Brittany Kelly

SPED 5500
10/16/2016

Student Name: Maddie

Grade: 6th

Outline for Transition Action Plan and Student Transition Portfolio

I. Proctored Assessments included

A. CITE Learning Styles Inventory
a. Results: Major Learning Style is auditory language. Minor Learning
Styles include expressive-oral, social-individual, visual numerical,
auditory numerical, visual language, and expressiveness-written. Auditory
language corresponds with hearing spoken words and remembering and
using that information. Her learning style of auditory language
corresponds to her specific learning disability in reading. Her
comprehensive knowledge is higher than her reading level.
B. AIR Self-Determination Survey - Student
a. Results: Maddie has a 73% level of self-determination. In the capacity
section, Things I do and How I Feel portions, her highest scores were in
the area of How I Feel. Additionally, her highest score in the opportunity
section, was in the area of What Happens at Home. This data shows that
she does not feel confident or positive about what she thinks and does at
school and how she adjust for changes. For the section What Happens at
Home, she did not feel that she can act on plans or have support when
adapting plans. We found this concerning since she has very little support
at home and finds it tiresome and annoying to work in groups.
C. AIR Self-Determination Survey- Teacher
a. Results: This assessment yielded similar results to the student AIR Self-
Determination Survey. Her literacy teacher agreed that they didnt feel that
she had the opportunity to show self-determination in the home
environment but did believe that school provided the opportunity to be
self-determinate. Maddies teacher felt that she never knows her own
abilities and limitations when asked and rarely knows how to set personal
goals and make plans to achieve them.
D. Study Habits
a. Results: The most concerning take away from this assessment was
Maddies generally negative answers. She did not feel that she was good
at many study habits and was not interested in learning new skills to study
better for her classes. Maddie has great anxiety when it comes to talking
about her and what she does. She is very concerned that what she is doing
is wrong and bad. Many times throughout the assessment I had to reassure
her that these were things that I also did when I was her age.
E. How I See Myself
a. Results: Maddie views herself poorly and had a difficult time pointing out
her strengths. She feels that one of her only positive qualities is that she
knows when to keep quiet. She feels she is not an effective
communicator and is rarely patient. She identified career interest in
 personal services, medical, outdoors, and scientific areas. When asked to
identify areas in her life with problems, she felt she had many home and
personal problems but few problems in school and with friends. More
information is needed to know how to best support her with her feelings of
many issues at home and personally.

II. Specify specific areas you will address in your TAP lessons. Write I-13 compliant
goals for the areas of career/employment, education/training, & community and
independent living skills (if applicable).
A. Upon completion of high school, Maddie will enroll in courses at the Community
College of Aurora.
B. Upon completion of high school, Maddie will work in the field of animal care.
C. Upon completion of high school, Maddie will utilize public transportation to
access the community.

III. Transition Curriculum / Action Plan

A. Me! Unit 3 Lesson 1: Getting to Know My IEP:
a. (http://www.ou.edu/content/dam/Education/zarrow/me/Me%20lessons-
revised/Me%20all%20units%20combined.pdf)
b. Lesson Objective: In utilizing this curriculum Maddie will have the
support to understand her IEP, the contents, and what it means for her in
the classroom setting.
c. Rationale: This lesson develops the foundation for Maddie to understand
and explain her needs and requirements in the classroom to support her
learning. If she does not understand what is required for her to receive in
her classroom she will not have the ability to recognize the absence of
those accommodations and advocate for herself when she does not receive
the appropriate accommodations.
d. Product(s)/Artifacts: At the end of this lesson Maddie will be asked to read
her accommodations and modifications and explain to me what they mean
for her in the classroom. Her goal is to do this with 80% accuracy.
B. Im Determined! and 411
a. http://www.imdetermined.org/
b. Lesson Objective: Maddie will develop a one page profile (one pager) that
lists her disability, her accommodations and modifications, interests and
likes, and strengths and areas of challenge.
c. Rationale: Through assessment data and interviews with Maddie, she has
a limited understanding of her disability, her IEP, and her
accommodations. This lesson uses the one page handout outlined in the
Im Determined curriculum; a link to an example of a one page handout
can be found here
http://www.imdetermined.org/files_resources/430/one_pager_sarah_11.12.
pdf).
d. Product(s)/Artifacts: The lessons from 411 and Im Determined will assist
in the creation of the one page handout that Maddie can provide to her
teachers and employers that explain her needs and strengths. Through the
 Brittany Kelly
SPED 5500
10/16/2016

development of this handout Maddie will learn about her disability, her
IEP, and her strengths thereby increasing her self-awareness, her
knowledge surrounding what she is legally entitled to, and her ability to
share and discuss her needs with teachers and employers.
C. RENEW Portfolio
a. http://lifeafterieps.com/wp-content/uploads/2012/03/RENEW.Portfolio.pdf
(Map #8 and My Action Plan)
b. Lesson Objective: Maddie will create a personal action plan based upon
her goal of reading 15 minutes a day during the week to improve her
reading level.
c. Rationale: Our class set the goal of reading at least 15 minutes a day
during the week to improve the students reading levels. Maddie wants to
read more because she wants to improve her reading level to be successful
in college classes. She has said that she finds it difficult to set personal
goals and follow through with them. We will make short term weekly
goals based on reading. We will add these short term goals to her
assignment calendar so they are visible to her.
d. Product(s)/Artifacts: Short term goals visible on her assignments calendar
D. Student Calendar
a. https://www.teacherspayteachers.com/Product/Student-Assignment-
Calendar-1344597
b. Lesson Objective: To learn of successful assignment tracking tips and
personal accountability of timely assignment completion and submission.
c. Rationale: Maddie is generally okay at keeping track of assignments but
frequently forgets small and seemingly insignificant assignments. Having
a weekly assignment calendar will allow Maddie to keep track of all of her
assignments and prepare her for the workload demand of high school and
college.
d. Product(s)/Artifacts: Maddie will have a weekly academic calendar that
she can continue to utilize throughout the year.
E. Identifying People and Resources in Maddies life
a. http://lifeafterieps.com/wp-content/uploads/2012/03/RENEW.Portfolio.pdf
(Map #4)
b. Lesson Objective: Maddie will recognize and list the people and
resources in her life utilizing the RENEW Portfolio Map #4 broken down
in to three categories, People who Maddie loves, People who Maddie
likes, and Paid people in Maddies life.
c. Rationale: In addition to the goal setting and self-determination lessons it
is important for Maddie to understand who she has in her life that can
resources and sources of support in her life. Maddie often comments that
she has very few to no people who support her and her dreams. This
lesson also opens the door for teaching her about what is appropriate to
discuss and share with people about herself based upon their ranking in
her relationship circle.
 d. Product(s)/Artifacts: Maddie will generate a relationship circle that she
can modify as she grows older and moves into different classes and
schools, and as the resources and level(s) of support change in her life.

F. Problem Resolution iPad Application

a. http://www.imdetermined.org/files_resources/766/2._problem_resolution_
-_feature_overview.pdf

b. Lesson Objective: Maddie will use the Problem Resolution app to resolve
interpersonal conflict through self-reflection by sharing her story and
outlining steps toward resolution.

c. Rationale: This app can benefit Maddie in several different ways. It can
be utilized for interpersonal conflict but also for internal conflict as a
result of something that happened at home, in a class, or as a means of
dealing with her own anxiety. She can outline what happened, provide
specific details such as time or place, reflect on her emotions, and begin to
develop plans for a solution.

d. Product(s)/Artifacts: Each time Maddie makes an entry in the app she

creates a record. Maddie will be able to look back on previous entries and
determine if her solutions were effective and where improvements could
be made.

IV. Student Transition Portfolio Ideas

A. The 411 on Disability Disclosure Unit 1: Self-DeterminationThe Big
Picture (http://www.ncwd-
youth.info/assets/guides/411/411_Disability_Disclosure_unit1.pdf)
B. Me! Unit 3 Lesson 1: Getting to Know My IEP:
(http://www.ou.edu/content/dam/Education/zarrow/me/Me%20lessons-
revised/Me%20all%20units%20combined.pdf)
C. I will be using the one page handout lesson from the Im Determined!
curriculum:
(http://www.imdetermined.org/files_resources/430/one_pager_sarah_11.1
2.pdf)
D. Student academic calendar
https://www.teacherspayteachers.com/Product/Student-Assignment-
Calendar-1344597
E. RENEW Portfolio Relationship Circle Map #4 http://lifeafterieps.com/wp-
content/uploads/2012/03/RENEW.Portfolio.pdf
F. Problem Resolution App
http://www.imdetermined.org/files_resources/766/2._problem_resolution_
-_feature_overview.pdf