Transition Magicians

                                                    Erica's Case

Erika has a moderate to profound hearing loss but with the use of an amplification device she is able to verbalize some words.  Erika receives speech therapy on a weekly basis.  Her primary mode of communication is sign language.  Erika attends Orange Park High School and has an interpreter at all times for communication.  Erika’s family uses limited sign language, but they manage to communicate fairly well.  She has achieved average scores on most academic assessments, however she attends a learning strategies class for the language based difficulties that affect her learning. 

Erika has limited experience in either of her interest areas of becoming a veterinarian or a lawyer.  Her mom and sister tend to focus on her ability to achieve either goal and be accepted.  Her father however is a strong supporter and has expressed a desire to see Erika provided opportunities in these areas.  Erika’s biggest interest right now is with animals and becoming veterinarian.

Erika’s biggest concern is how to access the Deaf Community both locally and when she attends college.  Erika has several friends but her family has been her major social group while growing up.  Currently her family transports her to school rather than letting her ride the school bus, because they feel communication is such a barrier.

                                              Individualized Transition Plan

Student’s Name: Erika                                  School: Orange Park High School

Date of Birth: January 10, 1987                     Current Date: August 15, 2001

                                                                   Next review date: August 15, 2002

  Participants:                                                   Position:

  John & Amy Brooks                                      Parents

Erika Brooks                                                  Student

Heather Mint                                                  ESE Teacher

Dorothy Doyle                                               English Teacher

Eric Downing                                                 Guidance Counselor

Mary Brown                                                   Interpreter

Stephanie Crow                                              SLP

______________________________________________________________________________

Description of Student’s Future Vision

            Erika expresses an interest in developing other modes of communication (total communication). Erika would like to attend college.  She has expressed and interest in becoming a veterinarian or a lawyer.  Erika would like to become involved in the FBLA organization at her high school.  Erika would also like to access an organization specifically for the deaf. 

  Employment Goal: Not applicable at this time.  Erika is just starting ninth grade this year and is not yet of the legal age to work in a formal job setting.  Erika is limited in her independence and ability to effectively utilize other modes of communication, all of which are to be focused on with this transition plan.  An employment goal will be addressed at a future transition meeting as it relates to Erika’s interests for career and post secondary education as well as communication skills.

  Vocational Education/Training Goal: Erika will volunteer at a local humane society at least one day a week.

  Level of present performance: Erika has never worked outside her home.  Erika is limited in her ability to communicate independently.  Erika has an interpreter with her at all times. 

  Steps needed to accomplish goal:

1.       Contact a humane society to set up a visit and possible schedule.

2.       Visit the local Humane Society with Erika, along with her parents, and arrange for shadowing and /or volunteering.

  Date of Completion: October 2001

  Persons responsible: ESE teacher, Student and Parents

  Post Secondary Education Goal: Erika will begin learning standardized test vocabulary and procedures in preparation for the taking of a pre-college entrance exam, such as the PSAT, early next year.

  Level of present performance: Erika is at a sixth grade reading and writing level.  She currently attends a learning strategies class as required through her IEP.   

  Steps to accomplish goal:

  1.       Visit the guidance counselor and tour the office to become familiar with services and information offered.

2.       Erika will apply to take the PSAT.

3.       Erika will identify colleges or universities interested in attending

4.       Erika will review admission criteria of preferred schools.

  Date of Completion: December 2001

  Persons responsible: ESE teacher, Guidance counselor, English teacher

  Financial/Income Needs: Not applicable at this time, Erika is not old enough to get a job at this time and is at this point dependent on her family.  This goal will be looked at in future transition meetings as Erika develops more independence and a need to have own source of income. 

  Independent Living Goal: Erika will begin to use other modes of communication in different environments (ex. humane society, classroom, social situations).

Level of present performance: Erika can use sign language.  She can vocalize with limited proficiency with the use of amplification.  Erika’s opportunity to utilize other modes of communication is limited because of her lack of experiences and opportunities outside her immediate family situation.  The family uses limited sign language to communicate and understands Erika’s attempts to communicate verbally, however the ability for others to understand Erika’s verbal cues are limited.

  Steps to accomplish goal:

  1.  Provide Erika with different types/modes of communication.

2         Provide opportunity for Erika to participate in a club of her choice, possibly the FBLA.

3.   Encourage the use of a variety of communication techniques at home.

5.       Identify sign language classes for family and parents in the community.

  Date of Completion: June 2002

  Persons responsible: Speech and Language Pathologist (SLP), parents

  Transportation/Mobility Goal: Erika will ride the school bus to and from school.

  Level of present performance: Erika’s parents drive her to and from school each day. 

  Steps to accomplish goal:

  1.       Review bus procedures and the bus route with Erika.

2.       Assign an assistant to ride with Erika one day a week.

3.       Identify a peer from the neighborhood as a bus buddy.

  Date of Completion: January 2002

  Persons responsible: Parents, SLP

  Social Relationship Goal: 1. Erika will participate in a school activity or club of her choice.  2.  Erika will participate in a community organization for individuals who are deaf and part of the deaf culture.

  Level of present performance: Erika has friends but primarily depends on family as major social group.  She is limited by her inability to communicate outside her family and without an interpreter.

  Steps to accomplish goal:

  1.       Erika will attend an FBLA meeting with her interpreter.

2.       Identify a community organization for the deaf.

3.       Determine mode of transportation.

  Date of Completion: January 2001

  Person responsible for implementation: guidance office, ESE teacher, Erika

Recreation/Leisure Goal: Erika’s goals in this area are the same goals as stated under, Social relationship goal and her Vocational/Training goal.  Both of the goals stated in these areas relate to Erika’s interests.

  Level of present performance: Erika has friends but primarily depends on family as major social group.  Erika’s limited ability to communicate without her interpreter or family members around is not conducive to allowing her other experiences outside her home.

  Steps to accomplish goal:

  1.       Erika will attend an FBLA meeting.

2.       Erika will attend a meeting, event or class offered by a local deaf community organization.

3.       Erika will shadow or volunteer one day a week at local humane society.

  Health/Safety Goal: Erika will learn to become more aware of her outdoor surroundings, exercising caution and developing strategies for emergencies.

  Level of present performance: Erika has limited experience outside her family home and depends on her family for assistance.

  Steps to accomplish goal:

  1.       Identify landmarks, signals and safe zones in neighborhood.

2.       Develop an emergency strategy and contact list for Erika.

3.       Determine communication strategies that would be used in an urgent situation.

  Person responsible: ESE teacher, Erika, parents

  Self -Advocacy/Future Planning: Erika will create a list of colleges and universities relating to interests.  Erika will become involved in a community organization for the deaf.

  Level of present performance: Erika is unfamiliar of what resources are available to her due to her lack of experiences and information as it relates to her interests and goals.

  Steps to accomplish:

  1.       Erika will create a list of colleges and universities that she is interested in.

2.       Erika will identify organizations within the community that interest her.

3.       Erika will attend a meeting or activity at a community organization for the deaf.

  Date of Completion: June 2002

  Person responsible: ESE teacher, Guidance Counselor

Adult Services Needed: Are not applicable at this time.  Erika is just entering ninth grade and lives at home.  This need will be addressed in future transition meetings.

Student Career Preference: Working as a veterinarian.

Student’s Major Transitional Needs:

1.       Communication

2.       Social Skills

3.       Advocacy

4.       Independence

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Last modified: December 05, 2000