for U.S. History. U.S. History was an accommodated test
so John was able to retest on this one. After the retest, he still did not reach satisfactory
performance. Johns ARD/IEP committee met and determined that John should still receive
credit for U.S. History. The committee came to this decision because Johns teachers said he
worked hard in class and his achievement levels were good.
After high school, John wants to stay in College Station and live at home. Right
now, John doesnt have a dream job or a dream college that he wants to aim towards getting in
to. He shows interest in getting training in mechanics or welding. He likes doing hands on
activities and enjoys his current welding class. Johns mom would like to see John branch out
and meet new friends. She thinks that through working or further schooling, he will be able to
meet these new people. John is an independent individual; however Johns mom doesnt see
John living on his own for at least another five years. Johns mom is concerned that John will
have nothing to do after graduation. She wants him to stay busy and to continue learning new
things. There is a plan for John to continue with his speech therapy after high school in order to
help him improve his speech. There are a few options being considered in regards to Johns
future. The first is admittance into Project SEARCH. When Johns IEP team discussed options
for his transition from high school, Project SEARCH was mentioned. There were also mentions
of getting involved with BVCIL or auto mechanic training. John is excited and determined to
succeed after high school.
Test type
o Recreation
Rationale
o This inventory was the first assessment given. The purpose of this inventory is to
get to know the students interests.
Protocols
o No protocols were given for this inventory. I asked John the questions and then
recorded his answers. Additional questions were asked based off of information
provided.
Results
o The following are the main findings based off of the assessment.
He enjoys playing video games, watching TV, and driving trucks with his
dad.
Citation
Test type
o Self-Awareness
Rationale
o This assessment is given so that the student can evaluate and recognize his
specific strengths. John was able to recognize what his strengths and weaknesses
are.
Protocols
o No protocols were given for this inventory. I asked John to finish the sentence and
then I wrote down what he said.
Results
o The following are the main findings based off of the assessment.
Citation
Test type
o Independent Living
Rationale
o John still lives with his parents and plans to for at least the next five years. This
activity evaluated whether or not he would be capable of living on his own. This
assessment evaluates the skills he would need in order to live independently. The
assessment evaluates the following skills: body-related skills, learning-how-tolearn skills, skills related to values, self-management skills, communication skills,
skills related to small groups.
Protocols
o The student rates themselves on a scale from 1-5 based on that specific skill.
o The student then rates each skill in terms of importance from 1-5
5 is very important
4 is moderate importance
Average importance
2 rather important
Results
o Johns scores are as follows
Body-related skills
36/40 in importance
Learning-how-to-learn-skills
44/45 in importance
Self-Management Skills
32/35 in importance
Communication Skills
30/35 in importance
20/20 in importance
Citation
Test type
o Vocational/Independent Living
Rationale
o This assessment was given to determine what supports would be necessary for
John in certain vocational and independent living areas. The assessment helped to
understand what supports Johns mom thinks John needs.
Protocols
o No protocols were given for this inventory. I asked Johns mom to answer the
questions that were asked. I recorded what her answers were.
Results
o The following are the main findings based off of the assessment.
Citation
No author. No date. Pre-ITP Parent Questionnaire. Round Rock Independent School District.
Special Education Department.
Test type
o Career
Rationale
o This interest profiler helps to identify a persons interests and then relate those
interests to specific job opportunities. The list of potential job interests is lengthy
and provides the student with a choice. The interest profiler is a great guide to use
when trying to discover potential jobs.
Protocols
o The interest profiler has 60 questions about work activities for different jobs.
Each question is to be read out loud. The student then decides if they strongly
dislike, dislike, unsure, like, or strongly like that specific activity. The student
then clicks the corresponding bubble and then moves on to the next questions. It
is important to inform student that there is no right or wrong answer.
Results
o The following are a few examples of the jobs the interest profiler recommended
Citation
Career One Stop: O*NET Interest Profiler at My Next Move. (n.d.). Retrieved November 30,
2015, from http://www.mynextmove.org/explore/ip
Test type
o Vocational
Rationale
o This interview helped to determine what jobs John would be good at while also
enjoying them. The questions evaluated various skills and job interests to best
evaluate the student.
Protocols
o No protocols were given for this inventory. I asked both John and his mother to
answer the questions. I recorded their responses and provided feedback on each
one.
Results
o The following are the main findings based off of the assessment.
He helps his dad unload trucks during the summer months as a paid job.
Citation
Self-Advocacy Plan
John has a learning disability that affects his reading, writing, and speech. John also has
been diagnosed with a speech impediment. John is a senior in high school and is set to graduate
on the minimum plan in June of 2016.
John does not know what he wants to do with the rest of his life. Fir a short term goal,
John wants to stay in school for a while longer, so he will be applying to the 18+ program here in
College Station. John hopes that he will be able to find his true passion while being enrolled in
the 18+ program. After completion of the 18+ program, John will either apply to Project
SEARCH or enter the work force. The outcome of his future will be determined on how well he
thrives in the 18+ program.
The only job John has ever had is a summer job with his dad. At this job, John helps his
dad unload and load up trucks. John was paid minimum wage throughout the summer. John
spent his money on clothes and shoes at the mall.
After graduation, John will continue to live at home with his parents. He will work on
specific independent living skills such as cleaning, cooking, and doing chores while living at
home. John wants to be living on his own in the next five years.
While living at home, John will become involved in the community through social events
and city sports teams. He will become a member of a city football team as either a player or an
aide. John will be involved with the Brazos Valley Center for Independent Living.
Education:
John will use phone alarms/calendar to remind him of tasks that need to be completed.
John will talk to the teacher about any questions he may have about the course work.
John will take notes on in class discussions and study them to prepare for tests and
quizzes.
Employment:
John will inform his boss and coworkers that if they do not understand what John has
said, then they need to ask him again until they understand.
John will ask for help from his supervisors when he stumbles across specific jobs he
doesnt know how to accomplish.
Independent Living:
John will inform his mom of which night he will cook each week.
John will ask his mom to help him budget the money he makes.
Recreation/Leisure:
John will inform his friends that his speech can sometimes be hard to understand. He will
tell them to make sure he repeats what he was saying until they understand.
John needs to tell people that he is shy at first but will eventually break out of his shell.
John will seek out acquiring a drivers license, but until then his mother will transport
him wherever he needs to go.
John will keep track of the community events going on throughout the week.
Explanation of Outcome:
Johns favorite activity in high school is playing on the football team. Being a part of the
team keeps him active and social. By participating on a community team, John will be able to
continue doing what he loves while also involving himself within the community. Being a part of
the football team has helped John make friends while in high school. Therefore the new football
team could also help John create friendships and skills that are important to have after high
school. Johns IEP does not list any recreation and leisure activities. However, the information
acquired through informal assessments helped understand what John really enjoys. This
information helped to create the desired outcome goal for recreation and leisure.
Parent/student input:
John has expressed a passion for athletics and football. John is upset that he will not be a
part of any team once he is out of high school. His mother expressed the most concern in regards
to what John would be involved in after high school. She is worried that he will end up just
sitting around the house all day playing video games. Johns mother is excited to hear about
opportunities within the community that will get her son to leave the house to go have fun.
IEP Objective:
Timeframe (time
limit)
Condition
(specific)
Behavior (action)
Criteria
(measurement)
By July of 2016
John will
consistently
participate in a
community football
team
by attending at least
two practices a
week and every
game.
Condition
(specific)
Behavior (action)
Criteria
(measurement)
given a computer to
research
opportunities
John will
apply/tryout for a
football team
completing at least
two applications or
tryouts.
Beginning of June
2016
responding to his
acceptance no more
than four days after
he gets accepted.
End of June
2016/Beginning of
July 2016
considering the
football team
chosen
purchasing the
correct uniform.
Education
Desired Outcome:
After graduating from high school, John will begin work in an 18+ program focusing on
independent living and vocational skills.
Explanation of Outcome:
Based off of many assessments, Johns grades, and IEP goals it has been determined that
John is best fit for an 18+ program. John still requires certain skills within education,
employment, and independent living categories. The 18+ program is designed to help gain and
further certain skills for each student. John still needs some sort of structure in his life and this
program provides just that. John has the credits necessary to graduate high school and to begin
the 18+ program.
Parent/student input:
John has expressed that he wishes to continue schooling within a structured setting. He
has been given an explanation of what the 18+ program is and he seems to want to be involved
with it. Johns mom is also supportive of the idea of this program. She thinks John will be able to
thrive in a setting geared towards his needs. Everyone within Johns support system is in
agreement that the 18+ program is the appropriate setting for John.
IEP Objective:
Timeframe (time
limit)
Condition
(specific)
Behavior (action)
Criteria
(measurement)
By March 2016
given the
application to the
18+ program
application
filled out.
Criteria
(measurement)
Condition
(specific)
Behavior (action)
by December 2015
given a computer to
research
opportunities
By January of 2016
by completing half
of the necessary
criteria
By February 2016
by completing the
second half of the
necessary criteria
By March 2016
by correctly
completing all the
necessary criteria
By end of March
2016
John will be
accepted into the
18+ program
Independent Living
Desired Outcome:
After graduation, John will live at home and contribute to the household by cooking once a
week, cleaning his room twice a week, and doing at least two chores a day. By the age of 22,
John will move out of his family home.
Explanation of Outcome:
Through life skills, independent living, and informal assessments, John has shown
minimal skills in the area of independent living. John does not contain the necessary abilities to
live independently after high school. John will need support from his family in this time of
transition. He will need his mom for transportation to and from activities. John does not cook for
himself and does minimal chores around the house. In order to eventually reach the point of
being able to live independently, John will begin to implement different independent living skills
such as cooking, cleaning, and chores within his family home. Johns IEP does not list any goals
for independent living. John does not have the skills needed to live independently.
Parent/student input:
John has expressed that he wants to live at home for at least five years before he moves
out. Johns mom originally said it would take John ten years before he would be capable of
moving out of the family home. After discussing and reviewing ways to prepare John for
independent living, Johns mom was able to see and understand how it would be possible for
John to move out in 4 to 5 years. John is unable to cook for himself, but does chores such as
feeding his dog every day. Johns mom is open to the idea of implementing more responsibilities
for John within the home.
IEP Objective:
Timeframe (time
limit)
Condition
(specific)
Behavior (action)
Criteria
(measurement)
By May 2016
given a computer
for research and
access to Microsoft
Excel
by finding one
recipe for each of
the next 8 weeks
and then inputting
recipe and other
chart requirements
into an excel
document.
Condition
(specific)
Behavior (action)
Criteria
(measurement)
By April 2016
given access to a
computer for
research
given access to a
computer
8 recipes listed,
areas to check off
chore completion
By May 2016
Employment
Desired Outcome:
After finishing the 18+ program, John will use skills learned to find a part-time job in his desired
field.
Explanation of Outcome:
Based off of many assessments, Johns grades, and IEP goals it has been determined that
John needs to acquire more skills through the 18+ program before he starts applying for jobs. He
has had jobs in the past but those have been during the summer when he is not busy. If able, John
will apply for part-time jobs through the 18+ program. Johns IEP does not mention anything in
regards to employment.
Parent/student input:
John has expressed that he wishes to continue schooling within a structured setting. He
does not know what type of job he wants in the future and hopes that the 18+ program will guide
him in the right direction. Johns mom agrees with John and thinks he needs to acquire a few
more skills in an educational setting before he decides what job he wants.
IEP Objective:
Timeframe (time
limit)
Condition
(specific)
Behavior (action)
Criteria
(measurement)
By high school
graduation
given a computer
for research
Condition
(specific)
Behavior (action)
Criteria
(measurement)
given resume
formatting
directions
as measured by his
current
achievements and
job titles.
given a computer
for research
as measured by his
interests and
capabilities
After 18+
completion
by getting hired by
one of those jobs
Company _Walmart________________
Supervisors Name/Title:
Did not want name or number disclosed. I offered to keep his information private if he would
answer a few questions for me.
Salary __$15.25/hour_____ Work Schedule & hours: vary from week to week_
1. PERSONAL REQUIREMENTS
Personal Appearance
0 ( ) Grooming unimportant
Behavior
0 ( ) Wide Variety accepted
Attention
0 ( ) Frequent prompts available
1 ( ) Intermittent props/ high
Supervision
Change in Task/Routine
0 ( ) No changes
1 ( ) 2-3 changes/day
Interactions
0 ( ) Minimal
3 ( ) Frequent social
2. TIME/TRAVEL FACTORS
Work Schedule
0 ( ) Negotiable days/hours
1 ( ) Part-time nights/weekends
3 ( ) Full-time M-F/days
4 ( ) Full-time/nights/weekends
Transportation
0 ( ) on bus route
3 ( ) other _____________________
Time Telling
0 ( ) Time skills unimportant
Mobility
0 ( ) Sitting/Standing in one area
2 ( ) Stairs/minor obstacles
3. WORK TOLERANCE
Endurance
0 ( ) Short day/many breaks
1 (x) Short day/few breaks
Strength
0 ( ) Not important
4. PERFORMANCE SKILLS
Initiation of Work
0 ( ) Staff will prompt to next task
Task Sequencing
0 ( ) Single task
Work Speed
0 ( ) Slow rate acceptable
1 ( ) Moderate, steady pace
1 ( ) Simple words/signs/symbols
3 ( ) Newspapers/magazines
Math
0 ( ) None
Money Skills
0 (x) None
1 ( ) Coin/bill recognition
3 ( ) Money counting
2 ( ) Coin/bill values
6. EMPLOYER CONCERNS
Employers Attitude toward Workers with Disabilities
(x) Very Positive
( ) Indifferent
( ) Somewhat positive
( ) Negative
7. ENVIROMENTAL FACTORS
Safety of Work Area
( ) Safe work area
( ) Moderately safe area
Atmosphere
( ) Friendly/open
( ) Unfriendly/indifferent
(x) Busy/relaxed
( ) Busy/tense
( ) Slow/relaxed
( ) Slow/tense
Cleanliness/Orderliness
( ) Very dirty/disorderly
( ) Very clean/neat/orderly
( ) meticulously clean/orderly
Comments:
This job changes from day to day. It was difficult to acquire a set daily schedule. As mentioned
at the top of the form, the worker did not want his information to be given out. As a courtesy to
my source, I have left it off any documents.
Adapted from: Fadely, 1987.
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
Work Alone
Lots of People Around
Quiet Workplace
Noisy Workplace
Work Close to Home
Distance to Job Doesnt Matter
Weekdays Only
Weekends Too
Easy Job
Challenging Job
Dress Up for Work
Do Not Dress Up
Work Alone
Lots of People Around
Quiet Workplace
Noisy Workplace
Work Close to Home
Distance to Job Doesnt Matter
Weekdays Only
Weekends Too
Easy Job
Challenging Job
Dress Up for Work
Do Not Dress Up
Standing Up
Sitting Down
Moving Around
Working Morning
Working Afternoons
Working Nights
Co-Workers My Age
Co-Workers Age Doesnt Matter
Thinking Work
Physical Work
Detail Important
Detail Not Important
Job Same Every Day
Job Difference Every Day
Standing Up
Sitting Down
Moving Around
Working Morning
Working Afternoons
Working Nights
Co-Workers My Age
Co-Workers Age Doesnt Matter
Thinking Work
Physical Work
Detail Important
Detail Not Important
Job Same Every Day
Job Difference Every Day
MATCHES?
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
YES/NO
Little Supervision
Little Supervision
A Lot of Supervision
A Lot of Supervision
Work Outside
Work Outside
Work Inside
Work Inside
Adapted from: Martin & Marshall 1992.
YES/NO
YES/NO
YES/NO
Summary of Job
This job would be considered a part-time job. As a truck loader/unloader, the hours vary
from day to day. A lot of the hours depend on how efficiently the trucks are taken care of. John
would be responsible for loading the correct items in the correct places to complete orders. He
will also be unloading trucks and placing those items in the designated areas. This job requires
minimal paperwork so that will help make the job more enjoyable to John.
Next steps
John wants to continue in exploring his employment options. He hopes to enter into the
18+ program and then eventually Project Search. Through these educational programs. John will
gain a better understand of the different jobs that are available to him. The very next step is to
apply to the 18+ program so that John can gain independent living skills.
Employment
There have not been any changes in regards to Johns future occupation. John still does
not have a particular career in mind. He has been introduced to what it would be like to work as a
truck loader/unloader and really seemed to enjoy what that job has to offer. However, John does
not show the want or need to acquire a certain job. The job analysis was not very helpful in
Johns case. The next steps for employment include continuing with his education and
completing a resume by graduation.
Recreation/Leisure
John has not yet looked into certain recreation/leisure activities. Once the football season
ends, he will begin his search for other activities to do in the community. The goals for John in
this area remain the same. By July of 2016, John will become involved with a local sports team
of his choosing. He is most excited about the recreation aspect of his transition plan. John has a
love for football and cannot wait to be a part of another team.
Independent Living
The goals for independent living remain the same. John will be living at home after
graduation; however, he will be expected to help with chores and cooking in order to build
independent living skills. John has been following the timeline thus far and has really tried to
show growth in this area. By May of 2016, he is expected to come up with a list of recipes to
cook for himself. His mom expressed how John is doing a great job helping around the house.
One aspect of independent living that hasnt been talked about in a while is the idea of John
getting a drivers license. John and his mother both want him to obtain a drivers license.
However, Johns mom is unsure of how John will do on the tests. I have yet to see or hear of any
progress in this area. If John had a drivers license it would be extremely helpful towards
building independent living skills