Transition Plan

Student
Freshman
Texas A&M Consolidate High School
April 27, 2015

Completed by: Taylor Laufenberg

Required for SEFB 420
laufenberg.t@tamu.edu

Student Summary
Student is a fifteen year-old female African American freshman at Texas A&M
Consolidated High School. Most often, she likes to be called Student. She has
been diagnosed with an intellectual disability and speech impairments. Student is
hardworking, determined, a good listener,
patient, kind, and she works well in
groups. Those qualities contribute to the strength Student
exhibits both at
school and home. She loves to care for others whenever the opportunity
presents itself. Her kindness knows no bounds, and Student will gladly help a
classmate or friend who asks. Student struggles with processing speed, she is
painfully shy in some cases, and her academic
performance lies below grade
level in all subjects. These weaknesses prevent Student from
participating in
class discussions and her answers often go unheard. Her reading and math skills
have been evaluated at the fifth grade level. Her written language skills are
even lower at the third or fourth grade level.
Family Background
Student is a vital member of her family in more ways than one. Jacqueline
Lee is a single mother to four children and she often goes by the nickname of Jacky.
Jacky dropped out of high school in
the last semester of senior year, and since
then she has not obtained a GED. Jacky is currently employed at Texas A&M in one
of the dining halls. She says this is a hard job that provides little income. However
mediocre the income may be, it actually qualified their family for assistance with
housing, employment, and other services. Student is the second oldest of four
siblings, three of which have some disability; and all three of those children
receive monthly SSI checks. That
additional income has allowed Jacky to pay
bills and rent. Students father does not have
custody, and he is not in
contact with Student or her mother. Unlike Jacky, Students father did graduate
from high school. He was in special education for an intellectual disability
throughout his school
career. Diabetes and high blood pressure run in the family
on both sides.
Educational Background
Schools attended: Student did not attend Kindergarten. Starting in 2007, she
was enrolled in first and second grade at Forest
Ridge Elementary. For third
grade, Student was at Fannin Elementary in 2008 and 2009. It is unclear whether
she attended Fannin or Kemp Elementary for fourth grade; but she completed the
5th grade TAKS at Kemp in 2011. Student attended Sam Rayburn Middle School
from 2011 through 2013 for grades six and seven. In 2014, she completed
the 8th grade at Texas
A&M Consolidate Middle School. She is a freshman
currently at Texas A&M Consolidated High
School.
In the Fall semester of 2014 Student received the following grades:

Reading Improvement: 90
Algebra 1: 87
Choir: 77
World History: 89
Biology: 81
English: 80
Art: no grade given
PE: 96
Test Scores: Student has been taking the STAAR Modified since its release.
Before that, she was
taking the modified version of the TAKS as well. She took
the third grade TAKS-M at Fannin. This was the only year Student passed all
categories of the standardized test administered. In fifth grade, Student again took
the TAKS-M and she was able to pass the mathematics portion. She was only able
to pass it after taking the section three times. She did not receive a passing
score in any of the other categories of the TAKS-M that year. In sixth grade, Student
took the STAAR-M Reading and Mathematics tests, and she did not pass either
exam. Student took the STAAR-M in seventh grade. This time she passed the
Reading section, but was unable to pass the Mathematics and Writing portions. In
eighth grade, Student took the STAAR-M for Reading, Mathematics, Science, and
Social
Studies; but she only passed the Mathematics portion. In high school,
students must take the STAAR EOC in each subject area. The STAAR-A is a
computer delivered assessment with built-in accommodations. The 2014-2015
school year will be the first year Student takes the STAAR-A instead
of the
STAAR-M. The results from that assessment have yet to be released.
Attendance Record: Student has no recurring attendance problems. Her
records indicate she has four
unexcused absences this school year. All four of
those absences were for one class period at a
time, and never for the entire
school day. According to office personnel, this record gives no
reason for alarm.
In fact, I was told Students attendance record is practically blemish free
compared to students at risk.
Current School Program: Student currently falls under the Foundation Plan for
High School Students.
This requires 26 total credits, 22 of which will be academic
and four will be considered
endorsement credits. These endorsement
credits are somewhat like a college major or a
specified area of study that
interests the student.
Anticipated Graduation Date: 2018
Work Experience
Student has never had a paying job. She has never put thought into the type
of job she would like.
When her mother was employed as a caretaker, Student

occasionally helped her complete basic care duties for the elderly. Student enjoyed
helping others during those experiences, and she can picture
herself as a
caretaker. Through vacuuming, doing dishes, and cleaning the bathrooms, Student
contributes to keeping her mothers house clean. She enjoys these cleaning
tasks at home, but Student is unsure whether she would like those same tasks if
they were outside the home.
Interests
Student enjoys dancing, singing, designing, playing basketball, and shopping
in her free time. She
likes to read, but she was unable to name her favorite
book. Her favorite subjects in school are
English and Science. She likes Math,
but Student has a negative image of self efficacy in this subject.
Social activities: Student enjoys church activities led by a group called
Mission. Her neighborhood has many young people in it, and Student constantly
socializes with them. Nearly every day, Student enjoys
basketball with friends
and neighbors. Having three other siblings gives Student the chance to attend
various sporting events with her family or friends.
Extracurricular: Student does not participate in any organizations on campus.
She avoids participating because she thinks most people at her school are not
nice. She has no interest in joining any
school clubs.
Dreams
Student wants to be able to support herself after high school. Her dreams are
centered on the ability
to provide for her family. She dreams of having her own
car and a well-paying job. She would love to have pets and take care of them on
her own. She also wants to take vacations at her own
discretion.
Future Plans
Student has a very vague concept of her future. She is unable to see herself
accomplishing more
than what previous adults have told her. Student wants to
live on her own and have her own car, but
she does not know how to make that
happen. Student hopes to have a career in the caretaking field, such as a nanny or
geriatric caregiver. She would like to have some sort of part-time job during high
school so that she can earn some money. She thinks she would like working at a fast
food restaurant. Student knows she must learn more about adult life and her
future responsibilities in order to be successful after high school.

Assessment
Enderle-Severson Transition Rating ScaleForm J-Revised (ESTR-J-Revised)

O*Net Interest Profiler

Rationale
This assessment identifies current
level of performance within the five
transition areas. It is designed for
individuals with mild disabilities to
complete independently. The five
areas are broken into these
subscales: employment, recreation &
leisure, home living, community
participation, and post secondary
education. The assessment results
will show how self-aware the student
is with regard to transition planning.
The subscale ratings will also provide
pertinent information to develop
goals and outcomes in each
transition area. The student is a
freshman and currently at the
beginning of the transition planning
process, so this assessment provides
a base line in these five areas. The
student is expected to have low
performance on most areas of
transition planning.
This self-assessment is taken on a
computer and measures the
following six occupational interest
types: social, conventional,
investigative, realistic, artistic, and
enterprising. The scores in each
interest type are combined to provide
a current job zone ranging from one
to five. Zone One requires little or no
preparation and Zone Five is when
extensive preparation is necessary.
This interest survey allows the
student to explore a wide variety of
occupations to find the most
relevant. It provides a score report
and career list based off of the
interests identified. This assessment
was administered to allow the
student a chance at self-exploration
with regards to employment. The

student is expected to have

tendencies toward artistic and social
interests based on prior interest
information recorded.

Results
ESTR
# of items in area

Employment (13)
Recreation & Leisure (4)
Home Living (15)
Community Participation
(7)
Post Secondary Education
(8)
Total Performance Score
(47)

# of
YES
items
9
4
10
2

Percen
t
69
100
67
29

25

27

57

The total performance score earned was a 57%. This score means that Student
answered positively to a little over half of the questions. This score also indicates
significant room for growth in transition planning. The specific scores for each
subscale are included in the table above.
Employment: Students score in the employment area was surprisingly high. Of the
thirteen questions in this area, Student answered No only to four questions. The
first No response was provided for the item that read understanding that
different jobs require varying levels of training.This indicates Student could benefit
from learning about specific requirements for jobs that interest her. The next
question for which Student provided a negative response read the learner
demonstrates the skills necessary to perform successfully in a job interview. The
response here hinges on Students lack of experience with job interviews. To
improve on this aspect, Student could incorporate interview skills into her current
courses. Skills such as communicating information about herself or answering
questions confidently could be built up in her interactions with teachers or peers.
Student answered No to the learner demonstrates the skills necessary to
accurately complete a job application. She is currently unable to provide her
address, social security number, and phone number when asked. Student can
improve upon this aspect by creating a business card with important information.
She could keep this card in her wallet and pull it out when she needs to view the
information. The last employment question Student answered negatively was the
learner has had successful community-based work experience. This aspect could
be improved upon by Student participating in a summer work program through
Texas Workforce.

Recreation & Leisure: Student provided a positive response to all four questions in
this area. These questions revolve around the learner communicating with others,
behaving well in public, and choosing good activities in free time. Student is already
demonstrating these qualities and her results reflect her positive attitude toward
recreation and leisure.
Home Living: Students score in this area was surprisingly high as well. She only
answered negatively to five out of fifteen total questions. The first item that Student
provided a No for pertains to being a good citizen. Student is only fifteen and
therefore she has not taken a government course yet. In this course she will have
the opportunity to improve her knowledge of federal and state governments as well
as voting. The next question Student did not respond to positively regards financial
literacy. This indicates Student lacks an understanding of banking principles such as
interest, maintaining checking or savings accounts, and using an ATM. Student
needs to improve upon this aspect in order to practice financial independence. The
third negative response was given to the learner understands nutrition and is able
to plan balanced meals. This response would be more troubling if Student werent
a freshman. There is still time for Student to take a class on nutrition in high school.
Taking a course centered on good eating habits would help her improve upon this
aspect. The next No response was provided for the learner manages his/her own
money responsibly. Student has never had a job and so she views income as
disposable. Based on her response to this item and the financial literacy item
mentioned, Student would benefit from taking a money management course. The
final item Student responded to negatively was the learner demonstrates an
understanding of basic parenting skills. Student would like to take a child
development course while she is still in high school. This would absolutely help her
improve her understanding of what it takes to be a parent.
Community Participation: Student received a low score in this area of transition
planning. This was to be expected because Student does not participate much in
the community currently. Of the seven total questions, Student responded Yes to
only two. The first positive response was given to the learner demonstrates
appropriate social behaviors in the community. This response is indicative of a
strength Student has. She is able to get along with almost anybody if she tries. The
next Yes response she gave to the learner demonstrates an understanding of
cost saving techniques. This response is due to Students love of shopping. It is one
of her hobbies that she puts a lot of effort into. Her skills in this area could be
translated into budgeting through some practice. The remainder of items in this
category were responded to negatively. Community participation improvements to
be made include: Student learning to use community resources, using
transportation, understanding realistic housing arrangements and how to pay for
large purchases, and learning about insurance. These skills will have to be
addressed before Student graduates but they could definitely be approached
gradually.

Post Secondary Education: Student was only able to answer Yes to two of the
eight questions in this subsection. Her answers here indicate Student has self
awareness and she has undergone vocational assessment. The negative responses
in this section relate to knowledge of post secondary options, self confidence,
housing plans, and filing of applications for financial assistance. This area can only
be improved upon after Student has explored post secondary options like technical
schools or employment training.

O*NET
Occupational
Interest
Realistic
Investigative
Artistic
Social
Enterprising
Conventional

Score
10
26
20
25
18
18

As the table above shows, Student received high scores in the Social, Artistic, and
Investigative Occupational Interests. This high Investigative score means that she
enjoys problem solving related tasks and finding facts. Her high Artistic score
indicates she likes working with designs and patterns, but she prefers settings
without a clear set of rules. Her high social score shows that Student prefers to
communicate with others rather than machines. The high social score also falls in
line with Students interest in assisting others. Her lowest score was in the Realistic
category which indicates Student does not like working with her hands. Both the
Enterprising and Conventional sections were scored intermediately for Student. Her
three highest scores are the best indicator for possible careers. The O*Net Interest
Profiler is designed to encourage the student to explore careers that are relevant.
Career options that match interests within the current Job Zone are listed first, and
possible careers in each ascending zone follow. Based on her answers, Student was
placed in Job Zone One. This reflects her current level of education, training, and
experience. Unfortunately, there were no possible careers matching Students
interests in Job Zone One. This led Student to look at the list of possible careers in
Job Zone Two. This list included childcare worker and singer, both of which would
match Students strengths. Student is interested in a career that requires less
preparation than a four-year degree. The interest profiler mirrors Students interests
very well. It provided possible careers requiring more preparation that also match
Students interests. This gave Student the opportunity to see that some careers
requiring more education could still match her interests. This profiler also gave
Student ideas on possible careers she previously did not know about.

Students Self-Advocacy Plan

Student has difficulty in most cognitive areas. She is slower to process but if she
takes her time, she can use strategies to find correct answers. Her main issue in
educational settings is not being able to answer questions as quickly as her peers.
Student has an intellectual disability and speech impairments. Student struggles
with auditory processing and finds it difficult to readily answer open-ended
questions. She often remains silent when asked a question. She is highly aware of
her disability as her older brother is also intellectually disabled. He takes care of her
and acts as Students voice in any situation. This has produced a habit of Student
waiting on her peers to answer questions directed at her. It also allowed Student to
rely on her family, especially her brother, to advocate on her behalf. When she is
confident of her answer, Student can give the response within a normal time limit.
Her postsecondary living plans hinge on her brother at this moment. She wants to
obtain competitive employment that is close to her family.
Post-Secondary Education: Student will need to continue exploring interests in
employment. To do this she will participate in work study through her high school.
This will require Student to request a schedule change and explain her reasoning for
being in the work study program. Student will work with her English teacher to write
her rationale and present it to her IEP team. Student will need to explain the
reasoning for her accommodations so that she can always advocate for them, no
matter which postsecondary education route she takes.
Employment: Student hopes to apply for a job while in high school. If she decides to
do this she will need to practice filling out job applications without asking her mom
to help. She will need to carry a card in her wallet with personal information such as
address, phone number, and social security number. This will allow Student to
obtain employment at her will. She will need to explain how specific work
accommodations will help her be more successful.
Independent Living: Student rests all of her living arrangement planning on her
brother. She will need to find out how much she can contribute to the budget via
income or benefits. Student will make a budget to incorporate her brothers income
as well. She will find out how far away she would like to live from her mothers
home.
Recreation & Leisure: Student loves to play basketball. She will join a local league to
incorporate basketball into her weekly routine. Student will attend the local YMCA to
build on her love for sports. Student will coach a youth basketball team.

Transition Outcomes
Employment Outcome
Upon High School Graduation, Student will be eligible for competitive
employment in an area of her interest.
Through interviews with the student and parent, the employment goal was refined. I
was able to find that Student would like to remain close to home after high school,
but have independence with regard to income. This desire for financial
independence helped define the competitive employment aspect of the
employment goal. Student has the ability to seek employment that offers fair pay.
The biggest hurdle to Students employment outcome will be her initiative. She
understands that she must have a job that pays well if she wants to have financial
independence.
Her assessment results from the O*Net Interest Profiler put Student into Job Zone
One. This area of employment requires little or no preparation to begin working.
This simply means her current levels of education, training, and experience are
rather low. While Student is an underclassman, she will focus on gaining education
related to employment. After reviewing her records, it is apparent that Student has
no problems with regard to attendance. She is able to follow directions in all
settings, as long as she is given adequate processing time. This information offered
important parallels to the following vital employment skills: show up on time and
follow directions. Both skills are crucial to obtaining and maintaining a job in the
competitive employment arena. Student has the opportunity to make positive gains
toward achieving competitive employment, but she must remain dedicated to this
goal.
Her mother does not want Student to limit herself in any way. She thinks Student
can handle any competitive employment opportunity, as long as she receives
adequate training. Her mother worries Student only wishes to be a caretaker after
seeing how well her mother can do it. She wants her daughter to get plenty of
exposure to different careers before she makes up her mind.
Student has confidence in her own abilities to find and keep a job after high school.
She is certain she will be able to find a job in the caretaker field and serve others.
Student is uncertain of how to apply for jobs and would also struggle with filling out
an application. The ESTR-J provided a baseline for Students current level of
experience in transition areas. Negative responses to items in the employment
category showed Student would benefit from job interview and application training.
She would also need to receive further education on specific jobs and the training
involved. She struggles with vocalizing her concerns immediately if she is
uncomfortable. She would rather put off big decisions until she is older.

Along with her nondisabled peers, Student is on the Foundation Plan for graduating
high school and she has passed her first semester of classes. Student has taken the
O*Net self interest assessment to explore her employment interests. Through the
results, she found out that her current job zone contains no options matching her
interests. She realized she will need to explore post secondary education options to
match a career she decides on. She expressed concern in having to continue school
to get a job that she would like.

IEP GOAL
By the end of December 2015, using a pen, information card, and blank job
applications, Student will successfully complete five out of five applications by
correctly providing personal information with 100% accuracy.
Timeline:
Spring-Summer 2015: compose wallet-sized card with pertinent personal
information before May

May 1st-schedule May 28 meeting with Janis East to apply for DARS
May 28- meet with Janis East to apply for DARS
before August-contact BVCIL to gather information about community-based
support, housing, and transportation 979-776-5505
June-August- fill out one job application/month, three in total, with the
assistance of a family member or friend and information card

Fall 2015: obtain all As and Bs in courses;

September- fill out one job application (1 of 5) with the assistance of

information card
October-fill out two job applications (2/3 of 5) with information card
November- fill out one job application (4 of 5) with or without information card
December- fill out final job application (5 of 5) with or without information
card

Education Outcome
After graduation from high school, Student will complete either: post
secondary education
program, on the job training, and/or any certification
programs needed to ensure long-term success in the competitive employment of
her choice
Students freshman year is nearing an end and she knows it is time to begin making
those big decisions she has been afraid of. Due to her limited academic skills, she
is self-conscious about how she appears to peers in the classroom. Unless it is for a
certification program or for work-related courses, Student does not want to attend
postsecondary education. Student is interested in completing courses during high
school if that would help secure a job after graduation. Student has received
information about the PATHS program through Texas A&M, but she is still not sure
what she wants to do. She has also received information on Project SEARCH through
her high school. Again, Student is afraid to make a decision just yet. The goal is
somewhat ambiguous to allow for growth. Student will define her outcomes more
clearly as she proceeds through high school.
For now, Student will focus on improving her academics. Based on her records, the
student would not be able to handle the academic rigors of a four year university
without significant supports. She is at the elementary level in most subjects and, as
of eighth grade, she was unable to pass the STAAR-M. With diligence in her studies,
Student could absolutely prepare for post secondary education. She needs to focus
on self advocacy in the classroom atmosphere. Through candid conversations with
Student, I found that she often does not understand which support she needs in a
certain class. If a teacher does not give her what she needs, Student will try hard
but eventually she winds up performing poorly. Through careful preparation, Student
will discuss with each teacher how to help her be successful in different situations.
Students mother believes she could handle a two year program if her high school
career prepared her well enough, and she continued receiving supports. Jacky is
well aware of the costs involved in post secondary education options and knows
Student must apply for financial assistance. Jacky has also become familiar with
DARS after her own medical experiences.

IEP GOAL: Student will complete required courses to satisfy the Foundational Plan
for graduation.
Timeline
Freshman Year

take STAAR EOCs

complete all assignments
request supports in Math- formula sheet and repeat directions multiple times
meet with teachers to discuss any missing assignments, low grades, or
anything not understood before each six weeks ends
request more attention during independent work time to ask deeper
questions
May 28- apply for DARS and ask about financial planning for post secondary
education

Sophomore Year

complete all assignments

request supports in Math- formula sheet and repeat directions multiple times
meet with teachers to discuss any missing assignments, low grades, or
anything not understood before each six weeks ends
request more attention during independent work time to ask deeper
questions
research different programs related to career interests

Junior Year

collaborate with teachers on supports

complete all assignments
request supports in Math- formula sheet and repeat directions multiple times
meet with teachers to discuss any missing assignments, low grades, or
anything not understood before each six weeks ends
request more attention during independent work time to ask deeper
questions
research different programs related to career interests
apply for workforce solutions Workforce Investment Act (WIA) for youthapplication available at http://bvjobs.org/programs/workforce-investmentact/wia-youth/

Senior Year

collaborate with teachers on supports

complete all assignments
request supports in Math- formula sheet and repeat directions multiple times

meet with teachers to discuss any missing assignments, low grades, or

anything not understood before each six weeks ends
request more attention during independent work time to ask deeper
questions
research different programs related to career interests
attend workshops with WIA aimed at completion of secondary school, study
skills, and job readiness training

Independent Living Outcome

After graduation, Student will live independently with a roommate or alone in
an apartment
nearby family.
Student has an older brother who plans to begin living independently after he
graduates high school next year. His primary role has been protector for Student so
Jacky would like to see them live together. Student wouldnt mind living with her
brother and thinks they would have a lot of fun as long they get along. The only
issue is that Students brother may pursue a career involving travel. If he is not
available as a roommate for Student, she would prefer to live alone.
Based on ESTR Home Living and Community Participation responses, Student has
room for growth in regard to independent living. She answered No to questions
about utilizing resources like a Laundromat and signing contracts for housing. She
needs money management training aimed at financial independence. Student is
fully capable of having her own bank accounts and paying her own bills someday. At
the present time, Student has had little to no experience with many independent
living skills. Her mother feels confident that Student could manage bank accounts
once she gets a job.
The truth is, Student has lived a very nice life. Her mother prepares most meals at
home and does the majority of house keeping. When asked, Student is able to
complete a limited number of cleaning tasks. Student feels confident that she can
take care of a house on her own. When asked in detail, Student hesitates to provide
examples of necessary duties to keep a house clean. She would like her mother to

teach her how to do laundry on her own. For now, Student will focus on learning to
do laundry independently. She has a realistic concept of responsibilities involved
with independent living. However, Student lacks experience in performing cleaning
and cooking tasks independently.
Students current educational program does not account for this area of transition
planning. It will be crucial for Student to speak up in her IEP meeting about taking
course aimed at financial literacy and home living skills. Student understands that
she can start working on some of these skills at home with her mother, but she
wants to have a lot of extra practice as well.
IEP GOAL: Upon completion of her sophomore year, Student will open a checking
account at a local bank.
Timeline
Summer 2015: at least once a month, accompany mother/brother/friend to bank
and observe procedures such as deposits and withdrawals; take drivers education
at Austin Driving School; go to DPS to obtain DL or state ID
Fall 2015: once a month, accompany mother to ATM to observe cash withdrawal and
balance inquiry; research different account structures- checking vs. savings
Spring 2015: determine which bank to use; open account- dont forget
identification!

Recreation & Leisure Outcome

Student will pursue vacation options at her discretion.
Student loves that earning her own paycheck means she can decide how to spend
her money. She understands that bills come first, but her mother has taught her
how saving a little can pay off in a big way. She wants to take vacations and travel
to new destinations. Student has never ridden on a plane and she would like to
incorporate this mode of travel into a vacation. Student is eager to explore the
world and learn about how other people live.
This outcome is intentionally wide open because Student will refine it later. Once
Student secures competitive employment, she can begin to save money for
vacations. We will work on her budgeting skills to allow her to build a realistic image
of her future travels. Students ESTR-J Community Participation responses indicate a
lack of knowledge on transportation. Her responses to the Recreation and Leisure
portion of the assessment contributed to the development of this goal. She
answered Yes to four out of four questions in that portion. Her positive response to

the items indicates she is confident in making her own decisions with regard to
recreation and leisure.
IEP GOAL: Throughout her Sophomore year, Student will select five possible travel
destinations and explain her reasoning orally
Summer 2015: use the internet to find videos and pictures about possible travel
destinations; compile list of top 20 places to go
Fall 2015: once a month, interview a teacher who has traveled outside the U.S.;
narrow list to top 10 places to go
Spring 2015: look up best travel options outside the U.S.; narrow list to top five
places to go

Job Analysis
Job Summary
Working as a Team Member at Whataburger can sometimes be fast paced.
Employees will often be expected to multitask, even during the rush times. After
speaking to a former manager of a local Whataburger, this job seems like a good fit
for Student. She would have frequent opportunities to socialize, both with coworkers
and customers. This job requires good time awareness and knowing when to
multitask. There is a 10-15-30 Rule where employees check the trays every 10
minutes, bathrooms every 15, and the parking lot every 30. The training period is
flexible and reflects the needs of the new employee. Joe informed me that the
training period can be one week or longer. Employees are required to operate the
cash register and input orders using the touch screen picture/word combinations.
They must be polite with customers and initiate many tasks. Most often, Student
would be expected to work either as hostess or cashier. Whataburger is committed
to education and insists that its high school employees put school responsibilities
first. This means that scheduling is extremely flexible and shifts can be shorter. It
also means that Student would be working with people her age as well as those who
are older. Another aspect of working for Whataburger is the accommodating attitude
shown toward individuals with intellectual disabilities. Supported employment is
available but not permanent. Whataburger expects employees to have reliable
transportation to arrive for each shift on time. New employees are started at a wage
to reflect previous work experience, but never less than minimum wage.
Job Rationale and Characteristic Matches
A former colleague of mine, named Joe Valdez, used to manage a local fast food
restaurant. Student has expressed interest in obtaining a job while in high school,
and she was adamant about a food service job. She thinks working in a fast food job
would teach her how to hold a part time job and balance school. She wants to work
near her home because she doesnt drive at this point, and she usually relies on
rides from family or neighbors. Student does not like to be a burden on her family,
and she would like a job she could ride the bus to. The Rock Prairie Whataburger
location is near her home, so we decided it could be possible for her to work there.
Another reason Student liked the idea of working there would be the flexible hours.
Whataburger would allow her to work as many days a week that she could handle.
Student likes that support would phase out so she would eventually work
independently. She also likes the possibility of earning more than minimum wage if
she works hard enough. Student wouldnt mind working with people, but she says
she prefers adults to her peers. This makes her unsure of working at Whataburger
because she often gets frustrated when people her age act immature. She knows
that she needs to improve on her communication skills in order to take orders for an
entire shift. Student is also less than enthusiastic about the multi-tasking required
for this job. She prefers to take her time and complete one task at a time.

Student Progress Summary

Students mother began CNA preparatory courses on April 27. This additional
education will allow her to earn a better income. Jacky wants to get her son a new
car that he and Student will share. Having a second vehicle will give Student more
flexibility with her recreation and leisure choices. This will also give Student more
independence with her future work schedule. With the news of a possible car in her
future, Student is now anxious to obtain a drivers license. We amended the timeline
of her independent living outcome to include taking drivers education and
obtaining a drivers license.
Students older brother participated in the Texas Workforce program for
teens. He and I think that Student would benefit from the program. He is worried
that Student will not be prepared for the work force without a program like the one
he completed. Due to the close relationship between Student and her brother,
Student now feels the same about completing a summer work program. She and I
have discussed working for a summer camp for children with disabilities. Student
and her mother both agree this option gives Student a good introduction to working,
but does not distract her from school work. This new information changed the
education outcome timeline, but only slightly. We added applying for the WIA to be
completed during her junior year. This will give Student the summer before her
senior year to participate in the summer work program.
Student is passing all of her classes. Her grades are progressing well, and she
does not plan to go to summer school. She is on track to satisfy the Foundation Plan
requirements.
Student and I have discussed the PATHS program as a good transition to
college. She is interested in the program because it would help her become more
independent but remain close to home. The knowledge of a program like PATHS
clarified her education goal somewhat. She still cannot make a decision on Project
Search or PATHS however.
The job analysis helped Student realize she does not want a job while she is
in school. She wants to devote her time in high school to making good grades. This
means she wants to try working over the summertime instead. Students older
brother has now worked at Whataburger for five months and his experiences with
scheduling have not been positive. This problem alone has caused Student to
reexamine working at a fast food restaurant. She knows that she wants to find a job
where the scheduling wont change from week to week.