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You will complete a transition-related activity for this assignment. The assignment will be related to employment, daily living skills, and transportation for a student. You may select either a student with whom you are working or have worked with, or the case study student, Terrell. His case study materials are in the “Course Assignments” folder. (**Please note that there are probably more materials than you need for Terrell in these files). 
If you choose to use a case study, be aware that you will likely have to make assumptions and/or make things up in order to complete the discrepancy analysis.
Please type the assignment in a separate Word/PDF document. Please do not type in the boxes of the assignment sheet. 
Be sure to edit your work. Points will be deducted for more than 2 errors in your writing conventions (e.g., spelling, grammar, etc.) 
LSI 409
Transition Activity Assignment
Overview
For
this assignment, you will be engaging in a transition-related activity. You may
complete this assignment for a student with whom you are working/have worked or
the case study student. The transition related materials for the case study
student, Terrell, are provided on D2L. You will observe a potential job site in
the community, analyze an employee, and compare it to the student’s
performance. You need to complete both the “Job Site Analysis” and “Discrepancy
Analysis” forms. You will use this information to write 5 IEP goals related to
transition planning for your student. Three of the IEP goals will be related to
the instructional implications from your analyses (i.e., skills needed to perform
at the job site), one IEP will address a daily living skill related to
transition, and one IEP goal will address a transportation skill necessary for
transition. You will then complete a brief reflection of the process. *PLEASE TYPE THIS ASSIGNMENT IN A SEPARATE
DOCUMENT. Points will be deducted if the assignment is submitted in this table.
Component/Header
Description
(max. points)
Points
Student
Description
In
this section, include a description of the student (Terrell):
-age
-diagnosis
(if applicable)
-communication
level
–
physical mobility
–
any additional relevant information
(3
points) Job
Site
Describe
the selected job site and why it’s appropriate for the student (3
points)
Analysis
Overview
Provide
a brief overview of the Job Site Analysis and Discrepancy Analysis,
highlighting any major findings (approximately 1 page or less) (6 points)
IEP
goals
5
IEP goals are objective and measurable (3
IEP goals from the discrepancy analysis; 1 daily living; 1 transportation)
(6
points)
Supporting
Materials
Provide
the completed Job Site Analysis and Discrepancy Analysis forms
(6
points)
Reflection
Include
a brief (1-2 paragraphs) about the process of conducting a task analysis
(i.e., the transition activities of Job Site Analysis and Discrepancy
Analysis). ·        
Was this activity helpful? Please explain.
·        
Did this activity benefit you professionally and your future teaching?
Please explain
·        
What did you learn from this activity?
(6
points)
Total
/ 30 points *Please
be sure to check your writing conventions (spelling, grammar, etc.) Points will
be deducted for more than 2 writing convention errors.
Transition Activity Example My focus student for this case study
is a 20-year-old named Jeremy. Jeremy has a moderate cognitive disability, a
visual impairment, and a speech impairment. His diagnosis is “Multiple
Disabilities.” Jeremy is vocal, though his speech is difficult to interpret. He
also can utilize an enlarged picture system. Jeremy’s motor skills are strong,
though he sometimes struggles with fine motor skills are a little more
underdeveloped because of his hand-eye coordination with his visual impairment
(for example, tying his shoes had proven to be a more difficult task). His
gross motor skills have developed as expected for a student his age. Jeremy is
currently working on skills crucial to self-independence, such as navigating
public transportation and showering without assistance. The job site chosen for Jeremy is as
a McDonald’s Crew Member. The specific job requires cleaning the main floor of
the site, take out trash from the main floor, and fill sodas in the back
whenever there is a rush. This site is only a block away from a major bus line,
which is easily accessible for Jeremy. This McDonald’s is an appropriate
beginning job because none of the work is particularly high-risk, so it is a
safe environment to hone job skills. The main requirements of this site relate
to gross motor skills, with which Jeremy is highly successful. Additionally,
there are some supports naturally in place for employees that would serve
Jeremy well, such as easy to differentiate, colored logos for soda names, and
managers and other crew members on site as all times for assistance. Jeremy will be expected to bus
tables, sweep floors, empty and remove trash, and prepare cups with ordered
beverage in a timely manner. The gross motor skills include sweeping,
squatting, light lifting, and bending. Fine motor skills that may require extra
attention are grabbing lids from the bin, separating them, and placing lid on
cup, as well as holding an ice scoop. Jeremy will be on his feet for his entire
shift. As far as quality standards go, drink orders must be fulfilled with 100%
accuracy. The restaurant’s main floor should always be clean and trash cans
should always be empty enough for customers’ products. When conducting the
discrepancy analysis, four main target areas were found. Jeremey will need to
be taught a specific table-wiping strategy in order to clear the table top of
any crumbs and trash. Jeremy will also need to be taught the order of sodas in
the soda machine. This order is predictable, the same across each soda machine
in the McDonalds. Knowing this order, as well as the logos, will be a more
effective way of identifying which part of the machine to use than reading the
small font soda label. After learning these positions, he will need to increase
his filling speed. Lastly, Jeremy will need to continue working on his
independent transportation skills and strategies to ensure he arrives in time
for each shift. During the discrepancy analysis, it was shown that Jeremy will
be successful in lifting out the garbage bags. IEP Goals: Discrepancy Analysis
1)    Give
6 written soda names, Jeremy will match the logo to the appropriate name,
across 5 consecutive trials and with 100% accuracy.
2)    Across
5 consecutive trials, Jeremy will wipe down a dirty table top with 85%
accuracy, as measured by typical restaurant sanitary standards.
3)    Given
a station with cups, lids, soda machine and straws, Jeremy will fill and
prepare the ordered soda in 60 seconds or less with 100% accuracy. Daily Living
1)    Given
all three parts of work uniform clearly displayed, Jeremy will independently
put on hat, polo, and pants. Transportation
1)    Across
4 consecutive bus rides, Jeremy will use appropriate behaviors while riding the
bus 100% of the time.
While
observing this job site, I realized how many components go into completing one
job successfully. Even minor requirements of a job contain many varied
components and require engaging many different skillsets. I also realized the
importance of starting transition plans early and teaching general skills for
job placements. Between these 5 IEP goals and the 5 tasks in the discrepancy
analysis, I hardly began to cover all of the little important pieces required
to adequately hold this job. For example, Jeremy’s social behavior would be
another important skill to work on. I did not find this task particularly
difficult to complete, and would find it even more beneficial when using an
actual student in the future. However, I did find it extremely time consuming,
and I cannot imagine all of the work that goes into creating a good transition
plan for multiple students in a year. A frequent McDonald’s coffee customer, I
often watch the employees clean the restaurant. The McDonald’s near me employs
an adult with Down syndrome for this job. For jobs I am less familiar with,
such as the bookshelving job, I would find it helpful to either observe two
people completing the same job or to talk to an employee to ask more specific
questions regarding supports and expectations. This task will be a great
resource to look back on if I work with high schoolers in the future, as well
as to think forward and plan toward students of all ages. 
Example Job Site Analysis Survey Worksite:
McDonalds                                                   
Date: 11/9
General
job type or position:
Main floor cleaner and drink filler when needed
Job
tasks involved in the position: Bussing tables, sweeping floors, emptying and removing
trash, preparing cups with ordered beverage in a timely manner Three
most time-consuming job tasks: 1. Sweeping floors
2. Wiping down tables
3. Emptying, taking out, and resetting garbage bags/cans
Worksite
location and access to public transportation: 111 Madison St, Oak Park, IL 60302 Bus stop one block away (with an E/W bus and a N/S bus),
accessible sidewalk leads from restaurant’s door to bus stop  Nearest ‘el’ stop is .5 miles away. Green line is .5 miles
North and Blue line .5 miles South; Buses from the bus stop go straight to
these stops Task Characteristics
Job
task requirements:
Wear correct uniform, clean the main floor by sweeping and
wiping down tables, take out full trash, make ordered sodas when more staff
needed  General
mobility requirements: Walking, carrying trays, removing full garbage bags from
bin, sweeping floors Physical
demands – gross motor: Bending (to pick up trash on floor)
Squatting (to sweep floor under tables and booths) Wiping clean entire table surfaces
Walking around main floor
Lifting garbage bags out of bin
Pushing bin into garbage cabinet Push open swinging doors (while taking out trash) Physical
demands – fine motor:
Holding cups (full and empty)
Placing lid on full cup Grabbing straws from straw bin
Grabbing lid from lid bin (separate from other lids)
Grasping cleaning rag (and dumping rag into sanitizing
solution, then wringing out)
Pick up small pieces of trash Grabbing ice scoop to fill soda cup with ice Length
of work tasks: Filling cups: approx 60 sec
Emptying trash: approx 3 minutes Sweeping entire restaurant: approx 20 minutes
Wiping all tables: approx 15 minutes Variability
of daily job tasks:
Tasks do not vary from day to day but within the day there
is a little variety
Problem-solving
requirements:
Determining when garbage is full enough to empty Evaluating if a table needs to be cleaned if not visibly
dirty Deciding how to clean a table if it is dirty and the
sanitizing solution on the rag is not removing the substance
Prioritizing the order in which tasks need to be
completed, based on amount of customers, condition of the restaurant
Understand who to contact approached by a customer with a
need or a problem that the target employee cannot answer or attend to Production
rate requirements:
Drinks need to be filled within 60 seconds
Tables are expected to be cleaned as soon as they are
vacated, particularly at ‘rush hour’ but there are no large consequences to
this not being fulfilled, and many tables I see are not cleaned immediately
Work
product quality requirements:
Drink orders must be fulfilled with 100% accuracy
Restaurant’s main floor should always be clean and trash
cans should always be empty enough for customers’ products
Continuous
working requirements: On feet for entire shift
Consistent repetition of task at hand (e.g., sweeping)
Task-Related
Characteristics
Co-worker
presence/task-related contact: When filling drinks, employee hands off full drinks to
another employee who then gives it to the customer (or employee will leave on
counter for another employee to distribute) No co-worker presence or contact when on main floor
cleaning
Non-task-related
social contacts while working:
May be approached by customers. While on the main floor,
target employee will be surrounded by customers even if not always
approached. While behind counter filling drinks, target employee is also
surrounded by co-workers and will interact socially and casually
Social
atmosphere of worksite:
There is a very relaxed atmosphere at this venue.
Customers are interacting with each other and with the staff in a very casual
manner. Co-workers talk to each other on shift, particularly during lulls in
customers
Interactions
with customers/general public:
Particularly on the main floor, target employee may be
approached by customers or the general public in a casual sense, (“Good
day! How are you?”) or in a formal sense (e.g. requesting materials or
approaching with issue with product) Supervisory
contact:
Shift manager is always on-site; site manager may
sometimes be on-site Environmental
Characteristics
Distractions
(noise, visual, temperature, smells)
Restaurant is noisy from customers, machines and
employees. Noise level is unpredictable and extremely variable
Bright lights on the ceiling and above each booth. Lights
are constant throughout the day.
Posters hang off many windows
Smells primarily from the food, but possibly also from
garbage when emptying it
Comfortable, controlled temperature inside Equipment/tool
use requirements: Employee is expected to accurately use: Broom with pan Mop and bucket with wringer Drink machine (Push button corresponding to size and type
of beverage)
Ice scoop Academic
requirements: Task-specific literacy required (for: beverage names or
symbols, sanitizing solution label) Natural
Supports
Environmental
supports: Soda machine has the name and symbol of each soda. Below,
it has three images of cups: a small, medium, and large. On each cup is the
corresponding letter (S, M, L). Supervisor
and co-workers support:
Minor flexibility in assigned tasks, some coworkers may
assist in tasks if not busy, but isn’t expected   
Anne Chen
Community Living – Local Program
Coordinator
Ms.
Chen is on the staff of the Community Development Project that serves several
Chicago neighborhoods including the one where Jefferson High School is
located.  The Program Coordinator for
Community Living provides individuals with disabilities the help they need to
live successfully in a home of their choice and to participate in their
community. The individual with a disability (and the people who support him or
her) plan and design a set of services which meet their specific needs. The
city-wide program is based on the principles of
Choice over how, when and by whom
supports are provided and over where and with whom a person with a
disability lives. Responsibility of the person
with a disability and his or her representative for managing financial
supports. Freedom to live a meaningful life and to
participate in the community with members of the general citizenry. Enhancement of health and safety. Flexibility of services that change as the
person’s needs change without the individual having to move elsewhere
for services. Ann says, “We’re a city-wide housing resource for people with
disabilities. Our role is to maintain and share information with support teams,
individuals, families, guardians, and providers regarding housing resources. I
attend meetings, as requested, to assist with planning in clarifying housing
needs and suggest possible solutions.  We
assist with transitioning from a natural home to assisted living and from one
supported living setting to another. As needed I accompany individuals,
guardians or families, and support coordinators to visit community provider
options.
“When I’m working with a minor like Terrell, I make sure the
high school support team has all the information they need about housing,
advocacy, and accessibility issues,  to
design and implement a transition plan.  Once a student has graduated and moved into
community housing, our office continues to support them with planning,
advocacy, and moving assistance.”  
Devonna Mason
Community Vocational Training – Local
Program Coordinator
Ms. Mason is on the staff of a Community Development Project
that serves several Chicago neighborhoods that includes the one where Jefferson
High School is located.  The Community
Development Project is a community-based economic development initiative that
aims to expand employment, housing, and education opportunities for residents
with low-income and/or disabilities.  The
Project supports an alternative  high school,
various vocational training programs, and comprehensive employment referral and
placement services. It serves as advocate for the educational needs of at-risk
and dropout youth and the job training needs of low-income, unemployed
community residents and those with disabilities.
The Project’s Vocational Training and Job Placement Program
provides three training programs, one in bulk food packaging, one  in shipping and receiving, and one in
hospitality services.  These programs are
designed to help match the needs of area businesses. The classroom curriculums
and hands-on trainings have been developed in partnership with local industry
and are frequently updated by community business leaders to ensure that the
skills participants develop in class are marketable and meet current industry
standards. “As a program coordinator, says Devonna, “I establish and
maintain relationships with local manufacturing and shipping and receiving
companies to identify job opportunities for trainees. I also recruit employer
partners to participate in project programs. 
I prepare job seekers for successful job search and interviews, place
community residents into employment, and conducts follow-up. “I’m particularly interested in working with individuals
with disabilities and have main contacts with the Division of Rehabilitation
Services. I also expanded our contacts with local non-profit organizations that
support individuals with disabilities in the community. Community resources are
sometimes scattered—that’s just the reality—so I try to be the person who finds
just the right combination of supports.  I
maintain contact with local high schools and attend IEP meetings for students
with disabilities like Terrell, providing information about local employment
options, advocating for individuals with disabilities in the local employment
community, and trying to find appropriate placements.”