Transition

Project

SEFB 420

Student Summary

Jane Smith is an African American student in the 18 and up program at A&M

Consolidated High School. She spends three hours per day in vocational settings.
She was born on November 3, 1993 and is 21 years old. Jane enjoys spending time
with her friends and with her sister. She likes playing UNO, shopping, and dancing.
Her favorite subject is science and her least favorite subject is math. Her favorite
food to eat is Chinese food. She previously had a part time job at Applebees in food
preparation. Jane is going to be starting a part-time job at Revs Grill in the
Memorial Student Center on A&Ms campus. Her goal after graduation is to further
her education at Blinn College.
Jane lives in an apartment with her mom and dad. Her jobs at home are to
put away the dishes and clean up her room. Her mom, Jenny, is concerned with
Janes ability to function on her own as an adult. Jenny and her husband are worried
Jane wont advocate for herself. Jane avoids conflict at all costs and could easily be
mistreated. Jane hopes to eventually live with her sister or friends in an apartment
in Austin, Texas.

Jane has been labeled with an intellectual disability. She mostly experiences

intellectual delays. She is also severely and profoundly deaf. Her primary source of
communication is using sign language, pictures, and writing notes. Jane has also
recently been diagnosed with Schizophrenia. When she was in elementary school,
she was in mainstream classes and with her peers all day. In middle school her
family chose to send her to Texas School for the Deaf. Jane lived at the school and
traveled home by bus for the weekends. Her freshman year of high school she
became very ill. She was depressed, began hallucinating, and experiencing many
more health problems. Her mother says she has never been the same child since
that incident. Many of Janes school related struggles stemmed from that
experience.
Janes primary interest for after high school is to go to college and eventually
work in a restaurant setting or with children. Her family would like to see her go to
college. Jenny expressed that one benefit of Jane attending college is that the

government would pay for her education with proof of her deaf certificate. Her
parents main concern after high school is her safety. They would like Jane to be in
some kind of assisted living. The main support she would need in adult life is an
interpreter She is good at lip-reading, however, a specialist at her ARD last year
noted that even a great lip-reader is only reading absorbing about 30 percent of
what is being said.
The Smith family seems to feel very comfortable having moved Jane back
home with them. Her parents made this decision due to her depression worsening.
They are utilizing services at Brazos Valley Center for Independent Living. Janes
favorite activity at BVCIL is the cooking class. Jenny expressed that the family is
currently in need of case management help, mostly regarding Janes healthcare. She
is having trouble with Medicaid and getting everything Jane needs.
Jane identifies her strengths as: sociable, writing, working, cooking,
cooperating, being polite, and being responsible. She identifies her weaknesses as:
money management, expression, and communication. Academically, Jane is far
behind her peers. Her reading and math level are at a second to third grade level.
Her written language is noted as good spelling and overall vocabulary usage in her
writing from her ARD documents. Jane was recommended to take the TAKS-ALT
exam, however, A&M Consolidated High School does not have her assessment
records. Dr. Doe the transition specialist is still trying to help me get access to those
records.
Jane does not spend much time with her peers at school. She eats lunch in
the cafeteria with her general education peers, but sits at a table with all of her
classmates. The ARD committee stated that she should be in a special education
setting during the school day. She spends three hours per school day in vocational
settings. Those include retail stores and a local hospital. When the class returns,
they play games prior to eating lunch. After lunch, they read over the daily
newspaper. Janes goals revolve around clarifying communication, personal care,
and following a family routine.
Jane has good attendance and good grades. While at Texas School for the
Deaf (TSD) she did not miss much at all since she lived on the schools campus. This

school year at A&M Consolidated she has missed one day. Her overall grade average
at TSD was a 92. She will graduate from high school on the minimum plan in June
2016. Jane is still deciding whether she would like to go to college to pursue a
degree or a certificate program. Her goals are to work in food service or something
with children. All of her past work experiences are food service related, and due to
that being what Jane knows best, it is her first choice.

Informal Assessment Summary
Jane was given three informal assessments and observed in a work
environment. To continue with Janes transition plan, additional information was
needed in all four areas of transition. For education, assessment records were
needed, and still are. Due to Janes transfer from Texas School of the Deaf, her
record file is not as complete as it should be. Regarding employment, Jane was given
a portion of the Its My Choice career assessment. She was given the Casey Life
Skills assessment to gain more information with respect to her recreation and
independent living. Jane was also given portions of the AgriLIFE Extension from
Texas A&M System budgeting assessment to assist in the independent living area of
transition
The portion of budget assessment given to Jane had her identify her spending
leaks, or where she spends money that is easily overlooked. The areas Jane
identified she spends her money are as follows: eating out, fast food, hair care, home
parties, pets, and vacations. She had options ranging from soft drinks to taxi cabs.
Jane was given these options in a list format and directed to circle the items that
applied to her daily life. The next portion of the budgeting assessment she was
given had her recognize three items she needs in her life, the cost of those items, and
how and when she needs it. Jane chose hair care, food, and her pet as the three
items she needs. After discussing the cost, how, and when she needs it, it is evident
she does not quite grasp budgeting and the concept of money.
Jane took the Casey Life Skills assessment online at her school. The results
were emailed and broken down by category. Jane answered yes 50 percent of the
time or more in the categories: permanency, daily living, relationships and

communication, work and study life, career and education planning, and finally
looking forward. She answered less than 50 percent in two categories: self-care,
and housing and money management. Based on her results, Jane needs sex
education. She does not feel she can protect herself from a sexually transmitted
disease, turn down a sexual advance, how to prevent pregnancy, or signs of an
abusive relationship. She also needs education on housing, paying bills, and other
basic living responsibilities (cars, insurance, credit, finances, etc.). She also needs
help with employment information. For example, employee benefits, taxes, and
reviewing work prior to submitting. A final notable item is that Jane stated she does
not believe she can influence how her life will turn out. Her teacher and parents
have been notified of her results. It is important for those involved in Janes
transition to be aware of her feelings of uncertainty and help her gain the
determination she needs.
Jane was given a portion of the Its My Choice career assessment. She was
asked to answer questions about her preferences, strengths, weaknesses, and
expectations for her future. She was to define words such as: future, goal, and
objective. She struggled to define these words. She often would shrug when the
items were placed in front of her. Jane hopes to get a job she enjoys in the
restaurant business and move out of her parents home. She knows she need
support in communication at work, however, she does not know how she will
ensure she has the help she needs. She recognizes that she does not voice her needs
and avoids confrontation at all costs. With respect to her deafness, she would prefer
a work environment in the back of a restaurant in food preparation.
Jane was observed at St. Josephs laundry facility for an hour. There were
three students who came with Janes signer, Ms. Cinderella. The students folded
pillowcases for the facility for about one hour. The building was a large, factory-like
building with huge industrial sized washer and dryers. Students came in their A&M
Consolidated polo shirts, student ID, and a St. Josephs volunteer ID. They entered
the building through a side door and walked right back into the large laundry room.
Jane was much slower at the task than her peers were. They completed over twice
as many folded pillowcases than Jane did. Although she was slower, Jane was

meticulous and did her job very well. Ms. Cinderella helped by pulling the
pillowcases out of the laundry bin and laying them flat for Jane. This helped her
speed as she struggles with her gait and balance. While at the laundry facility, Jane
was happy and smiling. She liked the routine task and seemed to enjoy the job. If
she were to continue this job after high school, she would need to be able to sit
when needed. She tires easily and being able to sit while she folds would increase
her productivity.

Self-Advocacy Statement
Jane is a happy 22-year-old student at A&M Consolidated High School. She
has a hearing impairment leaving here completely deaf. Jane primarily
communicates with sign language at home. While at school, she has an aid with her
for the entire school day that can sign. Janes teachers struggle to communicate
with her since they do not sign. Jane carries a whiteboard and marker with her so
those who cannot sign can still communicate with her, and her with them. Jane has
recently been diagnosed with Schizophrenia. She became very ill about two years
ago and went through a downward spiral regarding her health. Jane has trouble
with her gate and completes tasks much slower than her peers. Her academic level
is very low, hovering between second and third grade. Jane loves dancing and
working with food. She is has already gotten her food handling certificate and has
worked in food service at Applebees. She is comfortable with that job and feels
successful in that field. Jane also loves her family. Anything to do with her family
makes her excited and motivated. Her life goal is to work in a restaurant and live
independently, in an apartment, with her sister.
Education
Jane plans to attend Blinn Community College and complete a certification
program. She will go to the disability service office on the Blinn campus and request
appropriate services for her education. These might include: additional time on
exams, alternate testing sites, and of course a signer for her courses. Jane needs to

go to the office with appropriate paper work and request these services herself.
They will not be automatically given to her.
Employment
Janes goal is to obtain a position in the restaurant industry. She has
previously worked in food preparation, but is open to other options. Jane will need
supports in her employment. One being transportation. Due to her disability, she is
unable to obtain a drivers license. Jane will need to ensure she has transportation
to and from her job. While searching for a job, she will need to explore
transportation options. Her mother, sister, and/or friends will not always be able to
provide her with a ride to and from work. Jane should consider finding employment
near where a public transportation bus route runs. Jane will also need to advocate
for herself regarding communication. She is typically a shy girl and will let an issue
continue in order to not create conflict. Jane will need to advocate for herself and
use other modes of communication in order to have her needs met.
Independent Living
Following the completion of her certification program, Jane will find an
apartment to live in independently with her sister as a roommate. An example of
how she will need to advocate for herself is requesting a unit on the first floor due to
her stability issues. Jane will need to ask questions when meeting with leasing
agents at apartment complexes and not stand to the side while her sister asks all the
questions. Her sister may act as a translator between Jane and the leasing agent, but
Jane should brainstorm questions before going to the complex and ask those to
advocate for her needs.
Recreation and Leisure
Jane will sign up and participate in dance classes at BVCIL. She adores
dancing, but struggles with balance. She will need to stress to the dance teacher at
BVCIL that she will need assistance with balance. That might look like having her
stand next to the wall so she can have her hand on a bar for stability. Jane has
previously participated in dance courses and will benefit from the exercise and the
social interaction.

Jane will need to advocate for herself in all areas of transition. Students
should be taught how to advocate for their needs prior to leaving home. Many
students who attend post-secondary education do not get the services needed to
support him or herself because they do not advocate for their needs. Providing
students with a plan and examples of how they will advocate for themselves after
high school can help smooth the transition and help the students ensure that his or
her needs are met.

Outcomes and Goals
Education
Outcome: After high school graduation, Jane will complete a certification program at
Blinn Community College in the restaurant field.
Rationale: Through informal assessments and conversations with Jane, it has been
concluded that she will seek post secondary education with a focus in the food and
restaurant field. Jane will need communication support like a signer to translate for
her at Blinn. Jane may need additional time on assignments and tasks to complete
and will absolutely need accommodations in communicating with professors and
others.
Goal:
Timeframe

Condition

Behavior

Criteria

Fall 2016

Given the

Jane will register

going to all classes

appropriate

and begin taking

and turning in all

resources to

classes towards a

assignments on

become a student

certification in the

time.

at Blinn

food industry

Objectives:

By January 2016, provided a computer and support, Jane will research and
select a certification program at Blinn Community College.

By February 2016, given financial information, Jane will apply for FAFSA
online, providing evidence to her case manager.

Timeline:
1. Jane will meet with Dr. Doe, the transition specialist about her decision to
attend Blinn.
2. Jane will continue to work hard to finish high school by turning in all
assignments and attending school daily.
3. Jane will meet with an advisor at Blinn to discuss the expectations of the
certification program of her choice.
4. Jane will work on her Blinn application and submit when finished.
5. Jane will get a part time job in a restaurant.
6. By December 2015, Jane will have applied for FAFSA and file for her free post
secondary education money for being deaf.
7. By April 2016, Jane will have submitted her Blinn application.

Employment
Outcome: After completing her certification at Blinn, Jane will use the skills she
learned from her part time job and her education to obtain a full time job in the
restaurant business.
Rationale: Through numerous conversations with Jane, her teacher, her mother, and
informal assessment results, it can be concluded that Jane would like her career to
be in the restaurant business. Jane will need communication support in her job.
Goal:
Timeframe

Condition

Behavior

Criteria

By completion of a

Jane will seek full

by filling out job

measured by her

certification

time employment

applications for

obtaining a full

program at Blinn

in the restaurant

restaurants of

time job in a

business

interest, and

restaurant.

interviewing with
them


Objectives:

For the remainder of the academic year, Jane will attend and participate in all
job trainings during the school day with her aid.

By December 2016, given instruction in developing resumes, Jane will create

a personal resume having her advisor review the completed document.

Given direction, Jane will perform duties accurately in three out of four
occasions per week.

Using a job performance rubric, Jane will demonstrate above average work
skills by scoring 70 percent or above on the evaluation completed by an
employer.

Timeline:
1. Jane will obtain part time employment in a restaurant doing food prep.
2. Jane will graduate from high school.
3. Jane will begin and complete a certification program at Blinn.
4. Jane will obtain a full time job in the restaurant business.
5. Jane will work hard to gain promotions and work her way up to high
positions in the restaurant business.

Independent Living
Outcome: After completing a certification program, Jane will live independently in
an apartment with a roommate.
Rationale: After informal assessments and conversations with Jane and her parents,
it is concluded that Jane will benefit from living an adult life independently upon
completing a certification program at Blinn. Until then, she will continue to live at
home with her parents.
Goal:
Timeframe

Condition

Behavior

Criteria

Upon completing

given a computer

Jane will research

taking into

her certification

to look for

and choose an

consideration

program

apartments

apartment

budget, location,
and living
standards, as
measured by
compiling a list of
potential
apartments.

Objectives:

Given instruction on how to do laundry, Jane will complete one load per week
at home with her mother, mastering the process with 100 percent accuracy.

Given instruction on the bus system, Jane will demonstrate the correct
procedure for suing the local bus system with 75 percent accuracy. This will
include: cost, bus transfer process, where, when, what bus to catch.

Timeline:
1. Jane will find a roommate that wants to live in the same area, has the same
living standards, and that is accountable.
2. Jane will research appropriate living options on the computer.
3. Jane will ensure there is reliable transportation from the apartment of her
choice to her workplace.
4. Jane will visit the apartment.
5. Jane will sign a lease and set up utilities and mail service.
6. Jane will coordinate move in and begin living independently.

Recreation and Leisure
Outcome: Jane will attend BVCIL dance/exercise classes twice a week upon
graduation from high school.
Rationale: Jane consistently speaks about enjoying dancing and the need to be
involved in something outside of high school. She will graduate from in May 2016,

and already takes a class at BVCIL. Jane can easily begin the routine of attending a
dance class there as well. Jane will need the instructor to give her a routine or
schedule to follow, as she is deaf. As long as the instructor visually expresses the
dances, Jane can follow them.
Goal:
Timeframe

Condition

Behavior

Criteria

After graduation in given Jane has

Jane will

by consistently

May 2016

signed up for

participate in

attending two

dance exercise

dance classes

classes per week.

classes at BVCIL

Objectives:

Given transportation to BVCIL, and her mother there to translate, Jane will
sign herself up for dance classes.

Given a list of community venues that offer services, Jane will research what
activities she may be interested in and compile a list of at least three classes.

Timeline:
1. Jane will go to BVCIL to sign up for dance classes.
2. Jane will be sure she has appropriate clothing for the dance classes.
3. Jane will begin attending classes regularly (twice a week).

Job Analysis
A food preparation position was chosen for Jane based on a career interest
inventory and numerous conversations with her, her family, and school staff. Jane
has prior experience in the restaurant business and enjoys that kind of work.
The food preparation job at Chick-fil-A can be full-time or part-time. The pay
would start at minimum wage and after six months a raise would be considered.
Insurance is offered to those in need who work full-time. The personal
requirements for the job include: clean personal appearance, professional behavior,
and some change in routines. Impaired speech is acceptable and there would be low

supervision. The location of this specific Chick-fil-A is not on a bus route. One could
ride a public transportation bus to a surrounding area, but have to walk a fair
distance to reach the building. The employee will need to keep track of his or her
own break time and return to work promptly. There are minor obstacles in the
work area that the employee would need to work around. There is some strength
required for this position. Mostly carrying heavy boxes of food across the kitchen.
Chick-fil-A prefers and independent workers who do not need prompts. Some days
there will be a constant fast pace required, however, everyday around meal times
there will be serious fast space. Simple counting such as money counting is needed.
Simple writing tasks are required; such as lists and notes. The work environment is
safe; though, there is a risk for burn when working with the grill or fryers. Moderate
balance is necessary as the floors can become slippery. The main tasks surrounding
this job are: assembling sandwiches, cutting chicken, counting pieces of chicken,
preparing vegetables for salads, and cleaning prep area.
This job matches well with what Jane is looking for. 13/16 items matched
from the job characteristics chart. Jane prefers to work alone and Chick-fil-A has a
lot of people around constantly. She needs a job site where she can sit down. That
would be difficult for Chick-fil-A to accommodate. Their kitchen is not very large.
They need someone to work quickly, especially during meal rush. Jane works much
slower than her typically developing peers.
This position has several matching characteristics to what Jane is looking for
and possessing a lot of the accommodations she needs. However, the few items that
do not match are very important. Jane could easily adjust to working around many
people rather than working alone. She could not easily adjust to the need to stand
throughout her shift. She tires quickly and that working condition would not be
acceptable. Jane also would not safely be able to complete her tasks at the pace
Chick-fil-A would require. I believe it would be best for Jane to keep looking for jobs
in this field.

Student Progress Summary

Jane has always wanted to work in a restaurant. Her goal is to pursue post-
secondary education at Blinn College. She has not completely decided what she wants to
pursue a certificate in. Jane is not currently involved in many extracurricular activities. She
will look into classes at Brazos Valley Center for Independent Living. Jane would like to live
independently with her sister following completion of her certificate.
Education
Jane acquired a job at Revs Grill in the Memorial Student Center on Texas A&Ms
campus. She works there twice a week during her work-study course. She gets paid
minimum wage. Her case manager has put a calendar on her desk at school so Jane can
track her hours and pay for the week. They have begun a budgeting unit and they use Janes
actual payment amounts for her assignments. This budgeting unit will help Jane gain
knowledge about money and help her in the future to live independently.

Jane still has the goal of going to school to attain a certification at Blinn. She will still

need to meet with her school counselor and an advisor at Blinn to solidify her courses and
plan. The meeting needs to be completed by March of 2016.
Employment
The job analysis helped Jane realize that working in the restaurant business is a
good option for her. She will, however, need to be very mindful of which restaurant she
chooses. She needs a place that is not extremely fast paced, and where there is enough
room for her to sit and work. Jane is looking into attaining a job at Applebees.
Independent Living
Jane will continue to live at home with her parents until she completes her
certification program. Janes parents would like her to eventually move out and live
independently as well. It is clear that her parents love having Jane home with them, but
every parent wants their child to live a typical adult life. Jane would like to stay in the
Bryan/College Station area or go back to Austin with her sister.
Recreation and Leisure
Jane currently takes classes at BVCIL. She would benefit from taking exercise
and/or dance courses. Jane loves to dance and these classes would be an excellent way for
her to get exercise and stay healthy. BVCIL offers numerous supports for their consumers.
Jane may be able to receive help with money management there too.

Overall, Jane has made progress towards her goals. She has worked very hard to
come back from the set backs from her illness. She has to work very hard to communicate
with others and to do the work tasks she previously could have done very easily. Though,
she is a hard worker and she does have the determination needed to be successful and
reach her goals.