Jenny’s IEP Based on Additional Transition Assessment Information

Measurable postsecondary goal- education/training:

Jenny will attend a two year community college where she will study Set and Exhibit Design.

Measurable postsecondary goal- career/employment:

Jenny will be a Set and Exhibit Designer.

Measurable postsecondary goal- independent living (if appropriate):

Jenny will live at home while she attends college. She will schedule her own medical and school appointments.

Transition Assessment

(Please note how the results of transition assessment are linked directly to the PSGs.)

Assessments used for screening were reviewed by the case manager on 10/15/11 (see the previous summarized screening assessment). Progress monitoring in work skills during a job tryout was conducted through Situational Assessments completed 11/5/11 through12/15/11 by the case manager to determine Jenny’s ability to complete authentic tasks in a setting similar to that of a set designer. Weekly observations, using a vocational situational assessment tool, indicated consistent growth in Jenny’s overall skill level as well as her ability to adjust her work based on feedback from the supervisor. Jenny’s ability to follow and provide verbal and written instructions, demonstrate time management, and work quality / quantity were demonstrated at the Independent to Semi-Independent Level using the rubric in the vocational situational assessment tool. Feedback from the Set Designer who worked with Jenny during the job tryout indicated Jenny demonstrated strong communication skills and creativity, as well as the organizational skills needed for planning sets and designs. After the job tryout was completed, Jenny expressed her enjoyment of the experience and increased interest in pursuing Set Design as a career path. In addition to the job tryout, a diagnostic assessment was completed to determine Jenny’s aptitude for working as a set designer. She was administered the Career Scope Assessment by the case manager on 11/2/11. This assessment measured six areas of work aptitude. Three aptitude areas that relate to the career field of Set and Exhibit Design show Jenny to be in the average to above average range. An aptitude standard score of 100 is exactly average and standard scores between 80 and100 are in “the average range.” The aptitude results of Jenny’s General Learning Ability indicated a standard score of 89. “General Learning Ability” is the ability to understand instructions and underlying principles; ability to reason and make judgments. Jenny’s Spatial Aptitude indicated a score of 102. “Spatial Aptitude” is the ability to think visually of geometric forms and to comprehend the two-dimensional representation of three dimensional objects; ability to recognize the relationships resulting from the movement of objects in space. Lastly, Form Perception was measured in the above average range with a standard score of 133. “Form Perception” is the ability to perceive detail in objects or in pictorial or graphic material; ability to make visual comparisons and discriminations and see slight differences in shapes and shadings of figures and widths and lengths of lines. Overall, Jenny’s career aptitude paired with her job tryout suggests her ability to demonstrate success as a Set and Exhibit Designer. In summary, the completed progress monitoring, in addition to the academic skills screening, indicate it would be difficult for Jenny to be admitted to a four year university directly from high school and major in architecture. However, with continued work in the area of math during her senior year, Jenny’s skills and aptitude would lead her toward successful admittance into a two year community college to study Set and Exhibit Design.

Course of Study

During her senior year, Jenny will take consumer math to work on budgeting and planning skills necessary for being a set designer and Math III to continue developing her other math skills needed for college and career. She will take TV Productions and Creative Art Design to continue to further develop her creative skills. Jenny will work on the set design of the school based TV studio. She will also take classes that work on written expression and communication skills needed for interacting with production crews. After school, she will work with the drama teacher to help design the backdrops for the school plays.

Transition Services

The math teacher will provide direct instruction in math skills, including budgeting, price comparisons, measurement of materials, ratios and proportions, and time/project management.

The writing interventionist will provide Jenny with direct instruction in how to write and edit persuasive and descriptive essays to assist Jenny in completing her writing assignments in college.

Jenny’s special education teacher will help Jenny research apprenticeships and internships in set design available through the national apprenticeship program and help her complete all the necessary paperwork for the program.

Jenny’s parents and school counselor will assist Jenny in applying to the local community college and researching financial aid opportunities.

The special education teacher will provide Jenny with practice opportunities in scheduling appointments using the appropriate communication skills.

Goals/Objectives

In order to be a successful set designer, Jenny will learn to draft and scale floor plans and set layouts with 90% accuracy.

In order to be a successful set designer, Jenny will learn to balance a budget up to $20,000 when making large material purchases with 100% accuracy.

In order to be a successful set designer, Jenny will learn to communicate step by step techniques and methods via written and oral instructions with 90% accuracy.

In order to be successful in college, Jenny will write and edit persuasive and descriptive essays that are well structured, cohesive, and include transitions based on grade level benchmarking at a 90% level.

In order to schedule her own appointments while at college, Jenny will complete four practice phone calls, answering and asking questions provided, with 90% accuracy.

Note: Measurable baseline data, using a measure consistent with the criteria or target, will be determined by the most current assessment and must be included in annual goals.