Sandy:

Sandy.jpg

 

Sandy is a 14 year old student who will be entering the 9th grade at Somwhere High School in the fall. She was re-evaluated by the school psychologist at the beginning of her 8th grade year to determine if her eligibility area was correct. There had been some concern about her lack of interest in school and her seemingly social withdrawal. Following the evaluation, it was determined that Sandy is still eligible for special education services as a student with a Specific Learning Disability in the areas of written expression and reading comprehension.

The following Summary was taken from the educational evaluation, teacher reports, grade cards, standardized testing and reports from Sandy and her parents, and various age appropriate transition assessments (Reality Store, Student Dream Sheet). Sandy has been identified with a Specific Learning Disability since she was in 4th grade. She struggles with reading comprehension, though she has good decoding skills. Sandy gets frustrated that she is able to read words, but not remember the content for long passages. Sandy also has difficulty with written language. She has used a word processor since she was in 6th grade, along with spelling and grammar checks, which has helped her significantly. Sandy has average ability in math. She did not pass the 8th grade portion of the Language Arts on the ISTEP, but did pass the Math section. Sandy currently achieves at the 6th grade level for both comprehension and written language.

Sandy's teachers report that she is typically very quiet and sometimes appreas withdrawn. She has a small group of firends that she eats lunch with and spends free time with. Sandy's parents divorced last year; teachers feel this has impacted her social behavior. Though quiet, Sandy is very respectful to adults and will answer when called upon. She prefers not to read aloud in class. Sandy has participated in choir this year and would like to continue this when she goes to high school.

Sandy has no siblings and lives with her mother. She sees her father every other weekend and for a month in the summers. Sandy's mother is a nurse and works 12 hour shifts. In her free time, Sandy likes to watch movies. She is learning to cook at home so she can help out her mom. Sandy indcates that she would like to be either a nurse, like her mom, or adental hygienist like her aunt. Sandy is pusuing a Core 40 diploma.

 

Age 14

Summary of Findings from Age Appropriate Transition Assessment:

 

On 3-22-07 Sandy participated in the Reality Store simulation with the rest of her 8th grade class.  Sandy's teacher reports that she did very well on all of the pre-work, including budgeting, writing checks, and doing simple research for a career.  Sandy chose dental hygiene as her career choice and thinks she can support herself with that career. 

 

On 4-11-07 Sandy also completed a Student Dream Sheet.  She indicated that she hopes to go to college, have a full time job and someday get married and have a family.  Sandy would like to live in her current city or somewhere close to her parents.  Sandy also indicated that she likes a small group of good friends, instead of a lot of people around her.

 

During the upcoming year, the case conference committee will explore written language supports and ensure that Sandy and her mom understand diploma options.

 

What do I already know about this student?

  • Quiet and respectful
  • Has difficulty with reading comprehension and written language
  • Wants to go to college and go into the medical field
  • Wants to live independently

 

What information do I need to know about this student?

  • What supports might be available for written language that are most appropriate for the high school setting
  • Make sure that parent/student meet with guidance to discuss diploma options and Core 40 requirements.

 

 

 

What methods will provide this information

  • Attend 9th grade orientation
  • Meet with guidance counselor to discuss schedule
  • Teacher of record will explore AT options to support written language

 

 

 

How will the assessment data be collected and used

 

  • Guidance meeting and scheduling records
  • Results from Freshman Careers Class
  • Reports from TOR regarding AT

 

 

 

Age 15

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy participated in a Freshman Careers Class during the 2007-08 school year.  Within class, she completed the Learn More Indiana Careers Interest Inventory (1- 14-08), a Learning Styles Inventory (2-5-08), and various class projects.  (Copies of inventories are available in her class file).  Sandy continues to show interest in the medical field and helping people.  Her teacher reports that Sandy opened up more during class and appeared to keep up with her reading and her written work.

 

Sandy continued to use a word processor in the resource room this school year.  Her TOR borrowed a laptop during second semester that Sandy could take to classes to do her written work.  Sandy said she was embarrassed of this, and continued to come to the Resource Room for her supports.

 

Sandy passed both sections of ISTEP this school year and maintained a B-average.

 

For the upcoming year, the case conference committee needs to explore classroom technology as well as get a better understanding of Sandy's self-advocacy skills.

What do I already know about this student?

Quiet, but opening up some

Continues to want to be a dental hygienist

Needs word processing for lengthy written work

Has acclimated well to high school.

 

 

What information do I need to know about this student?

  • Can we get her to use a piece of technology within her classrooms?
  • Can Sandy advocate for herself and her needs
  • Are there other supports that she needs to continue on her Core 40 path?

 

 

 

What methods will provide this information

  • Sandy and her TOR will complete an AT checklist to see if there are other pieces of equipment that might be helpful in the classroom, and not as 'obvious'.
  • Sandy will complete the PERC Self Advocacy Checklist with her guidance counselor.

 

How will the assessment data be collected and used

 

  • Sandy and her TOR will report progress with her AT possibilities and choices
  • Responses to PERC Self Advocacy Checklist will be shared at her next case conference.

  

 

 

Age 16

Summary of Findings from Age Appropriate Transition Assessment:

 

On 2-25-09 Sandy completed the Self Advocacy Checklist with her guidance counselor.  She indicated that she is concerned about passing all of her classes and taking the SATs for college.  She is concerned that she won't be able to get into college with her learning disability.  Sandy also indicated that she knows how to do things for herself, but is not always comfortable talking to teachers about what she needs in the way of accommodations.  She prefers to be treated 'like everyone else' even though she knows some supports would help her.

 

Sandy and her TOR have utilized an IPAD during the second semester of this school year.  Some of Sandy's classes have gone to 1:1 computers, so Sandy feels like she doesn't stick out carrying around an IPAD.  The IPAD has been loaded with spell check and grammar check, word prediction, and Dragon Speak.  Sandy really likes using speech to text.  She does this mostly in the resource room.  She takes notes on her IPAD in her hardest classes.  She has also been able to take the IPAD home with her, which has helped her with her homework.

 

For the upcoming year, Sandy's team will need to support her PSAT prep class.  They will also support Sandy in setting up a job shadowing experience and exploring post-secondary schools.

 

What do I already know about this student?

  • Concerned about passing classes and getting into college
  • Has had success with the IPAD for word processing and speech to text
  • Still wants to become a dental hygienist

  

What information do I need to know about this student?

  • Will Sandy be able to get an acceptable score on her SATs?
  • What school(s) is Sandy interested in attending?
  • Does Sandy have a good picture of what a dental hygienist does?
  • Will Sandy need financial aid to attend school?
  • Will Sandy have any barriers with transportation?

 

What methods will provide this information

  • Sandy will take the summer PSAT prep class to give an indication of how she does.
  • Sandy will work with her guidance counselor to set up a job shadowing experience with a local dentist office.
  • Sandy plans to take drivers training this summer and hopefully get her license.
  • Sandy and her mom are beginning to explore colleges with dental hygiene programs and will be supported with information from guidance.

    

How will the assessment data be collected and used

 

The following will be presented at Sandy's next case conference:

  • Results of PSAT prep class
  • Sandy's opinion after her job shadowing experience
  • College choices, so visits can be scheduled
  • Results of her driver's training course

 

Age 17

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy completed a summer PSAT prep course at the high school in July of 2009.  With the adaptation of extended time, she was able to finish the practice test with an acceptable score.  Her teacher reported that Sandy was very focused and really worked hard in the course. 

 

Sandy also took drivers training this summer, and now has her driving permit.  J

 

In November of 2009, Sandy spent 2 hours per week for 3 weeks at the local dentist office.  She was able to observe the hygienists and talk with them about their schooling and their jobs.  Sandy expresses that she is now even more sure that she wants to be a dental hygienist.  Sandy would also like to see if she could get a part time job working in a dentist's office.

 

Sandy and her mom have gathered literature regarding 2 post-secondary schools in the area that have Dental Hygiene programs.  Sandy indicates that she would like to go to IPFW because she could still live and home and drive back and forth to school. 

 

During the upcoming school year, Sandy's team will support her preparation for the SAT and work with her on self-advocacy skills.

 

What do I already know about this student?

  • Wants to be a dental hygienist
  • Will be able to transport herself
  • Is interested in attending IPFW and living at home
  • Has become very focused about meeting her career goals
  • Would like to get a part time job in a dentist office

 

What information do I need to know about this student?

  • Does she have a resume and interviewing skills as she looks for a job?
  • How will she do taking the SAT test?  Does she need prep for it?
  • Can Sandy advocate more for herself as she has gotten older, to ask for the supports she needs?

  

What methods will provide this information

  • Self Determination Observation Checklist (SDOC) – completed by parent and teacher
  • Self Determination Checklist – Student Self-Assessment (completed by Sandy)
  • Resume, cover letter, and interviewing conducted in English 12 clas

 

How will the assessment data be collected and used

 

  • Results from Checklists will be discussed
  • Completed Resume, Cover Letter, and Mock Interviewing from English class
  • Whether or not Sandy was able to find employmen

 

 

 

Age 18

Summary of Findings from Age Appropriate Transition Assessment:

 

Sandy will graduate in May, 2011 with a Core 40 Diploma

 

Sandy has applied and been accepted at IPFW.  She will start in a general program and later make application for the Dental Hygiene program. 

 

In March, 2011 Sandy completed the Self Determination Checklist and her TOR and mom completed the Self Determination Observation Checklist.  Sandy sees herself as much more independent and able to speak for herself.  Sandy's mom has also seen growth in this area and stated that Sandy did a great deal of the talking at her meeting with the advisor at IPFW.  Sandy's TOR stated that Sandy has begun to be more open about her disability and her needs, and understands that in college, she will need to seek out supports.

 

In October of 2010 Sandy got a part time job working in a local dentist's office.  She works 10 hours per week and mostly files, answers phones, and does general cleanup.  Sandy said that her job is going great and she is learning a lot.

 

In February of 2011 Sandy completed and updated her resume and cover letter in her English class. 

 

What do I already know about this student?

  • Graduating with Core 40 Diploma in May
  • Is working part time
  • Has been accepted at IPFW
  • Has her driver's license and is able to transport herself (sharing a car with her mom right now)
  • Is able to advocate for herself when needed

What information do I need to know about this student?

 

  •  Does Sandy have everything she needs to graduate?

 

What methods will provide this information?

  • When Sandy exits she will be provided with a Summary of Performance that outlines her learning needs and goals.  Sandy can give this to her advisor at IPFW as well as the Director of the Student Support Program there

 

How will the assessment data be collected and used?

 

  • Sandy will have her Summary of Performance and other school records to use as she sees fit.

 

 

 What Do You Think?

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

What other questions do you have about this case?