John Gonzalezs Individual Transition Plan

SEFB 420
Texas A&M University

Student Summary
John Gonzalez is an 18 year-old male in his senior year at Hargrove High School.
John qualified for special education services due to a specific learning disability at Travis
B. Bryan High School, but transferred to Hargrove in the fall of 2014 due to excessive
absenteeism. His father expected him to hold a full-time job to help support the family,
which took priority over his attending school. It was believed that John would greatly
benefit from the specialized instruction and self-paced curriculum offered at Hargrove.
Upon arrival at Hargrove, John displayed extreme difficulty in reading
comprehension. He was assessed as being on a first grade reading level in August of
2014. Though he had difficulty grasping academic content through text, John showed
adequate comprehension when the content was expressed to him orally. Soon after
arriving at Hargrove, John was diagnosed with Scotopic Sensitivity Syndrome, also
known as Irlen Syndrome. Irlen Syndrome is a visual processing disorder that has caused
John to experience text distortion and light sensitivity, making it difficult for him to
decode and decipher text. Since this diagnosis, John has received accommodations such
as colored overlays, oral testing, rewording and clarification, and extra time to complete
assignments. John has shown vast growth in all academic areas since his enrollment in
Hargrove and has progressed to a fourth grade reading level since he started receiving
appropriate accommodations.
John only earned a total of nine and a half credits in his three years at Bryan High
due to excessive absenteeism. As mentioned earlier, Johns father has expected him to
hold a full-time job since he was 16. John was also expected to accompany his relatives
to all of their appointments, as he is the only fluent English speaker in his family. The

self-paced curriculum offered at Hargrove has allowed John to earn eight and a half
credits in only one and a half school years, though he is still absent at least once a week.
Though he has not met the state requirements for any of the STAAR tests, Johns ARD
committee has unanimously agreed to accept his current scores as adequate for his
graduation.
Johns strengths consist of working well with his hands, getting along well with
others, adapting easily to new situations, and being consistent, neat, and orderly in his
work. His weaknesses include a general lack of enthusiasm in academia, though he has
exhibited strong work ethic in employment and has worked consistently since January of
2014. John has had experience as a cashier at HEB, a line operator at Sanderson Farms, a
waiter at Genghis Grill, and a handyman and landscaper at Rodriguez Remodeling. These
jobs have given John the opportunity to learn and obtain a wide variety of marketable
skills.
John was enrolled in a co-curricular welding program through Blinn College in
the fall of 2015, which gave him the opportunity to earn a basic welding certificate. After
the completion of this program, John decided that he would like to pursue a career in
welding and eventually become a welding teacher for a vocational high school. He
currently lives with his long-term girlfriend, whom he plans to support as she completes
school.

Student Assessment Summary

Personal and Professional Goals Worksheet
Description of assessment. The first assessment used for John Gonzalez was a
worksheet of personal and professional goals used in a lesson that was published by the
Council for Exceptional Children. The worksheet was used as an interview guide to
assess Johns 12 overall professional and personal goals. John was asked to identify
dreams and aspirations, what he is willing to commit to, short-term objectives to reach
long-term goals, available resources that can be used to help reach those goals, changes
that will need to be made to achieve goals, and potential barriers in reaching his longterm goals.
Rationale of using assessment. John earned his welding certificate last fall and
has expressed a desire to work for Knife River immediately after graduation, though this
is not his long-term goal. John has shown interest in enlisting to be a welder for the Army
and becoming a welding instructor in the distant future, though he has not discussed any
sort of timeline or recognized any short-term goals that need to be accomplished in order
to achieve his long-term goals. The Personal and Professional Goals Worksheet
assessment was beneficial in having John think of his long-term goals rationally and what
he can start doing in order to reach those goals.
Summary of results. John expressed difficulty in answering some of the more
abstract questions. He immediately responded that welding for the army was his ultimate
end goal, but that he would first like to receive experience and practice by welding in the
real world. He expressed that he was committed to getting work wherever he can,
graduating high school, and trying to keep out of trouble. Though he had not previously

thought of short-term objectives that will lead to reaching his long-term goals, John
recognized that he needed to continue to do well in school in order to graduate, begin
exercising to prepare for boot camp, and detoxify from marijuana use in order to get a job
at Knife River Construction so that he can begin to gain welding experience for the
Army. He identified people that could help him accomplish these short-term goals, such
as his friend who is a personal trainer and Johns girlfriend, who helps him stay
motivated and holds him accountable for achieving these objectives. After contemplation,
John came up with a timeline for achieving his goals: he expects to graduate from high
school on March 9, 2016, apply at Knife River construction within the same week, and
enlist in the Army by December of 2016. Finally, John was able to recognize that he
needs to change his habits of smoking marijuana if he expects to achieve any of his goals.
Career Headlines: Work Characteristics and Environments
Description of assessment. The second assessment used was part of a Career
Headlines publication by Career Solutions Publishing called Work Characteristics and
Environments. This is a rating scale used to decipher the importance of certain
characteristics of employment to the specific individual. This informal assessment was
conducted in an interview type manner. The interviewer asked the John to rate each
employment statement on a scale from one to five, one being not important at all and five
being very important. The interviewer informed John that a letter followed each
employment statement to correspond it to a specific employment characteristic, then
totaled the number scores for each letter to identify the top five letter scores. Each letter
served as a code for different work characteristics. The various work characteristics
include helping others, public contact, working with others, working alone, practicing

leadership, professional development, status, creativity, pleasing work environment,

consistency and predictability, variety, excitement or adventure, fast pace or pressure,
receiving recognition, security and benefits, economic reward, independence and
freedom, community life, and specific tasks and tangible results.
Rationale of using assessment. This particular assessment was used to identify
the appropriateness of Johns desired employment goals. John has earned a certificate in
welding and plans to gain experience by working for Knife River Construction before
enlisting to become a welder in the Army. John would eventually like to further his
education so that he can become a welding instruction in order to help kids like
himself. The purpose of this assessment was to make sure that each of these various
employment goals contained the characteristics that John innately wants in an
employment environment.
Summary of results. Johns top five desired work characteristics in order are
having independence and freedom, specific tasks with tangible results, security and
benefits, economic reward, and helping others. Due to the fact that all of Johns
employment goals have to do with welding, they all offer the employment characteristic
of having specific tasks with tangible results. Working at Knife River Construction would
also offer John the characteristics of having independence and freedom, economic
reward, and some job security and benefits. Becoming a welder in the Army would
provide John with greater job security and benefits and opportunity to help others, though
it may not offer as much independence and freedom and economic reward. Finally,
becoming a welding instructor would offer John more opportunities in helping others,
though the independence and freedom, security and benefits, and economic reward may

not be as great. Overall, this assessment affirmed that each of Johns employment
outcomes fit his desired employment characteristics.
Life Skills Inventory: Independent Living Skills Assessment Tool
Description of assessment. The third assessment used was an assessment tool
used to take an inventory of Johns proficiency of life skills in the categories of money
management/consumer awareness, food management, personal appearance and hygiene,
health, housekeeping, housing, transportation, educational planning, job seeking skills,
job maintenance skills, emergency and safety skills, knowledge of community resources,
interpersonal skills, legal skills, and pregnancy prevention/parenting and child care. This
assessment was conducted in an interview type manner. The interview began by
assessing Johns personal perception of whether his skill levels in each category were
basic, intermediate, advanced or exceptional. The interviewer went through a checklist of
skills in each life skill category, which were classified according to the various skill
levels. After completing the checklist, the interviewer used the checklist to assess Johns
maximum level of proficiency in each category.
Rationale of using assessment. John is currently living with his girlfriend and
her grandmother. He has expressed that he soon plans to move into an apartment so that
him and his girlfriend can live independently. Though John has shown confidence in his
independent living skills, he could not think of specific skills he has mastered upon
questioning. This checklist serves as a comprehensible guide as to basic living skills that
need to be acquired before living on ones own. As John is living with his girlfriend and
does not plan to have children soon, it was particularly important to assess his knowledge
and skill level in the area of pregnancy prevention and parenting and childcare.

Summary of results. Overall, Johns skill levels in each category were much
higher than he perceived his skill level to be. His skills levels in money
management/consumer awareness, food management, health, housekeeping, housing,
educational planning, job seeking, job maintenance, interpersonal skills, and legal skills
were all excellent. John has mastered an advanced level of skills in personal appearance
and hygiene and knowledge of community resources. John displayed an intermediate
master of skills in the areas of transportation, emergency and safety, and pregnancy
prevention/parenting and child care. According to the overall mastery of independent
living skills, it seems that John is well on his way to being prepared to live independently.

Self-Advocacy Plan
John has specific learning disabilities in basic reading skills, reading
comprehension, and math calculation as well as Irlen Syndrome, a perceptual processing
disorder that affects Johns ability to read fluently. He is accepting and aware of his
diagnoses and the accommodations that need to be put in place to ensure his academic
success. When teachers ask if John needs assistance with academic work, he quickly
informs those assisting him of his need for colored overlays or having the work read
aloud. Though John is able to advocate for himself, he often delays self-advocacy in
order to avoid work. John often lacks confidence in his abilities and gives up on difficult
tasks easily. He graduated from Hargrove on March 9, 2016 and hopes to find a
temporary full-time job at Knife River Corporation before enlisting in the Army as an
allied trade specialist in December of 2016. He is currently living with his fianc and her
grandmother and hopes to live independently with his fianc in an apartment in the
Bryan/College Station area by May 2016.
Education
Upon entering training to become an allied trade specialist for the Army, John
will inform his training instructors of his need for colored overlays for reading. He will
also explain his potential need for oral testing, rewording and clarification, and extra time
when completing assignments and exams. John will ask a classmate or instructor for help
and clarification if he does not understand the material.
Employment
John will inform his supervisors at Knife River of scheduling conflicts,
particularly those with preparing for and taking the ASVAB. He will keep a planner to

remind him of important dates and appointments so that he can request schedule
accommodations in a timely and professional manner. John will inform his employers of
the accommodations he may need when he has to read directions or instructions.
Independent Living
John will work with his fianc to develop a monthly budget of necessities and
expenditures. He will learn to put any surplus money in a savings account for
emergencies. John will work with his fianc to decide which chores each party is
responsible for in the apartment. He will politely articulate issues that arise in his
apartment to his landlord.
Recreation and Leisure
John will obtain healthcare through Medicaid, Knife River Corporation, or the
Army. He will inform his medical provider of his interest in obtaining a prescription for
Irlen Spectral Filters so that he can watch television and movies without difficulty. After
obtaining glasses with the Irlen Spectral Filters, John will watch movies and televisions
shows of his choosing in his free time.

Transition Outcomes and IEP Objectives

Education
Outcome
Within eighteen months of graduating high school, John will independently enlist in the
Army and complete 10 weeks of basic combat training and 13 weeks of advanced
individual training in order to become an allied trade specialist.
Rationale
According to John, it has always been his dream to enlist in the Army. The
completion of various assessment tools such as the student interview, Personal and
Professional Goals Worksheet, and Work Characteristics and Environments, it was
determined that both a career in welding and being enlisted in the Army would fit Johns
personal interests and desired employment characteristics. After earning his basic
welding certificate in December of 2015, John decided that he plans to continue to pursue
his welding education by completing the training to become an allied trade specialist for
the Army.
Supporting IEP Objectives

John will learn and practice test-taking strategies in order to prepare for the Armed
Services Vocational Aptitude Battery (ASVAB) admittance exam. (all classes)

John will complete STAAR tests in all subject areas except for US History (in which
he will take the STAAR A) to help prepare for the ASVAB exam. (all classes)
Plan of Action Timeline

John will complete all STAAR and STAAR A testing by January 2016.

John will graduate from high school on March 9, 2016.

After securing temporary full-time employment at Knife River, John will begin to

study for the ASVAB exam.

John plans to begin allied trade specialist training by January 2017.

Employment
Outcome
Within eighteen months of graduating from high school, John will be enlisted in the
Army as a full-time allied trade specialist.
Rationale
John mentioned in both the student interview and the Personal and Professional
Goals Worksheet informal assessment that it has always been his dream to be enlisted in
the Army. After completion of the informal student interview and Work Characteristics
and Environments assessments, it was made apparent that Johns top desired workplace
characteristics include having independence and freedom, specific tasks with tangible
results, security and benefits, economic reward, and helping others. He mentioned over
several meetings that he enjoys working with his hands and the immediate results he sees
in welding. After earning his basic welding certificate in December of 2015 through the
vocational partnership between Hargrove and Blinn College, John realized that he desires
to combine his enjoyment of welding with his dream of being in the Army. Becoming an
allied trade specialist would fit all of Johns desired employment characteristics, as well
as combine his interests in welding and the Army.
Supporting IEP Objectives

John will complete the coursework needed to earn his basic welding certificate by
December 2015. (Vocational Co-Op)

John will complete the informal assessments of Personal and Professional Goals
Worksheet and Work Characteristics and Environments to ensure that his career
interests match his career goals. (Vocational Co-Op)
Plan of Action Timeline

John will graduate from high school on March 9, 2016.

John plans to workout with a physical trainer at least twice a week in order to prepare
for boot camp.

John will detoxify from recreational drug and alcohol use so that he can apply for
temporary full-time employment at Knife River Corporation.

John will apply to Knife River Corporation as a full-time welder in order to gain reallife experience in welding before enlisting as an allied trade specialist for the Army.

After securing a job at Knife River, John will begin to study for the ASVAB exam.

John plans to have taken the ASVAB exam and enlist in the Army by December
2016.

Independent Living
Outcome
Within two months of graduation, John and his fianc will live independently in an
apartment in the Bryan/College Station area.
Rationale
John has mentioned his plans of living independently with his fianc immediately
after graduation since January of 2016. He is currently living with his fianc and her
grandmother in an apartment in the Bryan area. John and his fianc have already sought
out apartments in the Bryan/College Station area and have set aside money for

contractual deposits and rent. John displayed an advanced to excellent mastery of all of
the independent living skills in the Life Skills Inventory, which supports his ability to live
independently.
Supporting IEP Objectives

John will attend his IEP Team Meetings in order to display the appropriate levels of
independence and self-advocacy required for independent living.

John will complete the Life Skills Inventory assessment to evaluate his level of
mastery in independent living skills.

John will display an understanding of money/number management in order to ensure

that he is prepared for managing independent living expenses. (math)

John will be able to read and comprehend a rental contract with 80% accuracy.
(language arts)
Plan of Action Timeline

John will conduct apartment searches in the Bryan/College Station area.

John will set aside appropriate amounts of money for rent and contractual
deposits/rental agreements.

John will graduate high school on March 9, 2016.

John and his fianc will sign a rental contract and move into their own apartment by
the end of May 2016.

Recreation and Leisure

Outcome
Within six months of graduation, John will obtain glasses with Irlen spectral filters in
order to enable him to watch television shows and movies in his free time.

Rationale
During the student interview, John displayed a great interest in watching movies
and television shows. However, he expressed an inability to frequently enjoy these
hobbies in his free time due to visual complications brought on by Irlen Syndrome. Irlen
Syndrome is a perceptual processing disorder that distorts how people perceive various
images. In Johns case, this distortion is magnified with images displayed on screens. He
has expressed great interest in obtaining glasses with Irlen spectral filters so that he can
once again enjoy watching movies and television shows in his free time.
Supporting IEP Objectives

John will attend his IEP Team Meetings in order to practice self-advocacy skills.
Plan of Action Timeline

John will apply for Medicaid prior to obtainment of full-time employment.

After obtaining approval for Medicaid, John will visit an Irlen diagnostician and
inquire about a prescription for Irlen spectral filters.

Job Analysis Narrative

After completing the welding co-op program through Hargrove and Blinn College
last semester, John realized that he had a passion for welding. He described welding as a
form of art and he found great satisfaction in working with his hands and executing the
fine detail welding requires. John revealed that it has always been his dream to enlist in
the Army. The Army offers mechanic positions that would combine his dream of
enlistment and welding. As an allied trade specialist, John would be able to use his
acquired welding skills and aid in the functioning of the Army by fabricating equipment
and machinery needed for combat. John could also enlist in a different mechanic position,
which would focus on the repair and mending of various equipment and machinery.
Though these jobs require a high physical demand, John would not be put in as much
danger as if he were to enlist as an infantryman. Out of the 16 job characteristics, 12 of
the Army characteristics matched what John was looking for in a profession. Only one of
the four disagreements (being able to work alone) was a characteristic that John felt
strongly about. This 75% agreement rate between what John is looking for in a career and
what the Army offers signifies a good chance that John would enjoy and thrive in a career
in the Army. However, despite the fact that John would be able to meet the physical and
procedural demands of the job, it is difficult to determine how he would perform without
accommodations in reading and math. After reviewing Johns standardized test history,
his special education teacher at Hargrove expressed concern at Johns ability to pass the
ASVAB. Without directly consulting John, it is difficult to determine whether or not he
should continue pursuing a career in the Army.

Student Progress Summary

Preface: After John graduated on March 9, he has been completely out of contact
with all personnel of Hargrove. The following information is based on the progress
observed in John from January to March. The employee supervisor at Genghis Grill, the
place of Johns most recent job, was interviewed to obtain more information, though the
only information he was able to provide was that John had mentioned doing something
with welding when he turned in his two weeks notice. The company that John had hoped
to weld for before he went into the Army, Knife River Corporation, was also consulted.
There is no record of John having any affiliation with Knife River.
Summary: At the beginning of January, John moved out of his parents
apartment and moved in with his girlfriend and her grandmother. In February, John asked
his girlfriend to marry him. They are still living with her grandmother, though they plan
on moving out within the next few months to begin their lives as an independent couple.
John originally expressed interest in pursuing a career in welding with Knife River
Corporation and later becoming a welding instructor. When asked about his dream job,
he later expressed a desire to combine his appreciation for welding and his dream of
enlisting in the Army by becoming a welder for the Army. In March, John stated that he
planned to graduate from Hargrove in March, obtain a welding job at Knife River in
order to gain real-life welding experience, and enlist in the Army by December of 2016.
Though John did not pass any standardized tests, his ARD committee accepted his
scores so that he could graduate in March. On March 3, John completed and passed all of
the course credits that he needed in order to graduate. John achieved his goal of

graduating on March 9. He quit his job at Genghis Grill immediately after graduation
with the hopes of obtaining a job at Knife River within the following few weeks.
After completing a job analysis with an Army recruiter, it was made clear that the
Army would not be accommodative to Johns learning disability. Though John is
equipped to handle the physical and procedural demands of the job, the reading required
to complete various tasks may prove to be difficult without proper accommodations such
as colored overlays. After reviewing Johns standardized test history, his special
education teacher at Hargrove expressed concern at Johns ability to pass the Armed
Services Vocational Aptitude Battery (ASVAB). Without the ability to consult John, it is
difficult to determine which career he desires to continue pursuing.
In accordance to the timeline created to work towards transition goals, John
would next need to go through a cleansing process from recreational drug and alcohol
abuse so that he could apply for a welding position at Knife River. He would then need to
apply and obtain a welding job at Knife River. While simultaneously gaining first-hand
welding experience at Knife River, John would need to physically train and practice
taking the ASVAB in order to prepare for Army enlistment. It is a possibility that John no
longer desires to pursue a career in the Army, though this is difficult to determine without
direct communication.