Joe:

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Joe is currently a 14 year-old student attending junior high school. He has a great sense of humor and really enjoys Zits cartoons. Cooking and sports are also strong interests of Joe. He played on the football team in the 7th grade and plays basketball at the Y. Academically Joe is performing at grade level. Reading comprehension is his strength. He loves to read but needs support with writing because of difficulty with fine motor activities. Advanced mathematical concepts are often challenging for Joe but repetition and one-to-one instruction are helpful. Joe has been identified as a student with Autism.

Joe's 2008 ISTEP scores were English 506/497 (passed) and Math 472/480 (DNP). Joe received the following accommodations: use of a calculator, extra time.

Understanding his schedule and academic requirements in advance are very important to Joe. Being seen as a typical peer is also paramount to him. He does not like to have a para-educator assist him, and he is learning to use assistive technology (speech-to-text software) to help with his writing and so that he can be more independent in classes. He resists using technology at times if he feels that it makes him look different. When Joe is ill, in pain, or frustrated he becomes angry and needs behavioral supports.

Joe has one sister Nancy who attends a community college near their home. His father is a healthcare administrator and his mother works at the local university. The family is interested in theatre of all kinds and Joe has expressed interest in going to college to become a computer animator (stop motion animation).

 

Age 14

Summary of age-appropriate transition assessment:

 

On 8/23/2007 Joe participated in a teacher constructed interview regarding his strengths, interests, preferences and needs (interview document and responses can be found in Joe's permanent file).

Joe expressed that he would be interested in attending the local community college after high school. He is interested in computer animation. Joe wants to live at home while attending college, but eventually he wants to live independently. Joe's parents indicated that he is able to take care of personal needs and that he does chores around the house.

 

Joe shared that he does not like to be different from the other students, so he does not like to have help from the para-educator or use any devices that make him stand out from others. He does like to use the computer in the classroom. Joe and his parents want him to pursue the Core 40 diploma; however they are concerned about the higher math requirements for the Core 40.

 

For the upcoming year, the team needs to find out what careers are interesting to Joe as well as assist him and his family with understanding the requirements of the Core 40 diploma.

 

What do I already know about this student?

  • Joe wants to go to the community college after he graduates.
  • Joe is interested in becoming a computer animator.
  • Joe likes to use the computer.
  • Joe plans to live at home while attending college, but eventually he wants to live independently.
  • Joe has strong reading comprehension skills, but his writing skills are weak.
  • Joe requires accommodations in higher math.
  • Joe does not like to appear different from other students.
  • Joe requires behavior supports when he becomes angry.
  • Joe wants a Core 40 diploma.

What else do I need to know about this student?

  • What are Joe's computer/keyboarding skills?
  • Are there other careers related to the computer that may interest Joe?

What methods will provide this information?

  • Computer Keyboarding class
  • Drive of Your Life

 

 How will this assessment data be collected and used?

  • Joe's computer class teacher will report on his progress in the class and recommend classes that will help him as he chooses a career and for instructional activities in his classes.
  • Joe will participate in the Drive of Your Life unit with his classmates in his English class. Information from this assessment will provide Joe and his teachers information and confirmation about his career goal choice and about education and other requirements. This information can be used to plan for postsecondary training and appropriate classes that he can take in high school.

 

 

Age 15

Summary of age-appropriate transition assessment:

Joe's performance in the Computer Keyboarding class that he took second semester demonstrated that he had weak keyboarding skills, but that his knowledge of computer operations was good. His teacher reported that Joe created a travel brochure in his Computer class that showed his creativity and knowledge of the various features of the computer program.  

 

In the Drive of Your Life assessment (9/15/08) Joe's strengths were in the areas of creativity and structure. He learns best by doing hands-on activities. Joe was introduced to various careers that involve the computer and art. He learned about educational requirements for various careers of interest.

 

For the upcoming year the team will help Joe focus on exploring careers specific to computers and computer graphics and will explore appropriate behavioral supports to help Joe deal with his anger.

 

What do I already know about this student?

In addition to information gathered from the previous years:

  • Joe's computer keyboarding skills are weak, but his knowledge of the computer is very good.
  • Joe is a hands-on learner.
  • Joe likes projects that allow him to work independently.
  • Joe's career strengths are in the areas of creativity and structure.

What else do I need to know?

  • What types of behavioral supports does Joe require when he is angry?
  • What are some career explorations and/or job shadowing experiences that would support Joe's interests?

What methods will provide this information?

  • Getting to Know Your Anger assessment instrument
  • Graduation/career plan

How will this assessment data be collected and used?

  • Joe's teacher or counselor will administer the anger assessment instrument. Information from this assessment will help Joe understand how to manage his anger and will help the school know what type of supports Joe will need and when.
  • The guidance counselor will meet with Joe to develop his graduation plan and determine appropriate job shadowing activities and diploma track.

 

Age 16

Summary of age-appropriate transition assessment:

Joe completed the Getting to Know Your Anger assessment with his counselor on 9/10/09. The results indicated that Joe tends to withdraw when he becomes angry and refuse to do any work. His anger is usually over being singled out for something. Joe also shows anger if he is ill or in pain, but he does not communicate those feelings with others.  Joe's teachers confirm this information from their own observations.

 

In Joe's graduation plan meeting with his guidance counselor on 9/24/09, Joe expressed an interest in job shadowing activities with the local newspaper in the graphic and web design department.

 

In the upcoming year Joe and his family will work with the Guidance Counselor to explore options other than a Core 40 diploma. The team will support Joe in identifying the courses and activities most critical to his future employment and independent living.

 

What do I already know about this student?

In addition to the information gathered in previous years:

  • Joe withdraws when he becomes angry, and his anger usually is the result of being singled out or not feeling well.
  • Joe requires behavioral supports to help him deal with anger issues.
  • Joe is interested in job shadowing at the local newspaper's graphic arts department.

What else do I need to know?

  • Should Joe continue to pursue the Core 40 diploma?
  • Was the job shadowing activity a positive experience for Joe?
  • What other activities will help Joe with post-secondary goal decisions?

What methods will provide this information?

  • End of Course Assessments (ECAs)
  • Student Self-Assessment Reflections Form

How will this data be collected and used?

  • Joe's Guidance Counselor will review the results of his ECAs and meet with Joe and his parents to talk about graduation options.
  • Joe's Transition Coordinator will review Joe's responses in the Student Self-Assessment Reflections Form   regarding his job shadowing experience at the local newspaper. This information will help determine future job shadowing and/or work experiences.

 

Age 17

Summary of age-appropriate transition assessment:

Joe completed the ECAs on 5/12/10. He passed his English ECA, but not his Algebra. Joe struggled with the higher math problems.  Joe's parents have informed the school that they will be getting a tutor for Joe in Algebra over the summer.

Joe's responses on the Student Self-Assessment Reflections Form indicated that he liked his job shadowing experience at the newspaper graphic arts department. He stated that he was very interested in the web design work and that he might enjoy doing this type of work also.

 

For the upcoming year the team will support Joe explore appropriate skills needed for success on the job. Also, the Guidance Counselor will review diploma options and the waiver process.

 

What do I already know about this student?

In addition to information gathered from previous years:

  • Joe did not pass the ECA for algebra – even with accommodations and supports.
  • He did pass his English ECA.
  • Joe liked his job shadowing experience at the newspaper and stated that he might enjoy doing web design work.

What else do I need to know?

  • What is Joe's work personality? How will he perform on the job?
  • What are Joe's options if he does not pass the algebra ECA?

 

What methods will provide this information?

  • Graduation/career plan
  • Report from the tutor that parents plan to use
  • Retake of algebra ECA
  • Work Personality Profile

 

How will this assessment data be collected and used?

  • Joe's guidance counselor will meet with Joe and his parents and review Joes' results on the math ECA retake and if Joe was unsuccessful, the counselor will explain the general diploma option for Joe in lieu of the Core 40 diploma. This information will help them make decisions on what diploma Joe should pursue.
  • Joe's Transition Coordinator will set up a work experience at the local newspaper. The Transition Coordinator and Joe's supervisor will evaluate his work behaviors and performance. This information will help Joe prepare for post-secondary employment.

 

Age 18

Summary of age-appropriate transition assessment:

 Joe took the algebra ECA on 5/15/11 for the second time and did not pass.

Joe's guidance counselor met with Joe and his parents on 5/20/11 to review diploma options. He explained that Joe could take the general diploma option and still be able to attend the local community college in computer graphics.

 

Joe's supervisor at his work experience site completed the Work Personality Profile for Joe on (4/10/11). Results of this profile indicate that Joe is very good at paying attention to detail in his work, but he is not comfortable with social interactions or groups at work, and he does not like changes in his work assignments.

 

For this upcoming year the Guidance Counselor will help Joe understand the process and requirements to get into a post-secondary school of this choice. The team will also support Joe in developing self-advocacy skills needed to be successful in his post-secondary training and on the job.

 

What do I already know about this student?

  • Joe did not pass his second attempt at the algebra ECA.
  • Joe and his parents agree that he should pursue the general diploma and apply for the computer graphics program at Ivy Tech Community College.
  • Joe liked his work experience at the newspaper computer graphics department.
  • Joe does not like to be involved in social interactions at work.
  • He does not like changes in work assignments.

What else do I need to know about this student?

  • What will Joe need to do to get accepted to the Ivy Tech computer graphics program?
  • What are Joe's self-advocacy skills, so he can explain his disability and specific needs at his post-secondary training and at work?

What methods will provide this information?

  • College visit to Ivy Tech
  • Self-Advocacy Checklist

How will this assessment data be collected and used?

  • Joe's guidance counselor will arrange for Joe to visit Ivy Tech and talk to appropriate personnel including the Disability Services Counselor. This visit will help Joe, his parents, and his VRS counselor prepare for post-secondary training.
  • Joe and his TOR will evaluate his self-advocacy skills in the areas listed on the checklist: classroom, employment, and social/community. This information will be helpful to Joe, his teachers, his parents, and his VRS counselor as plans are made for post-secondary goals in education/training, employment, and independent living.
  • In addition to this information and the information in his IEP, Joe will receive a Summary of Performance that he can take to his VRS counselor and Ivy Tech Disabilities Services counselor to support his future plans.

 

 What Do You Think?

What would you do differently in Joe's case? Why?

What other questions do you have about this case?