SPE/556: Characteristics Of Physical & Health DisabilitiesWk 6 – Transition Plan

SPE/556: Characteristics Of Physical & Health DisabilitiesWk 6 – Transition Plan [due Mon]Assignment ContentAssignment ContentTransition planning is a process mandated by the IDEA 2004 for all students with an IEP in K-12 education. This is a process that begins early in a child’s education. Its purpose is to facilitate the student’s move from school to post-school activities, and there are requirements and regulations schools must follow.As a special educator, you will be required to read a student’s IEP and participate in the transition planning process. The purpose of this assignment is to familiarize yourself with knowing what information to look for in the IEP, how to interpret the information, and how to apply it to transition planning and services.
Name: Archer Manford Grade: 12 Age: 17 Primary Language: English School History Archer has had a history of anger management problems and low academic performance. He has been diagnosed with cerebral palsy, learning disabilities, and ADHD. He comes from a family of four. His father is a doctor and his mother works as a school psychologist. There have been some discipline problems throughout his school career. Archer has been pushed by his parents to perform at the same level as his sister, who is in the gifted class. He is within normal limits on testing but has problems if the accommodations are not readily available to assist with writing and using a computer. He is in a wheelchair and has partial use of his arms and hands. He utilizes his right hand and one finger on his left hand to access the keyboard. He continues to qualify for occupational therapy and speech pathology-related services. He becomes very nervous if everything is not perfect in the area of his modifications and starts to get angry. His speech is difficult to understand at times but his parents do not want him to have an augmented communication device. He will be 18 in six months and this may change, as he reaches the age of majority and will be able to make decisions for himself. He is currently in the senior class and will graduate in June. He is able to get in and out of his wheelchair on his own. It is apparent when he has not taken his medication, as he cannot focus in class for more than 2-3 minutes. He is friendly in class and has a problem talking with other students and not working on his assignments. Archer needs assistance with reading, writing, and transition services. The majority of classes should be in a general education setting with accommodations. Assessment Data Woodcock-Johnson IV Tests of Achievement Test Grade Equivalence Letter-Word Identification 8.5 Sentence Reading Fluency 7.6 Calculation 10.0 Spelling 9.2 Passage Comprehension 8.9 Applied Problems 7.8 Writing Samples 7.0 Archer shows strengths in the areas of math calculation and spelling. He continues to have a difficult time focusing in class. Behavior Rating Informal Archer has a problem with impulse control and becomes very agitated when he cannot do what he thinks he can. When he is on his medication, his ability to focus and control his anger is much better. He is sometimes very deliberate and has difficulty verbalizing his plans and ideas, which makes him very frustrated. WISC-V Archer had a Verbal Comprehension score of 97, a Visual Spatial score of 100, a Fluid Reasoning score of 92, and a Full Scale IQ of 98, all of which are average. These scores are somewhat more clustered around the mean than those on the previous evaluation. However, his Working Memory score was 72 and his Processing Speed score was 68, both of which are below average. He shows a significant auditory memory deficit on short-term tasks, which appears to have a pervasive effect on learning. His strength is on visual performance. The test was modified to meet the needs of his cerebral palsy. Archer shows a significant processing problem in short-term auditory memory, which is affecting his ability to learn. He shows a significant academic discrepancy between reading skills and written expression. Reading comprehension is within expected limits. Instructional Accommodations Archer will participate in the testing program with the following accommodations: Extended time/several sessions/flexible schedule
Positive reinforcement
Additional examples, short instructions (one or two steps)
Dictionary/spellchecker
Written language instruction (essentials) at level of standards
Highlighted materials for emphasis
Credit for class participation
Study aids/computer assistive technology
Credit for positive attitude
Observation Archer came to class on time. His parents bring him to school every day to make sure his electric wheelchair is working. Sometimes they come with him to class, which makes him very angry and embarrassed. This day his father followed him into class. Archer ignored him and was talking with some of the other students. After his father left, he went over and went to the correct desk. He told the teacher that he wants his parents to stop pushing him and treating him like a kid. He had a problem getting to work and was not organized and could not find his papers. After he started on the writing assignment, he told the teacher he needed the dictionary to find some of the words. She told him he knew where the dictionary was and could get it himself. Archer was upset as he didn’t want to go around to the other side of the class, but he did. When he returned to his desk he had to start all over again as he had lost his place on his paper. Then he started talking to one of his peers and the teacher told him to get to work. He said he could not concentrate as he had forgotten to take his medication and then he asked to go to the nurse. It took him another 10 minutes of class time to get all his papers picked up, put in his backpack, and ready to go to the nurse’s office. Because of this, he missed the rest of that class (30 minutes) and 15 minutes of the beginning of the next class. His teachers say this is a habit, and he seems to do this to get out of completing his assignments. IEP Goals Annual Goal: Archer will effectively use written language for a variety of purposes and with a variety of audiences across all content areas for 4 out of 5 opportunities as measured by mastery of the objectives.
Archer will write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, settings, dialogue, and themes with 80% accuracy as measured by teacher observation/checklists.
Archer will develop a story line in a sequence that is clear with 80% accuracy as measured by teacher observation/checklists.
Archer will use similes, metaphors, and descriptive words and phrases with 80% accuracy as measured by teacher observation/checklists.
Annual Goal: Archer will be able to share ideas, information, opinions, and questions by successfully improving his vocabulary by one grade level as measured by formal testing.
Archer will be able to ask three questions about a story that he has just read with 80% accuracy as measured by teacher/therapist observation/checklists.
Archer will share two plans for achieving assignment completion in the week, as measured by teacher/therapist observation/checklists.
Archer will identify at least one situation out of school where he could use his stated achievement as measured by teacher/therapist observation/checklists.
Archer will share his opinions and those he has read or heard in the media and be able to describe both throughout the week with 80% accuracy as measured by teacher/therapist observation/checklists.
Archer will continue to work on speech production and be willing to repeat or use different vocabulary to help peers, staff, and parents understand what he is saying with 90% accuracy.
Annual Goal: Archer will increase his knowledge and functional use of memory strategies, across all content areas for 4 out of 5 opportunities as measured by mastery of the objectives.
Archer will effectively use chunking to recall auditory based presented information with 80% accuracy as measured by teacher/therapist observation/checklists.
Archer will effectively use verbalization and visualization strategies when recalling details to stories with 80% accuracy as measured by teacher/therapist observation/checklists.
Archer will effectively use sequencing and categorization skills when recalling procedural information with 80% accuracy as measured by teacher/therapist observation/checklists.
Annual Goal: Archer will maintain his ability to complete academic work using assistive technology, adaptations, or modifications across all content areas for 4 out of 5 opportunities as measured by mastery of the objectives.
Archer will use a word processor as needed to complete written assignments 100% of the time.
Archer will utilize modifications or adaptations as needed to complete work in the classroom, and also at home, 100% of the time.
Archer will advocate for himself when faced with difficulty in both academic and social domains without getting angry for 4 out of 5 opportunities as measured by teacher/student checklists.
Annual Goal: Archer will use strategies for reading comprehension, such as drawing conclusions, summarizing, making predictions, identifying cause and effect, and differentiating fiction from nonfiction across all content areas for 4 out of 5 opportunities as measured by mastery of the objectives.
Archer will draw conclusions based on text with 80% accuracy as measured by teacher observation.
Archer will be able to restate information from a reading selection for 4 out of 5 opportunities as measured by teacher observation.
Archer will be able to predict events, actions, and behaviors using prior knowledge with 90% accuracy and teacher assessment.
Annual Goal: Archer will use correct spelling, punctuation, grammar, and word usage to complete a variety of writing tasks across all content areas for 4 out of 5 opportunities as measured by mastery of the objectives.
Archer will spell high frequency words correctly as measured by teacher observation/checklists.
Archer will use correct punctuation in all writing assignments as measured by teacher observation/checklists.
Archer will express one or more positive statements per day as measured by teacher/therapist observation/checklists.
Archer will use correct grammar in all written assignments as measured by teacher observation/checklists.
ret the information, and how to apply it to transition planning and services. Student Profile Case Study 3: Archer Manford
Student Information
Requirements: 500 words

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