Nicole:

Nicole is a 14 year-old attending Miller Middle School. Information reported was gathered using her current educational evaluation, teacher observations, parent input and an interview with Nicole by her Teacher of Record. When others are asked to describe her, they often respond in a positive manner with phrases like, "full of life," "brings out the best in others," and "likes to make people laugh." Nicole is well-liked and well-known by her peers and teachers.

Nicole.jpg One of nine children; the second youngest in the line-up, she lives at home with her mom Rachel, her dad Mark, and her younger brother Pete. Nicole's parents are very supportive and want what's best for her in all aspects of her life. Nicole loves to hang out with her friends; watch American Idol, play wheelchair basketball at the local YMCA, cook with her mom, and play Wii with her youngest brother.

 A comprehensive psychological evaluation completed two years ago revealed that Nicole's cognitive ability and achievement both fall in the mild cognitive disability range. Her weaknesses are in the areas of math, reading, retention of information, and short term memory.  Her 2008 ISTEP scores were: English DNP 405/497 and Math DNP 385/480. She currently receives extended time on tests, use of a calculator and has directions read to her. In the classroom last year's teacher says that when the subject matter is interesting to her, Nicole is very driven to learn about it and completes all activities and assignments when she is given the appropriate accommodations. If she's not connected with the topic of instruction then she is easily distracted and does not make much effort. Nicole reports that she likes the lab work in her science class. On her last STAR reading assessment she scored at a beginning 5th grade level. She can read directions on assignments, has trouble comprehending longer passages and is working on improving her receptive and expressive vocabulary.  In math she tested at the 2nd grade level and is able to do basic addition and subtraction using calculator. She receives an allowance weekly and is able to manage a simple budget with support from her parents.

 Nicole is an individual with Cerebral Palsy and gets around by using a power wheelchair. Conversations typically revolve around herself and her interests but she is working on learning to focus on what others might want to talk about.  She requires assistance with many physical activities and needs full assistance with personal hygiene. When eating, an adult needs to monitor Nicole closely for potential choking.

Currently Nicole says she always wants to live with her mom and dad and always have them take care of her.  She has stated that she might want to work someday but doesn't know what kind of job it would be. Nicole states that she likes school and wouldn't mind going to college. Her family would like her to pursue the CORE 40 diploma. 

 

Age 14

Summary of Findings from Age Appropriate Transition Assessment:

 

On 8/25/2007 Nicole participated in a teacher constructed interview regarding her strengths, interests, preferences and needs (interview document and responses can be found in Nicole's permanent file).

 

Nicole expressed that she wants to live at home with her mom and dad; she wants to have a job but she is unsure of what field; she likes school and may want to go on for further education and training after high school. According to Nicole and her parents, she needs assistance for basic hygiene and daily living skills. Teachers describe Nicole as a "people person" who gets along well with others. For the upcoming year, the team needs to find out what careers are interesting to Nicole as well as assist her and her family with understanding the requirements of the Core 40 diploma.

 

What do I already know about this student?

  • Teacher Observation: "A people person"
  • She wants to live at home with mom & dad after she graduates.
  • Reading & math skills are significantly below grade level.
  • Completes assignments and activities for subject matter that interests her.
  • She likes to do the lab work in her science class.
  • Requires physical accommodations and supports
  • Nicole would like to go to college but she is not sure what kind of job she wants.
  • Nicole's family would like her to pursue the Core 40 curriculum.

 

What information do I need to know about this student?

  • What are some careers that may interest her?
  • Do Nicole and her family understand the requirements for the Core 40 diploma?

 

What methods will provide this information?

 

  • Career Clueless
  • Guidance counselor will review information about high school and the Core 40 requirements with Nicole.
  • Nicole and her parents will attend the high school orientation in the spring.

How will the assessment data be collected and used?

 

  •  Guidance counselor will record the results of the Core 40 meeting in Nicole's file. This information can be used to determine courses for next year.
  • Nicole's teachers will use the information from the Career Clueless Inventory to help Nicole focus in on a career path.

 

Age 15

Summary of Age Appropriate Transition Assessment:

On the Career Clueless Inventory given on 10/16/07, Nicole scored high in the Social category which indicates that she prefers careers, activities, and subjects where she is around people. In an interview with her guidance counselor on 3/20/08 and at the high school orientation meeting on 4/25/08, Nicole and her parents learned about the requirements for the Core 40 diploma and expressed concern about the math requirements. For the upcoming year the team will help Nicole focus on exploring careers specific to working with people as well as identifying how she learns best. Nicole and her family will work with the Guidance Counselor to explore options other than a Core 40 diploma.

 

What do I already know about this student?

In addition to information from the previous year:

  • Nicole likes people and would like a career and activities that allow her to be around others.
  • Nicole and her parents are concerned about passing the math requirements for the Core 40 diploma.

 

What information do I need to know about this student?

  • What are some careers that are "people-oriented" that Nicole could investigate?
  • How does Nicole learn best?
  • What are Nicole's options besides the Core 40 program?

 

What methods will provide this information?

 

  • Take an Adult Roles and Responsibilities class
  • Learning Styles Inventory
  • Complete graduation/career plan with Guidance Counselor

 

How will the assessment data be collected and used?

 

  • Career exploration unit in Adult Roles and Responsibilities class – This information will help Nicole focus on a career that is "people-oriented" and help determine appropriate courses, work experiences, and diploma options.
  • Graduation/ career plan with guidance counselor. This information will help Nicole and her parents make decisions about diploma options.
  • Nicole will participate in the Learning Styles Survey that all students take in their Language Arts class. This information can be used to help teachers provide appropriate instruction strategies for Nicole, especially in the area of math.

 

  

Age 16

Summary of Age Appropriate Transition Assessment:

 

The career unit in the Adult Roles class taken by Nicole in semester one of 2009 indicates that Nicole still wants to work around people and that she is also interested in the healthcare field. Results of Nicole's meeting on November 5, 2009 with her Guidance counselor to develop her graduation/career plan indicate that Nicole will opt out of the Core 40 program and pursue the career diploma. She plans to go to the Career Technical Center her junior and senior years. This plan can be accessed in Nicole's file in the guidance office. According to the Learning Styles Survey taken in her Language Arts class, Nicole learns best with hands-on and visual instruction strategies. In the Upcoming year the team will support Nicole in identifying the courses and activities most critical to her future employment and independent living.

 

What do I already know about this student?

In addition to information gathered from the previous years:

  • Nicole would like a job working with people and in the healthcare field.
  • Nicole has opted to pursue the career diploma.
  • Nicole is a hands-on, visual learner.

 

What information do I need to know about this student?

  • What courses and activities will help prepare Nicole for work and independent living after she finishes high school?
  • What are some activities in the school and/or community that may interest Nicole?

 

What methods will provide this information?

  • Attend activities fair at school
  • Independent Living Assessment Instrument
  • Job-shadowing activities

 

How will the assessment data be collected and used?

  • After attending the activities fair, Nicole will express her interests in a specific school activity. The activity sponsor will help her with information she needs to participate. This data can be used to help Nicole with independent living skills in the area of recreation and leisure.
  • Nicole's teacher will collect the information from the Independent Living Assessment Instrument. This data will provide information about Nicole's abilities in the areas of hygiene, apartment living, first aid and safety, community resources, and use of public transportation.
  • The Transition Coordinator will set up some job-shadowing activities for Nicole at the local hospital and nursing home facility. The job-shadowing results will help determine which program Nicole should pursue at the Career Tech School.

 

 

 

Age 17

Summary of findings from Age-Appropriate Transition Assessment:

 

Nicole attended the activities fair at her school (8/25/10) and is now an active member of the drama club. She likes to pass out programs and take tickets at each production. Through the job-shadowing activities (10/6/10 and 2/11/11), Nicole expressed an interest in the Activities Director job at the Nursing Home. She enjoyed interacting with the clients. She also assisted with a few of the games and activities. Nicole is thinking about pursuing the Allied Health-Care Worker training at the Career Tech School. Nicole still wants to live at home when she finishes school. For the upcoming year the team will determine Nicole's transportation needs.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Nicole participates in the drama club at school.
  • Nicole liked her job shadowing activity with the Activities Director at the local Nursing Home facility.
  • Nicole will attend the Career Tech School and pursue the Allied Health-Care Worker certification.

 

What information do I need to know about this student?

  • Will Nicole need transportation to and from work when she finishes high school?

What methods will provide this information?

 

  • Interview with student and parents
  • Transportation Needs Assessment

 

How will the assessment data be collected and used?

Nicole's teacher will talk with Nicole and her parents about Transportation Needs and complete the Assessment instrument. This information will be shared with the Vocational Rehabilitation Services counselor.

 

 

Age 18

Summary of findings from Age-Appropriate Transition Assessment:

 

On (5/16/11) Nicole and her parents participated in the Transportation Needs Assessment with Nicole's teacher. The results indicate that even though Nicole will be living at home after she finishes high school, there is concern about her transportation needs in order to get to her job and other community activities such as getting to the bank, grocery store, and post office. Nicole attended the local career center during the current school year, where she began working toward a certificate in Allied Health Care.  Nicole was successful in the class, but had difficulty passing all of the tests that were necessary to receive the state certificate.  Though she did not receive her certificate, she received enough skills and training that she can apply to take the test for a CNA license.  Nicole indicated during her course that she is not sure she would like to be a CNA, because she doesn't want to 'change bed pans'. She stated that she would prefer to work in Activities or as a Social Director. For the upcoming year the team will determine the public transportation options that can be accessed by Nicole

 

What do I already know about this student?

In addition to information gathered in previous years:

  • Nicole will be living with her parents when she completes high school, but she will need transportation to and from work and other community activities.
  • Nicole will complete the career technical training at the end of this year.

 

What else do I need to know about this student?

  • What public transportation options can Nicole access?

 

What methods will provide this information?

  • Community-Based Instruction and Assessment – use of local public transportation

How will this assessment data be collected and used?

  • Transition coordinator will take the information from the community-based results and share it with the Vocational Rehabilitation Services counselor. This information can be used to develop Nicole's Individual Plan for Employment.
  • In addition to the information provided in her IEPs, Nicole will also receive a Summary of Performance that she can use to support her seeking future employment.

 

 

 What Do You Think?

What would you have done differently in Nicole's case? Why?

What other questions do you have?