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All other courses are in the general education setting with accommodations, modified grades (for some subjects), and push- n supports from the special education teacher at least 3 times per week for core courses requiring extensive reading and writing. He is currently decoding at the fifth grade reading level, but reading comprehension is at the third grade level. Fluency is at the fifth grade level. Darrel also has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work.
His handwriting is difficult to read and it takes him a long time to complete written assignments without assisted technology and software. He can be impulsive, ND will sometimes miss important portions of written directions which results in frequent errors on assignments. He frequently turns in assignments late or not at all. He needs assistance remembering to take his medication at school and at home. He has tried to pass a drivers license exam so he can get a driver’s permit to learn how to drive.
However, his impulsively and reading ability have affected his performance and he has not been able to pass the written exam as required by the state motor vehicle department. Darrel loves cars. He can describe makes and models of practically any vehicle and describe the type of engine and standard features. He also helps his dad and older brother work on vehicles in the family’s car restoration business. Darrel can wash the cars, detail the interior, and clean the windows. He has recently started doing oil changes with some supervision.
His parents are concerned about Darner’s impulsively, his inability to remember directions, and his unrealistic views of his abilities. His mother is concerned about him needing prompts to brush his teeth, wear clean clothes, and comb his hair before leaving the house. He tends to blame others when he is not successful and makes excuses for not following through n responsibilities. His father expressed concern about Darner’s difficulty in putting tools away in the shop and cleaning up his work area after he changes the oil in a vehicle.
Teachers express concern over late assignments, a reluctance to take responsibility for his own actions, and the need for constant prompts and reminders. Darrel uses an electronic spelling dictionary and a word processor with word prediction software and spell check to complete assignments. Darner’s parents indicated on a parent survey that they do not know if Darrel would be eligible to receive adult services, social security, and they do not know owe to contact adult service agencies.
During a student interview, Darrel stated he wanted to become a professional football player. Darrel wants to play football and hopes to win a scholarship to college. However, he has been unable to make the final cuts on the football team at the high school since he can be clumsy and does not run very fast. Darrel was not aware that he will need to register for Selective Service at the age of 18 years or before the age of 25 years. He could explain the need for the word processor, spell check, and electronic spelling dictionary.
Darner’s favorite subjects are ceramics ND algebra. He dislikes English, history, and art. He struggled in biology, but did pass chemistry with modifications and push-in support from the special education teacher. However, he struggles with the word problems and needs help figuring out the equations to write when solving word problems. Darrel is fast at math computation and can solve simple algebraic equations. Darrel used to receive speech articulation therapy in elementary school for articulation.
The speech therapist dismissed Darrel from speech services in the fifth grade as he had developed enough skills to enunciate properly. He was not eligible for language services. He is eligible for occupational therapy and the therapist meets with Darrel for 30 minutes every other week to review his use of needed accommodations and supports for writing. The therapist also works with him on organizational skills such as cleaning out his notebook and filling out a planner. Margaret McFarland, Charlotte Smith, John Weaver, Amy Cosmic, Samaritan Towns, Carson Smatter. Red Group) Grand Canyon University SEEP-350 7/20/15 Instructor Sows Post-Secondary Transition Plan Description of student: Darrel is a 17 year old junior in high school. He has a usability in reading and attends a resource class for English classes, but all other courses are general education with extra accommodations. He reads at a 3rd grade reading level and has fluency at a 5th grade reading level. He has difficulty with written expression, and needs graphic organizers and pre-writing activities to help him develop a thesis statement and organize his written work.
His handwriting is difficult to read, and needs assisted technology for writing assignments. Darrel is impulsive, and will sometimes miss important directions. He needs assistance remembering to take his medication at school and at home. Darrel loves cars, and knows many different details about all kinds of cars. Darrel can wash the cars, detail the interior, and clean the windows. Darrel stated he wanted to become a professional football player. Darner’s favorite subjects are ceramics and algebra. Darrel is fast at math computation and can solve simple algebraic equations.
Darrel receives occupational therapy at this time and the therapist meets with him for 30 minutes every other week to review his use of needed accommodations and supports for writing. The therapist also works with him on organizational skills such as cleaning out his notebook and filling out a planner. Darrel may be eligible for vocational rehab to help him learn more about cars to help out more in his family’s automotive restoration business. Employment Goal: After high school Darrel will acquire full-time employment at his parent’s automotive business.
Aligned employment Activity: Darrel will complete one semester of auto in high school with a B or better and will demonstrate responsible study skills, putting tools away and cleaning up his work area 4 out of 5 times per week as assessed by the teacher. Darrel will work at a local car wash part-time on the weekends to gal. more experience. List Responsible Person(s) or Agency: Darrel, auto teacher, Darner’s parents, special education teacher. Education and Training Goal: After high school graduation, Darrel will develop a plan to attend a local automotive technology program.
Darrel will also work in his family’s automotive business to receive hands-on experience. Aligned Education and Training Activity: Darrel will meet with guidance counselor at the end of the year to discuss trade schools in the area, financial aid and additional services that is available to assist him at a college level. Darrel Guidance Counselor Parents Independent Adult Living Goal: Immediately following graduation Darrel will ark in his father’s garage 2-3 times a week, learning all that he can about cars and how they run.