Académique Documents
Professionnel Documents
Culture Documents
Transition Plan
SEFB 420
Transition Reflection
Over the course of the semester, I have gained an incredible insight into the world of
transition. I have learned how to communicate with families from different backgrounds, use
critical thinking skills during interactions with the student and parent; find and use appropriate
assessments tools, prepare for the transition planning process, and most importantly collaborate
with families. The transition process has been an eye-opening experience and provided me with a
real world example of how to work with students during the transition time of their education.
Learning how to interact with different families from different backgrounds was a major
preconceived notions and avoid making any stereotypes about the family that I was working
with. I originally had the notions that the parents and student I was working with would dislike
me due to my age and experience or because I am white. I had to overcome both of these
preconceived notions before beginning the process, as well as I had to remind myself throughout
the process not to make assumptions. The transition project was helpful in allowing me to
become aware of my biases. Because of this, I was able to communicate better with the families
and build a rapport with not only parents but the student as well. During the semester, I also
made sure to continue to ask the parent and student how I could best help them, which made
Throughout the semester, different problems arose that needed to be addressed very
quickly. I had to use critical thinking skills to help solve these problems both appropriately and
quickly to continue with the transition plan. One situation where I had to use critical thinking
skills concerned student engagement in the meetings. Throughout most of the semester, it was
3
very difficult at times to gain the students attention in the topics covered by transition. I had to
think on my feet by changing how I presented or conducted the meeting. For example, one day it
was very hard for me to get any response from the student. She did not want to write or talk, but
she would draw. For that meeting she would draw her responses to me, and I would ask her the
questions. This was not ideal but it helped solve the issue. I also had to use critical thinking skills
when I communicated with the mother. For example, the mother informed that one of the mentor
teachers I was working with counted the student absent for several of our meetings. When
interacting with the parent I had to make sure that I acted quickly and fix the problem. In sum, I
was able to use critical thinking skills to fix the attendance issue, which in turn helped my
Critical thinking skills helped tremendously when beginning the assessment phase of the
transition plan. Finding and implementing assessments was an aspect of transition I was very
apprehensive about at first. Over the semester, it was very helpful to learn about different
websites that can provide informal assessments for each area of transition. The websites were
extremely helpful when I was struggling with obtaining information about recreation and leisure
from the student. I was able to use one of the websites to find an assessment that answered all of
the questions I had for recreation and leisure. I had to be strategic when planning meetings for
the transition plan. I needed to make sure that I provided days that were set aside for assessment
purposes, as well as plan days for reviewing what the student and I had previously created for the
transition plan. Scheduling time for transition planning was something that I had to constantly
update throughout the semester, especially if the student was absent during our usual meeting
times.
4
The most important component of the transition project that I found to be very beneficial
was collaboration. At the beginning of the transition process, I made sure that was in constant
contact with the mentor teachers and parent. I made sure to establish positive rapport with the
people I would be collaborating with during the semester. Building a relationship based upon
open communication with not only the teachers and parents, but also the student, was very
helpful when conflicts arose. When collaborating with the student I related questions to her
interests and made sure they were on her level. Asking questions helped me connect with the
student and improve the flow of communication. I also made sure to collaborate with the parent
throughout the semester. This was very helpful because the parent would make me aware if the
student was interested in what we were discussing. This project was very helpful in pushing me
to communicate throughout the semester. Learning good collaboration skills benefited me when I
had any questions or concerns. I was able to build an open line of communication where the
Overall, I learned so much this semester and I felt that this project was a great
was able to have a great real world experience that demonstrated the importance of collaboration
and the need for flexibility in teaching. I have grown in my ability as a special educator and feel
more prepared to enter the teaching profession. I enjoyed working on this project and think that it
gave me a great perspective of what is to come in the near future as a special educator.
5
Student Summary
The student is a 10th grade female at Rudder High School. She is a reserved, independent,
and motivated young woman who has a desire to become a cosmetologist. Currently the student
lives with both parents, and has three older siblings that live on their own. During her 9 th grade
year, the student was served through special education for a specific learning disability in the
areas of written expression, in both reading fluency and basic reading skills, reading
comprehension, mathematics problem solving. She is in a credit recovery class called Ranger
Zone to help her retake the Algebra 1 STARR exam. The student receives accommodations in the
areas of oral administration upon request, simplified vocabulary, small group testing, and extra
time in the subjects of English, math, and social studies. During student interviews, she noted
that she learns best through hands on activities, visual representations, repetition, and asking
questions. She stressed that she struggles in communicating during class discussions and
providing responses to questions. Through observations and informal student interviews, she
shows strengths in time management skills, organization, group work, independence, and
responsibility in terms of classroom assignments. Outside of school, the student and her mother
Over the course of the semester, the student expressed the activities and interests she has
outside of school. During her free time, she loves to dance, be with friends, shop, and watch
movies. She also mentioned the importance of her family, faith, individualism, and power.
Throughout interviews the student shared the impact her mother had on her goal to be a
through Charles and Sues cosmetology certification program, and has been a hair stylist for
many years. The student shared the desire to attend post-secondary education at either a technical
6
college or four-year university. After high school, the student plans to live in an apartment and
begin working. Her mother reported that the student is currently working on receiving her
drivers license. Both the student and her mother shared the possibility of the student changing
electives to cosmetology at Bryan High School to begin the process of the student becoming a
cosmetologist.
In regards to transition, the student is currently working on the transition plan for the next
two and half years to reach the goal of becoming a cosmetologist after high school. Information
presented in the most recent ARD meeting stated that the student would be working towards
enrolling in a trade/technical college after high school and starting a part-time job. The student
has continued to report a desire to go into cosmetology after high school. She expressed the
possibility of attending Charles and Sues, where her mother attended, for a post-secondary
educational option. Recently, the student and her mother have become aware of and expressed
interest in Bryan High Schools own cosmetology program if possible. She is exploring either
technical school or Bryan High Schools cosmetology program as her post-secondary options.
In sum, the student continued to express an interest in cosmetology. She has shared her
passion towards wanting to become a hair stylist, as well as the influences on this chosen career
path. Once the student begins the program at Bryan High School or at a technical school, she will
be able to learn the necessary skills required to be successful in the field of cosmetology. For the
success of the student, it is important to recognize the two possible routes the student can take of
either attending a technical school or Bryan High Schools cosmetology program. Due to this, it
will be beneficial for the student to try to pursue both just in case one of the routes does not fit
her needs. Once she chooses her path then the preparation of job and skills training will be a
Transition Assessment
Biggs
Rationale: The records, demonstrated a lack of information on the specific learning style
of the student. The Learning Style Questionnaire provides an outlook for teachers to
help the student to reach her goals that fit her style of learning. This is important because
the student does have a desire to attend either a technical college or two-year college for
Cosmetology. The questionnaire is a great resource for teachers who will be working with
best when in classrooms that implement hands on activities, with minimal distractions
and opportunities to ask questions and have input from the teachers. The student
mentioned that she likes having repetition and creating projects in substitute for exams. In
addition, she mentioned that by receiving individual help from the teacher, she would be
Questionnaire
APA Citation: Miller, R. J., Lombard, R.C., and Corbey S.A (2007). Transition
Assessment: Planning Transition and IEP Development for Youth with Mild Disabilities.
need for instruction in self-determination and self-advocacy skills. Initially, the student
did not understand how to implement self-determination or self-advocacy skills into her
schooling. The questionnaire discusses aspects whether the student know the
8
accommodations they need in schooling and the workplace. The student was also asked if
All the information provided in the questionnaire was relevant to the current transition
plan.
Results: Upon completion of the questionnaire, the student did demonstrate a lack in
self-determination and self-advocacy skills in discussing the services she receives and
advocating for them in both school and the workplace. The student did demonstrate an
understanding of her goals after high school and knowing the laws that govern her while
working. However, she has mentioned the desire to learn more about how to advocate the
more information on what the student would like to do after high school. The records did
not indicate any assessments recorded in regards to future employment for the student.
The student mentioned that she would like to become a cosmetologist, but no follow-up
testing occurred.
Results: After completing the assessment, the results demonstrated that the student has a
desire to work in a place that provides many hands on activities. She does not mind
working with people, however, the aspect of having to talk to new people is something
she is not sure of. She does like jobs where she either helps in a business or runs her own
business. This can be a direct relation into working in a salon and/or owning a salon in
parent/student interviews, insight has been gained as to the capabilities of the student
concerning living alone. The information is very slim, thus the inventory provides a view
of exactly which areas the student is proficient in and where she needs a little more
guidance.
Results: The inventory results indicated that the student is proficient in how to obtain and
receive a job. In regards to furthering her education/training, the student understood how
to get into a technical college or four-year university. However, the student mentioned
that she is unfamiliar with how to receive training in her specific field of study. The
student has all of the daily living skills needed to take care of herself independently
outside of high school. Concerning leisure activities and community participation, the
student demonstrated an understanding of the resources around her, including those that
help with promoting a healthy life style, making legal decisions, and assisting with cost
of living. It is her communication and interpersonal skills where she struggled. She
mentioned that for writing purposes she would need a little extra help. She would also
Recommendations Form
APA Citation: PRO-ED (1999), Transition Planning Inventory Profile and Further Assessment
into independent living of the student. The interviews demonstrated that the student has a
high level of independence and understanding of daily living skills. The mother discussed
10
how the student has daily/weekly chores and tasks to complete. The inventory helps
teachers see the areas where the student needs more instruction.
Results: The results indicated that the student has a lack of knowledge of job
requirements and demands. In addition, there is a need for more testing in regards to
skills in regards to expressing her feelings and ideas appropriately with confidence.
information to what interests the student. The questionnaire allows teachers to see the
things that are important to the student. This information can be implemented in lesson
individualism are very important to the student. This is helpful in providing insight to
what the student likes and how she works best in the school.
2 Name of Assessment: Survey of Indoor and Outdoor Recreational Activities
APA Citation: Clark, G.M., Patton, J.R., & Moulton, L.R. (2000). Informal Assessments
http://sped.scsc.k12.in.us/ppm/transitionplanning/transitionassessments.html.
Rationale: The interviews of the student and mother, demonstrated a need for
information in activities that the student enjoys both outside and indoor. The survey was
outdoor environments. The survey is helpful in determining what recreational and leisure
activities best fit the student. The organization of the survey provides teachers
The survey showed that the student enjoys indoor unstructured activities such as listening
to music, going shopping, and dancing. The results correlated with previous interviews
conducted with the student. Thus, demonstrating that activities such as listening to music,
shopping, and dancing are relevant activities she enjoys doing. In addition, the results
provided information in activities she likes outdoors such as going running. The
information from the outdoor section of the survey benefits the recreation and leisure
aspect of transition. In sum, the results indicate that the student prefers unstructured
indoor activities.
Other Assessments:
The student conducted a checklist called My Goals After I Graduate High School. The
assessment discussed jobs, recreation and leisure, home life, community participation, and post
secondary training. The checklist provided insight to what the student was interested in after high
school. The results demonstrated that the student has a desire to be a full-time cosmetologist
APA Citation: Bryan High School (2016), My Goals After I Graduate from High School, Retrieved
Self-Advocacy Statements
Education:
The student will need to sign up for disability services in her choice of schooling by
providing the correct documentation. During her time in a technical school or four-year
university the student will need to make sure she tells her professors the accommodations she
will need for her classes. In addition, the student will also need to keep a planner and keep her
notes organized. She has expressed that she learns best when given graphic organizers or outlines
that go with the lesson. Since this is something that she feels is beneficial towards her learning,
the student will need to express this to her professors during the beginning of the school year.
The student would also benefit from sitting in the front row so that she can hear and see the
teacher. In regards to tutorials, the student will need to go to office hours and tutoring services
when in need for any extra help on assignments. For encouragement, the student will need to
13
create a self-monitoring plan where she rewards herself when she asks for help and expresses her
needs to others.
Employment:
The student will need to express her needs and accommodations to her future employer,
and be able to do so when activities come up that affect her disability in any way. She will also
need to ask her employer for training that is hands-on and interactive due to her learning best this
way. The student will need to express when she has any questions or concerns, and be able to
explain her disability to her future employers. She will also have to be responsible for keeping
track of her hours by adding her work hours to her planner. For encouragement, the student will
create another self-monitoring chart that is specific to her work. In regards to this self-monitoring
checklist, it will be based on the activities she has to complete during the day.
Independent Living:
The student will need to work with her parents on driving and budgeting skills. She will
need to express her desire to drive and take the necessary test to acquire a drivers license. The
student will also need to make sure that she practices creating a budget and continues to discuss
budgeting skills with her parents. She will need to make sure that she begins to keep track of her
spending, and works on how to balance a checkbook. For encouragement, the student can keep a
daily log of her spending. When she keeps to her budget every week the student can reward
herself.
The student will be able to express her desires in recreational and leisure activities. She
will need to sign up for dance classes and attend the weekly classes. During this time, the student
will need to pursue any leisure activities of her choice. She will need to express her needs by
being close to the teacher and practicing asking for help. For encouragement, the student can
keep a daily log of her activities and the amount of time spent each week doing a recreational or
leisure activity.
Overall, the student has shared her concern about speaking out on behalf of her needs.
Due to this, it is important for the student to learn the skills necessary for her to be able to
express the accommodations and needs she may have. Preparing training or simulations in
regards to the four areas of transition would be very beneficial for the student. The hands on
activity will be a great tool for her to learn and practice strategies of how to advocate for herself.
Once the student has been given the opportunity to practice self-advocacy skills, then she will be
Education:
Outcome-
o After graduating from high school, the student will attend Charles and Sues
will complete her FAFSFA application on the first attempt with 100% accuracy.
o Within 36 instructional weeks, given access to writing centers and templates, the
student will complete her college application essays with correct spelling and
provided through interviews and assessments. During the student interviews, the
student shared that she has little to no knowledge of how to appropriately apply to
she did not know how to apply or even research schools that she desires to attend.
The student has stressed that she wants to attend a school for cosmetology and
become a hair stylist. The student is currently in a remedial math, which helps
students who did not pass the STARR exam. The outcomes and goals are
reasonable because they not only fits her desires, but also her skill levels.
receive scholarships and apply to schools. The mother has also requested
information on how to approach the application process and what the student will
need to complete by the time she graduates. With this in mind, the outcome and
goals are reasonable for the student to achieve and related to her overall goal of
becoming a cosmetologist.
Employment:
Outcome-
o After high school graduation, the student will work part-time in a local salon.
o After post-secondary education, the student will obtain a full time job in the field
of Cosmetology.
Goals-
17
student will be to write the information needed to properly fill out a resume and
application.
o In 36 instructional weeks, given a time sheet and materials needed to work in a
assessments and interviews. She has expressed the desire to work after high
school, and she would like to work part-time in a salon or full-time once receiving
her certification. The student has expressed the need for training on how to write a
resume and apply for jobs. She has also expressed interest in having an internship
while she is in high school to get to experience in her potential career field.
Because of her interests and needs, the goals provided allows for training in her
desired field, resume workshops, job application workshops, etc. All of the
aspects presented will help the student to reach her end goal.
Independent Living:
Outcome-
o After high school, the student will live independently in an apartment by herself
or with a roommate.
o Upon graduation, the student will be able to drive herself to and from work and
great independent living skills and rarely needs assistance. This information has
also been shown to be true when reviewing the students records. However, both
the student and her mother have expressed the need of assistance in helping the
student receive her drivers license and apply for apartments. The outcomes and
goals are directed specifically to these two areas of independent living. Both
outcomes are appropriate and fit with what the student needs, as well as include
goals that will help her achieve the outcomes while in high school. The student
will be able to attend workshops and tutorials to help her complete her application
Outcome-
o Upon graduation, the student will volunteer weekly in the local hair salon that is
support.
19
will apply to and attend her weekly volunteer times, with little to no teacher
support.
Timeline-
o Find a local salon that is willing to let her volunteer by May 2019
o Set up a weekly time log to volunteer by May 2019
o Fill out applications for volunteer programs by March 2019
o Receive training in salon sanitation by May 2018
Rationale-
The student has expressed little to no interest in recreational or leisure activities. The information
received from her records and interviews has demonstrated that she likes to dance, however, the
student has stressed that she does not want to take any classes in this field. She has shared that
she has a desire to volunteer in a hair salon to receive practice and experience. The outcomes and
Rationale: Over the past few months, the student has shared how she wants to aspire to
be a cosmetologist. After conducting a job analysis of a local hair salon called A Wild
Hair Salon, the information presented has provided a clear idea of the functionality this
job may have for the student. The student has expressed that she desires to have the job of
drying, cleaning around designated work area, and answering calls. The job itself can
20
range in the expected work speed. Towards the beginning of the week, it is slower, and by
the end of the week it is faster paced due to an increased number of clientele. Due to this,
the student will need to be flexible in adjusting to the fluctuating work speeds throughout
the week. The annual salary can range depending on if the stylist wants to be a booth
renter or under a commission salon. Booth renters handle their own finances and usually
receive a range of 35% to 60% commission dependent upon the number of clientele
served. In a commission salon, stylists have an annual rate each week of one hundred
dollars, plus any tips or added commission that may come in. For a stylist at A Wild
Hair Salon they are under the booth renter salary. They get to make their own schedule,
as well as handle their own finances. Mandy Bayer who is the owner of the hair salon
shared that being appropriately dressed, having a good behavior that is kind and
successful hair stylist. The sequencing of events is usually in a routine with at least 4 to 6
tasks. In regards to initiation, Mrs. Bayer said that prompts might be provided. Overall,
the job can vary in terms of the effort that the job requires from the employee during the
information presented indicates that the field of cosmetology would be a great fit for her.
There were only a few discrepancies between what the job calls for and what she likes.
However, after discussing the differences in answers with the student she did say that she
would be willing to be flexible to those situations. The situations that were different were
the areas of working alone or with people, quiet workplace or noisy workplace, and job
the same every day or job different every day. The student mentioned that these areas are
those that she could work on and should be easy areas to grow in. Throughout the
21
interview and discussion of the job analysis, the student seemed to be very familiar with
may be available in the students desired field of study. Once the student begins the job it
skills needed in the workplace. This will be very important for her to establish in order to
be able to request the accommodations she needs to be successful. Then the student will
need to start looking for a possible internship she can do while in high school to have
field experience in cosmetology. After this, the next step would be to begin filling out
Over the course of the semester, the student has great progressed in regards to transition.
Towards the beginning of the year, she had only just begun the process of identifying the areas in
which she would like to work after secondary education. Though she was able to identify her
area of focus, she lacked knowledge regarding the cosmetology field. In regards to recreation and
leisure, the student did not provide much information about her interests outside of school. The
student expressed her love of shopping, being with friends, and dance. However, she struggled
with expressing any desires or hopes she would like to attain in this area.
22
After completing the job analysis, the information confirmed that this particular job field
would be suitable and desirable for the student. Once discussing the information with the student,
she continued to feel that cosmetology was something that she wanted to do. The information
presented helped to give her an idea of the expectations and required skills she needs to attain the
job she desires. The information inside of the job analysis will be a great start to building the
skills needed for the student to obtain this job. The job analysis will also be a great tool for her to
Throughout the transition process, many goals have either been attained or changed.
Independent living was one goal that has been met. The student has begun her drivers education
process and will be receiving her license soon. Receiving her license is a very big piece to the
students independent living. The goals have changed pertaining to recreation and leisure. After
completing different surveys over recreation and leisure, there is now more useful information to
create reasonable goals for the student to achieve. Once completing the transition plan, there is
now ideas and information that pertain to areas in which she is interested in for recreation and
leisure. The goals in this area are now fitting to the student and their desires.
Regarding transition goals, there are now clearer steps for the student to take to reach her
goals. Having the different informal assessments, interviews, and job analysis will help guide the
student in the direction that is most suitable for her. Due to Bryan High School having a
cosmetology program, this route may influence the transition piece regarding education. Over the
past week, the student and mother were notified the student was accepted into the Bryan High
School cosmetology program. Thus, the student has options that she can choose from to best fit
her needs in regards to post- secondary education and work. There are also agencies that could
benefit the student after high school. For instance, Texas Workforce Commission is a great
23
resource that can help in job training, and field experiences that could benefit the student. Since
she has expressed that hands on experiences are how she learns best, this agency could be a great
Overall, the student is making great progress in her transition process. There is still a lot
to be done, but with the goals in place, the student should be prepared for post secondary life.
The opportunities that arise in her high school education such as the cosmetology program in
Bryan may be a great resource that boosts her transition process. The student is in the process of
looking for a new job, which could be a great way for her to begin working towards some of her
transition goals. The student has progressed some in her classes and will be continuing to work