Nicole Steele 1

Transition Project – CEP801A

Description of Child, CA-60 File Review, Student Transition Assessment, IEP information.

Clark is an eighth grade, male student and is 13 years, 8 months old. He was found

eligible with a specific learning disability in the areas of basic reading skills and reading

comprehension. He spends two-three hours per week in a resource program (usually pushed in

and co-taught unless pulling out for testing). He also receives 30-90 minutes per month of school

social work services. Currently, his goals are in academics (reading) and social/emotional

behavior.

Family history

Clark resides with his mother and two siblings. His father was incarcerated during his 2nd

grade school year for child support related issues. He is not incarcerated at this time; however,

Clark does not have visitation with his father nor does he live in the area. Clark’s mother is not

employed outside the home and has a 10th grade education. The Kent family enjoys football

games, going out to dinner, and going to the movies. The children play outside daily with

neighborhood peers at the playground that they can see from their front door. Clark seems to

have a positive relationship with his mother, but can be defiant (e.g., stomping, kicking, refusing

to do chores, etc.). He has a positive relationship with his siblings as well. Mrs. Kent reports her

son is a sweet boy who is very loving and enjoys helping others. He responds well to praise and

encouragement. He is active, athletic, and social. He is able to make friends easily.

Medical history

Clark has been generally healthy with no major illnesses or injuries over the past several

years. He sees Dr. Brown at Sunnyville Pediatrics. He sleeps well and appears well-rested. He is
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able to complete basic living skills (i.e., bathing, brushing his teeth, getting dressed, etc.) with no

concerns.

Academic History/Current Academic Information

Clark was initially evaluated for special education at age 4 years, 7 months; and was

found eligible as a student with a speech and language impairment and received two-five

resource room hours per week. He received a nonverbal IQ of 84 (14th percentile), and a Bracken

Basic Readiness Composite of 64 (1st percentile). He was re-evaluated in 1st grade and found

eligible as a student with a learning disability in the areas of basic reading skills and reading

comprehension.

Norm Referenced Achievement Testing indicated strengths in math calculation, math

problem solving and reading fluency. Clark demonstrated weaknesses in basic reading and

reading comprehension. These learning disabilities do not appear to be primarily the result of

lack of effective instruction, situational trauma, medical/vision/hearing/motor disability,

cognitive impairment, emotional disturbance, cultural factors, economic or environmental

disadvantage, autism, or limited English proficiency. A vision/hearing test were completed and

were not considered concerns at this time.

Clark currently has academic goals related to reading comprehension. His goal states:

When completing a fiction and nonfiction reading assignment, Clark will determine a central

idea and provide an objective summary of the text with guidance and support, as measured by a

grade of 80% on his assignments. Clark’s teachers state that he is very sweet, he is able to make

friends easily, and is very social in the school environment. The teacher reported that his

behaviors can interfere with his learning or his peers learning.

Current Socio-Emotional/Behavioral Information

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He receives direct school social work services and shows good participation and progress

toward goals. His current goal is: He will demonstrate positive replacement behaviors (cool off

time, verbalizing his needs in appropriate ways, using kind words to ask for personal space,

using kind words to initiate socialization with peers, etc.) in the school environment within two

verbal or visual prompts 80% of the time, as measured by documented observations and a

tracking sheet.

Goals: IEP is scheduled for February 20, 2019. This project is written based on current levels.

Objectives:
Academic:
When completing a fiction and nonfiction reading assignment, Clark will determine a central
idea and provide an objective summary of the text with guidance and support, as measured by a
grade of 80% on assignments by February 2019.

Behavioral:
Clark will demonstrate positive replacement behaviors (cool off time, verbalizing his needs in
appropriate ways, using kind words to ask for personal space, using kind words to initiate
socialization with peers, etc.) in the school environment within 2 verbal or visual prompts 80%
of the time, as measured by documented observations 80% of the time by February 2019.

Benchmarks:
Academic:
By the end of reporting period 1, when completing a fiction and/or nonfiction reading
assignment, Clark will determine a central idea and provide an objective summary of the text
with guidance and support, as measured by 73.25% on assignments based on his grades.

By the end of reporting period 2, when completing a fiction and/or nonfiction reading
assignment, Clark will determine a central idea and provide an objective summary of the text
with guidance and support, as measured by 75.5% on assignments based on his grades.

By the end of reporting period 3, when completing a fiction and/or nonfiction reading
assignment, Clark will determine a central idea and provide an objective summary of the text
with guidance and support, as measured by 77.75% on assignments based on his grades.

By the end of reporting period 4, when completing a fiction and/or nonfiction reading
assignment, Clark will determine a central idea and provide an objective summary of the text
with guidance and support, as measured by 80% on assignments based on his grades.

Social:
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By the end of reporting period 1, Clark will demonstrate positive replacement behaviors (cool off
time, verbalizing his needs in appropriate ways, using kind words to ask for personal pace, using
kind words to initiate socialization with peers, etc.) in the school environment within 2 verbal or
visual prompts 80% of the time, as measured by 68.75% of the time based on documented
observations.
By the end of reporting period 2, Clark will demonstrate positive replacement behaviors (cool off
time, verbalizing his needs in appropriate ways, using kind words to ask for personal pace, using
kind words to initiate socialization with peers, etc.) in the school environment within 2 verbal or
visual prompts 80% of the time, as measured by 72.5% of the time based on documented
observations.

By the end of reporting period 3, Clark will demonstrate positive replacement behaviors (cool off
time, verbalizing his needs in appropriate ways, using kind words to ask for personal pace, using
kind words to initiate socialization with peers, etc.) in the school environment within 2 verbal or
visual prompts 80% of the time, as measured by 76.25% of the time based on documented
observations.

By the end of reporting period 4, Clark will demonstrate positive replacement behaviors (cool off
time, verbalizing his needs in appropriate ways, using kind words to ask for personal pace, using
kind words to initiate socialization with peers, etc.) in the school environment within 2 verbal or
visual prompts 80% of the time, as measured by 80% of the time based on documented
observations.

Summary of effective strategies

The IEP team has conducted a Functional Behavior Analysis (FBA) and currently

implements a Behavior Intervention Plan (BIP) for Clark. The FBA indicates that Clark’s

function of his behavior is to gain peer attention and to avoid academic tasks. The behavior plan

has been developed and updated in September of 2018 and includes the following strategies: a

designated cool down area with adult support, a break card, a tracking sheet, a visual schedule,

and a token economy. His replacement behavior strategies are: verbalizing his needs in

appropriate ways and using kind words rather than actions to ask for personal space/personal

time. The procedures for teaching replacement behaviors include: visual modeling, social skill

lessons, modeling with role playing exercises, and check in and check out. Reinforcement for

positive behaviors will include immediate and positive feedback from adults in the form of

verbal praise and visual feedback on daily tracking sheets during each subject area, and positive
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feedback will outnumber behavioral corrections in each subject at a ratio of 4:1. The student will

also receive ROAR tickets as a positive reinforcement strategy. These strategies have previously

been effective, and as a result, the IEP team/staff that work with Clark will share information via

a BIP meeting every 90 days to review any behavioral concerns/issues that arise, and discuss any

concerns with strategies or ideas for new strategies if necessary.

Accommodations, Modifications and Services

Clark currently receives (and will continue to receive) the following supplementary

aids/services/support: use of a calculator, allowing extra time in-class or outside of class for

work completion, breaking math problems down into smaller steps, providing extra time to

answer questions and formulate responses, alternative test area, extended time on tests, read test

and assignment content and questions to student, allow the student to use the “cooling off” area,

and text to speech tools. Clark also receives support via the resource room teacher and school

social worker. The staff members that work with Clark will all collaborate together to discuss

scheduling time to receive supports and how to effectively use supports in their settings. The

general education teacher will be given information about Clark’s accommodations and

modification/services needed, and how to effectively use them in the general education

classroom.

Outline of Activities Implemented Throughout Transition and Timeline of Events

December/January:

The following activity will be completed by Clark:

 Discuss if he wants to first attend community college or if he would like to attend a four-

year university,

and share with his parents and designated case manager.

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January/February:

The following activities will be completed by Clark:

 Research possible community colleges and four-year universities that have a bachelor’s

degree available in criminal justice,

 Research the type of academic requirements in order to be accepted into these schools,

and share with his parents and designated case manager.

February/March:

The following activities will be completed by Clark:

 Research the cost of living in college dorms,

 Research and write down the cost of living for food (i.e., write down typical meal costs

and multiply by 30 days for monthly information) to calculate funds needed for this,

 Research meal plans or other programs that his designated schools may offer,

and share with his parents and designated case manager.

March/April:

The following activities will be completed by Clark:

 Research and narrow down search to 3 colleges that specialize in criminal justice,

 Research athletic opportunities available at those schools,

and share information with his parents and designated case manager.

May:

The following activities will be completed by Clark:

 Research and write down what academic criteria is needed to be an athlete at the colleges

of his choice,

 Research intermural sport opportunities at his designated colleges,

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and share information with his parents and designated case manager.

June:

The following activities will be completed by Clark:

 Look at what type of financial aid would be possible,

 Discuss with parents about how much money they have saved up for college expenses,

and share information with his parents and designated case manager.

July/August:

The following activity will be completed by Clark:

 Look into possible scholarship opportunities,

and share information with his parents and designated case manager.

September:

The following activity will be completed by Clark:

 Research extracurricular activities (besides sports) and clubs/organizations that his

designated schools offer, and begin thinking about other programs he may want to join,

and share information with his parents and designated case manager.

September/October:

The following activity will be completed by Clark:

 Research the different criminal justice programs at each of his schools and discuss the

pros and cons of each program,

and share information with his parents and designated case manager.

In order to reach these goals, the case manager will meet with the student monthly to

have the student begin various activities related to his transition/post-secondary goals. Clark will

be given a monthly calendar. He will have to document on the calendar when he

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researches/works on any of the four areas of the STIRR (adult living, career/employment,

communication participation, and post-secondary education/training).

Communication and collaboration among parents, students, along with old and new IEP

teams is crucial for smooth transitions. To ensure the transition will go smoothly for the child

and his family, there will be monthly reporting sessions with Clark and the designated case

manager, and he will complete this information via the monthly calendar and turn it in. To ensure

the transition will go smoothly for the receiving team, his information will be turned in and

organized effectively in a folder, so they can view it as/when needed which will be kept in his

CA-60 file.

Plan for Following up with Transition and how to evaluate effectiveness

Throughout the year, the transition plan will continue to be revised and edited while the

student is making progress or needing additional support or implications for his goals related to

the following year. The current IEP team will meet in a variety of settings, team meetings,

conferences, and IEP meetings to discuss the student’s progress and implications for the

upcoming year. There will also be monthly meetings with the student and the case manager to

discuss the student’s progress with goals and any problems that arise.

If changes are required (and discussed and decided among the parents and the IEP team),

the transition plan will be updated. After the transition plan is confirmed by all parties involved,

it will be set in place at the student’s annual IEP meeting. Collaboration and communication

among individuals working with this student are required in order to have an effective transition

plan. In order to evaluate the effectiveness of the plan, the team will evaluate Clark’s

performance via progress monitoring data, conversations about progress with the staff he works

with, and student observations.