Transition Project

SEFB 420
Lynch

Student Summary
Background Information
Stephen Campbell is a Caucasian 20 year-old-male at Madisonville High
School. He graduated from Huntsville High School in May of 2013. Stephen is
diagnosed with an Intellectual Disability. He is currently enrolled in the Life
Skills 18+ program at MHS, which develops career and independent living
skills. He is known for his passion for football and is always prepared to talk
about the latest game scores. In the classroom, Stephen enjoys talking to his
peers and watching football videos at the end of the day. After school, he has
chores to do including walking Spike, the dog, helping his mother with the
dishes, putting his movies away, cleaning his room, and vacuuming the living
room. When he isnt helping around the house, he enjoys playing video
games with his brothers, watching television, and eating pizza.
Family Information
Stephen grew up in Georgetown, TX, where he attended school
through graduation. He and his family moved to College Station and have
lived here for the past 2 years. He is currently living with his mother, father,
two brothers, and uncle, who has a similar intellectual disability to Stephen.
Stephens mother and father are Stephens legal guardians. Both are
involved in Stephens education and attend all parent meetings and ARD
meetings. They keep up with the teachers daily home folder and are fairly
consistent about contacting the school with any issues.
Educational Experience
Stephen has attended Creek View Elementary, Behold Middle, and
Huntsville High School. He graduated from Huntsville High School in May of
2013 where he was enrolled in the Life Skills program. He completed the
minimum credit requirement. Most of Stephens courses contained modified
content aligned to the standards required under the minimum school
program. Georgetown only issued him a P for passing so there is no
recorded GPA. This means that his transferred average Madisonville is a
75/100. While enrolled in Huntsville ISD, Stephen was administered TAKSAlternate as required by his IEP. In high school he met standards in all subject
areas excluding U.S. History.
After graduation, he and his family moved and Stephen started the Life
Skills 18+ program at Madisonville. He is enrolled in this program to
complete the requirement of his IEP and gain access to services which his
last high school did not provide. The 18+ program is a contained class and
does not include any inclusion classes or general education modifications. In

this program, Stephen is working on vocational education, independent living

skills, and social skills.
Stephen works well with others and participates in group activities. He
is able to prepare simple meals on his own and can verbally identify which
foods he enjoys and would like to purchase. Stephen can follow simple oneand-two-step verbal directions. He is able to complete job tasks when he
follows modeling. He demonstrates the ability to stay on task in 50 minute
intervals with minimal prompting or redirections as long as he is engaged in
a desired activity. Stephen also keeps a daily log of his work experience and
shares personal interests in his journal. Lastly, Stephen is able to ride the bus
to and from school with no assistance to or from the bus stop.
When in the work place and in the classroom, Stephen loses interest
easily and halts his productivity if he becomes distracted. He struggles with
asking for help and instead removes himself from a situation until prompted
to talk. Stephen participated in a lot of self-talk and stemming behaviors. He
has had many behavioral incidents in which he yells, thrashes his arms and
legs, uses inappropriate or violent language, and refuses to listen to the
teacher or job coach. In these situations, Stephen has to be removed from
the environment to calm down. To avoid these behavior situations, Stephens
teachers and parents are working to create a more concrete schedule for his
day, to be reviewed each morning before school. They are also implementing
a new reward system, using football playing time or computer time to
motivate appropriate behavior during work hours. Stephen also has a
difficulty with eye contact and maintaining one topic during a conversation.

Extracurricular Activities and Interests

Stephen is a football whiz. He enjoys watching both college and
professional football and has a knack for memorizing the plays and scores of
each game he watches. His favorite team is the Longhorns and he can tell
you anything you want to know about their players, coaches, stadium, or
playbook.
Stephen also enjoys rock n roll music and hopes to purchase his own
electric guitar. He wants to play music by Big Time Rush and R5. After school,
Stephen likes to watch SpongeBob Squarepants or play NASCAR on his Xbox.
Work Experience
In the Life Skills 18+ program, he has been given a variety of volunteer
opportunities to work on job skills and behavior. He has worked for both the

school and the Saint Josephs Hospital cafeteria helping to refill the
condiments, silverware, and napkins as well as keeping table surfaces clean.
In this position, Stephen requires a job coach to supervise and assist him as
well as keep him on task. Stephen was moderately successful in this position
and would maintain focus for 30 minute increments.
Stephens most successful experience has been at Saint Josephs
laundry facility where he helps fold towels, wash cloths, flat sheets, and
pillow cases. He is able to do this task for 55 minute increments with little
assistance from the supervising job coach. Stephen enjoys this job the most
and is working on increasing the increment without becoming agitated or
distracted.
The least successful vocational placement Stephen has had was at the
Madisonville Public Library. At the library, Stephen was expected to sweep,
pick up trash, straighten books, and log off computers. Because of the voice
volume expectations, Stephen became easily agitated and then violent. This
environment caused Stephen to yell, use harsh language, thrash, and refuse
to do work. Despite the constant supervision and assistance of a job coach,
the library environment was not suitable for Stephen.
Other vocational placements that Stephen has held include watering
plants at Howdy farms, stuffing new patient folders at Saint Josephs
Hospital, straightening papers and picking up trash at Southwood Church,
and stuffing food bags at the Brazos Valley Food Pantry. These jobs all
required constant prompting and assistance from the job coach but were
overall moderately successful.
Stephen has not yet held a paying job. In the spring of 2015, a job was
arranged for him in the Texas A&M food services department. However, his
background check did not pass and he was not able to begin the work.

Transition Assessment
In order to gather more information about Stephens current skill levels
in the areas of transition, various transition assessments were administered.
These assessments were both formal and informal and included data from
Stephen, his teachers, and his family members. Each assessment focused on
a different area of transition and provided data to create new goals and
objectives.
Reading-Free Vocational Interest Inventory: 2nd Edition
The first transition assessment that was completed was the ReadingFree Vocational Interest Inventory: 2nd Edition (R-FVII:2). This assessment was
written by Ralf L. Becker Ph.D. and published by Elbern Publications in 2000.
The R-FVII:2 measures vocational interests in 11 categories using pictures of
individuals engaging in the different occupations. Students view three
actions at a time and select the most desirable. There are 55 sets of pictures,
exploring a range of jobs at the unskilled, semiskilled, and skilled levels. No
reading or writing is required to complete this assessment. This assessment
was selected for Stephen because it does not require him to read, write,
listen or discuss his answers. Stephen did not require many prompts to
continue selecting his answers, and only required some help understanding
the actions in the pictures. He completed the booklet in approximately 20
minutes.
The R-FVII categorized the results into related jobs including
automotive, building, clerical, animal services, food service, patient care,
horticulture, housekeeping, personal service, laundry, and materials
handling. After recording and scoring Stephens responses, it was found that
his interests are very diverse. Stephen scored high on all jobs apart from
automotive, building work, and patient care. The highest scoring jobs,
however, were personal service, laundry work, and materials handling. These
jobs all require him to continue working on staying on task, initiating tasks,
and maintaining stamina. If Stephen would like to focus on the personal
service career path, which he scored the highest in, then he will need new
goals to focus on socialization, asking for help, appropriate conversation
topics, and introducing himself.

Career Cruising
The next assessment completed with Stephen was the Career Cruising
program. This assessment provides students with interest statements and
allows them to rank how they agree on a 1-5 scale. At the end of the survey,
the program produces a list of careers that fit the areas the student is most

interested in. When this test was administered, the statements were read out
loud and Stephen was asked if he did or did not agree with the statement.
The administrator selected the response on the computer. This assessment
used vocabulary and concepts that Stephen was not familiar with and he was
soon overwhelmed. After a short break, the assessment was continued with
longer response time and much agitation. Eventually, Stephens responses
were all the same and were no longer applicable to the assessment. It was
apparent that this assessment was not intended for students with medium to
severe intellectual disabilities. The results of this assessment will not be
used.

Independent Living Life Skills Assessment

The next assessment that was completed with Stephen was the
Independent Living Life Skills Assessment from the Washington State
Department of Social and Health Services. This assessment breaks down
independent living skills into 15 different categories and rates the students
proficiency in each category as basic, intermediate, advanced, or excel. Each
category sections the skills to reflect the level of proficiency. The student
must master one section of skills before beginning the next. In the verbal
assessment, the student must know 3-5 of the skills in order to advance into
the next level of accomplishment, as to avoid discussing skills that the
student does not know.
This informal assessment was administered to Stephen with the help of
his classroom teacher to supplement some of his answers. During the
interview, Stephen was easily distracted with one word of a question and did
not focus on the whole question. This resulted in an extended assessment
time and an increase of response time as more questions were asked.
However, Stephen stayed on topic very well when discussing the preparation
and eating of food. After scoring the results of the assessment, Stephen falls
between a basic and intermediate skill for most categories. This interview
showed that Stephen needs significantly more independent living skills goals.
Some goals to start focusing on should be routinely taking medicine
independently, cooking small meals, ordering food independently, securing
means of transportation, using the telephone to make calls, and washing
clothes and dishes.

Enderle-Severson Transition Rating Scale

The last transition assessment executed for Stephen was the EnderleSeverson Transition Rating Scale (ESTR-III). This assessment was written by

Jon Enderle and Susan Severson and published in 2003 by ESTR publications.
It is designed for learners with moderate to severe disabilities. This
assessment gathers information from the parents and educators through a
series of questions rated on a 0-2 scale. The scale provides scores in
employment, recreation and leisure, home living, and post-secondary
education, as well as an optional score in social and vocational behavior. The
ESTR-III has been selected for Stephens transition planning because of the
detailed information it gathers from the adults that know Stephen best.
Transition is a lengthy topic to assess and this assessment allows the
administrator to gather information about Stephen without overwhelming
him with hundreds of questions.
The ESTR-III provides different forms of the assessment that can be
completed with adults who have experience with the student in different
settings. The parent form was chosen to focus on Stephens home living and
recreation skills. Stephens mother is with him at home when he practices
these skills and knows which he excels in most. The teacher form was
completed with a paraprofessional that works with Stephen in the classroom
and at his community job sites. She is most knowledgeable about his job
skills and could provide insight on the employment topics he needs to work
on.
Stephens mother and paraprofessional offered similar answers for
most of the questions, especially in areas of post-secondary education,
community participation, and employment. However, the results from the
home living section were significantly varied. The paraprofessional rated
Stephens home living skills much higher than Stephens mother did. This
could be due to the paraprofessional only working with Stephen in a learning
environment while his mother observed his skills in an applied setting. The
difference in these scores show that Stephen has demonstrated these skills
at school but has not generalized them to the home. Most of the results from
the assessment showed that Stephen has not planned for life after high
school. He is able to independently accomplish the tasks in a job setting, but
does not know about the money management, transportation, or support
services to maintain a job. This assessment also showed that Stephen will
need to work on phone skills and identifying safety procedures in the case of
an emergency when home alone.

These assessments showed that Stephen will need to work on work

place social skills, daily living skills, and community resources skills
throughout the next year in the 18+ vocational program. The data shows
individual skills that Stephen will need support with throughout his career.

Creating goals and objectives based on the results of these assessments will
help Stephens teacher and parents guide Stephen to a more independent
future.

Self-Advocacy Plan
Stephen is planning to obtain a part-time job while in high school that
he will continue to hold after high school. Stephen, his mother, and
vocational director are researching appropriate employment opportunities in
the community. He will participate in the required on-site job skills education
provided by his job and job coach. Stephen plans to continue to live with his
parents and brothers in College Station and help with cooking, cleaning, and
other household chores in the home. He intends to join a recreational special
needs sports team with natural parent and peer support. To reach these
outcomes, Stephen will need to ask for and acquire support.
Educational Supports
If Stephen chooses to enroll in extracurricular educational classes, he
will need to be accompanied by natural parent support or arrange for an
educational assistant. He will need this support team to provide him with
supplemental instruction and guidance through the course.
Throughout on-site job skills training, Stephen will need one-on-one
supervision from a job coach or supervisor. Stephen will need to use a task
reminder system in order to develop the routine of his job. Stephen will also
need changes in the schedule to be clearly communicated verbally and
visually.
Employment Supports
Stephen will search for a job that requires little communication skills to
accommodate for his delayed responses and occasional state of being
overwhelmed. Stephen will require a job coach and will need to communicate
his questions and concerns to this person. He will also need to rely on his
peers for natural support. Stephen will need occasional breaks to avoid being
overwhelmed and will need to communicate these to the appropriate people.
Independent Living Supports
Stephen will create a monthly diet plan for cooking and grocery
shopping. He will be responsible for administering his daily medications.
Stephen will request and arrange transportation to and from his job and his
extra activities. He will create a phone contact sheet to refer to when making
phone calls to friends, family, or in case of an emergency.
Recreation and Leisure Supports
Stephen will search for a recreational special needs sports team. He
will be assisted in the organization by the counselors or staff as well as

natural peer support. Stephen will maintain practice dates and communicate
his need for transportation to and from the location on these dates.

Stephens support relies heavily on the aid of his family members and
job coach. He understands the need for these people to be involved in each
area of his life. Stephen will need to communicate with his parents, job
coach, and other community members anything he needs in order to live and
work more independently.

Goals and Outcomes

Employment Transition Outcome:
Goal: After completion of the 18+ program, Stephen will have
obtained a part-time job.
Narrative: Stephen and his mother have both expressed interest in
Stephen obtaining a part-time job sometime after high school to earn a small
income. The R-FVII:2 (2003) showed that Stephen has an interest in personal
service, laundry work, and materials handling. According to the ESTR-II
(2003), Stephen has advanced fine and gross motor skills to succeed in these
positions. Obtaining a part-time job will allow him to continue developing
social skills and workability. In the 18+ program, Stephen is working in
various community sites to build his employment skills.
IEP: In 36 instructional weeks, Stephen will demonstrate workplace
social skills (greetings, introductions, maintaining eye contact, good-byes,
respectful words and behavior towards peers and coworkers) when on job
sites, training sites and when in the community in 8 out of 10 opportunities.
Time Line:
November- Create plan for ensuring greetings, eye contact, and
conversations with coworkers and supervisors are situationally
appropriate
November- Research part time jobs and gather application
materials
December-Apply for part time job
January-Interview
February- Accept job
February- Participate in supported job training
Educational Transition Outcome
Goal: After obtaining a job, Stephen will participate in continuous jobrelated-education.
Narrative: Stephen and his mother have not expressed any interest in
post-secondary education. Stephens mother finds obtaining a job to be of
higher priority than continuing academic education. In order to obtain and
maintain the part-time job, Stephen will need to participate in job training
upon being hired. As the job changes and as Stephen works towards a
promotion, he will need to participate in continued job education.

IEP: In 36 instructional weeks, Stephen will participate in supported

continued job training at various sites of his interest and ability in the
community at least 2 times per week.
Time Line:
February: Participate in initial supported job training
March: Participate in un-supported job training
April- future: Continued education as needed in employment
Independent Living Transition Outcome
Goal: Upon completion of high school, Stephen will be able to provide
himself with his own food and medicine.
Narrative: Stephen and his mother have decided that he will be living
with his parents after graduation. Stephen helps his parents with keeping
care of the house, laundry, and other household chores. Stephens mother
has mentioned that he does not make all of his own meals and that she
wants him to help with that. Currently, Stephen is not responsible for taking
his own medicine. This is another skill that Stephens teachers and parents
are interested in teaching him.
IEP: In 36 instructional weeks, Stephen will demonstrate his ability to
independently shop and purchase and pay for food, groceries, and other
wants and needs in 4 out of 5 trials.
Time Line:
November: Make simple meals independently
November: Take daily vitamin with support
December: make simple meals and some medium meals
December: Take daily vitamin without support
January: Independently make all simple meals and most medium
meals
January: Take daily vitamin and prescription with support
February: Independently make all simple and medium meals
February: Take daily vitamin and prescription independently
Recreation and Leisure Transition Outcome

Goal: After graduation, Stephen will participate in community activities

with natural family and peers given support.
Narrative: Stephen is currently not enrolled in any extracurricular
activities. After graduation, he should be able to research and register for at
least one community activity with some assistance. He has expressed much
interest in joining a football team. He is very knowledgeable on the sport and
already spends a significant amount of time researching scores and players.
His parents have encouraged him to play football with siblings in the
backyard and have showed interest in Stephen joining a special needs
league. This could help Stephen gain independence, establish a group of
friends, and provide opportunity for physical education.
IEP: In 36 instructional weeks, Stephen will choose and or plan one
activity each week, inviting someone to participate with him when
appropriate, with fading support when necessary.
Time Line:
November: Research possible special needs leagues with
assistance
December: Select a special needs team to participate in
January: Join community activity

Job Analysis
Rationale
There is currently no specific job or area of employment listed in Stephens
official transition plan or IEP. However, according to the Reading-Free
Vocational Interest Inventory: 2 (R-FVII:2), administered to him in October
2015, Stephen has an above average interest in both personal and laundry
services. During the informal vocational interest surveys, Stephen expressed
a more specific interest in working in a store. He described his experience
stocking items in the school cafeteria and how he could use those skills in a
job setting. Stephens experience includes restocking chip bags, condiments,
plastic ware, and other snacks available in the school cafeteria.
HEB is a grocery store with several locations throughout College Station,
one within 2 miles of Stephens home. HEB has a reputation for employing
adults with special needs and working with them to provide a successful
work environment. This is also the store where Stephen currently purchases
groceries with his class, so he is familiar with the location, layout, and
products.
Summary
The job discussed by the HEB representative that was most suited to
Stephens interests and skills was stocking shelves in the grocery
department. This position would require Stephen to assist in receiving pallets
of groceries, distributing the products to proper areas, and shelving the
products with like items. This job requires a moderate work speed and 4-6
hour shifts, with flexible time for needed breaks.
When researching this job, Stephens behavior and social skills were
addressed. While discussing the accepted behavior, the HEB representative
described an employee like Stephen that would have similar behavior
outbursts. Co-workers and supervisors were instructed to remove the
employee from the main floor and provide him with time to talk and calm
down. It is also acceptable to use self-talk throughout the work day. The
other skill that was discussed in detail was the ability to switch tasks
throughout the day. The HEB representative describes 2-3 possible task
changes throughout a work day, however, most of the tasks are routine.
This job encourages the use of job coaches, but has also developed an
environment of helpful co-workers for natural support opportunity.
Matches the Student
This stocking job at HEB fits the interest field that Stephen tested for and
discussed in previous transition assessments. However, there are some skills

that he will need to continue to develop before applying or accepting this

job. In order to appropriately handle frustration or confusion without the
assistance of a job coach, Stephen needs to find methods to stay calm and
use his words to describe what he is feeling. He also needs to know where it
is appropriate to talk about those frustrations, and who it is appropriate to
tell. Stephen will also need to improve on his response to authority figures.
Currently, there is moderate resistance to corrections, requests, or changes
made by teachers, parents, or paraprofessionals. While these responses are
not violent, and are usually short lived, they will not be an appropriate
behavior for the work place.
Next Step
Stephen will spend the rest of the year developing the aforementioned
required skills. When he has sufficiently developed these skills, his teacher,
parent, or paraprofessional will assist in filling out an application. He will
send in the application with a fully updated resume. If called back for a
position, he will schedule an interview time with the supervisor. Stephen will
practice interview etiquette and questions before the scheduled interview
time. He will also review the supports that he will need in a vocational setting
and the rights he has in the work place.

Working at HEB stocking groceries is a reasonable position for Stephen to

work towards. He would use the help of a job coach as well as co-workers as
natural supports to be successful. In order to obtain this job, he will need to
work with his support team to develop the necessary skills and apply for the
job. Stephen and his parents also need to set up a bank account for
paychecks and consider the most appropriate mode of transportation.

Student Progress Summary

Stephen has been working on his vocational and independent living
skills throughout the semester. He has had many community work
opportunities and has developed interests in personal service and laundry
service. He is developing the skills he needs to earn a job and to become a
more productive member of his household.
Education
Stephens annual ARD was held on November 6, 2015, and revealed
the possibility of new school placement along with updated goals for the rest
of the year. Dr. Eric Roberts informed the Annual Review/Dismissal (ARD)
committee that the College Station school district is in the final stages of
building an alternative high school campus. This campus will serve as the
site for out-of-school suspension, self-paced high school program, vocational
training school, and special education 18+ vocational program. While the
conversation was kept off the record, it was discussed with Stephen, his
teacher, and his parents the possibility and benefits of Stephen being
transferred to the alternative location for his final year in school. Dr. Roberts
explained that the new school could offer Stephen more individualized and
hands-on learning experiences due to the resources and technology with
which the vocational classrooms will be equipped. Dr. Roberts was sure to
discuss the mock laundry room and store located in the school, as those are
Stephens favorite community experience locations.
Employment
After the job analysis, Stephen was approached with the idea of
working at HEB stocking groceries. The job tasks, environment, and other
characteristics were discussed with him to determine if it was a job he was
interested in. Stephen reacted to the ideas with great enthusiasm. Stephen
will still need to work on developing vocational, behavior, and social skills
before applying for this or any job.
These skills were defined in his latest ARD meeting by Mrs. Smith and
the entire IEP team. In reference to behavior, Stephen is working on
complying with verbal instructions when asked to do a task or given a
directive. He is learning to react to changes in schedules and tasks
appropriately. For vocational skills, Stephen is still working on interacting
appropriately with supervisors, demonstrated by peers or role models. He is
also working on using a picture schedule with verbal instructions and
prompts to independently complete a task. When these goals are
accomplished, he will be ready to apply for a position like the one at HEB.

If Stephen is prepared for a job at the end of this school year, he will
need assistance with applications and interviews. A job coach will need to be
provided to model and offer prompts and support. The job should be
acquired before Stephen exits the 18+ vocational program in order to ease
the transition between school and post-school life. It would also establish
natural supports in the place of employment to aid Stephens continued
employment.
Living
Stephen has been taking a larger role in helping with chores in his
home. He is not only cleaning his own room, but is helping with laundry,
sweeping, dusting, wiping tables, and using a recipe to make a simple meal.
These tasks are a part of his latest IEP and have been implemented using
picture instructions and verbal directives. New chores require role modeling
and assistance.
Stephens mother discussed how he enjoys choosing to go outside to
play football immediately after getting dressed and ready for the day. This
often times takes up the time allocated for breakfast and he goes to school
without eating his cereal. Mrs. Smith has noticed significant problem
behaviors on these days. She has opted to provide Stephen with a bowl of
cereal each morning in order to reduce the likelihood of these behaviors. This
situation gives Stephen an excellent opportunity to practice time
management skills. A small goal to be implemented in his plan is decision
making and appropriate time management skills.
Recreation and Leisure
At the beginning of the semester, Stephen was not involved in any
extracurricular activities, but expressed and immense interest in football.
Throughout the semester he has attended his brothers football games and
cheered him on as a supportive older sibling. After the holiday break, with
the help and encouragement of his support system, Stephen can join a
community sports organization designed for people with disabilities. This will
give Stephen the opportunity to play his favorite sport and make new
friends.
Stephen still relies on parent support for transportation.

After Stephens exit from the 18+ vocational program, he will make
many transitions in to post-secondary education life. With the current
support of his parents, teachers, and transition team, Stephen will make a
smooth transition into his career and his adult life. He is an enthusiastic,

persistent, hard-working young man and will make a wonderful member of

workforce.