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As a team manager, you have recently completed training in professional growth and leadership, which you will need to turn around and implement with your team members. You are directly responsible for a team of 10 employees, and you will be creating a growth development plan for each member of your current team as well as future professional development plans for your team as a whole.

REVIEW THE “THOMAS CASE STUDY,” PAYING PARTICULAR ATTENTION TO THE AVAILABLE FORMAL AND INFORMAL DATA PROVIDED. USING THE AVAILABLE DATA AND INFORMATION, PROVIDE A 750-1,000 WORD REPORT THAT COULD BE SHARED WITH THOMAS, HIS PARENTS/GUARDIANS, AND OTHER MEMBERS OF THE IEP TEAM AS YOU PREPARE FOR TRANSITION PLANNING.

Original price was: $ 89.89.Current price is: $ 80.00.

Review the “Thomas Case Study,” paying particular attention to the available formal and informal data provided. Using the available data and information, provide a 750-1,000 word report that could be shared with Thomas, his parents/guardians, and other members of the IEP team as you prepare for transition planning. The report should address the following:

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REVIEW THE “THOMAS CASE STUDY,” PAYING PARTICULAR ATTENTION TO THE AVAILABLE FORMAL AND INFORMAL DATA PROVIDED. USING THE AVAILABLE DATA AND INFORMATION, PROVIDE A 750-1,000 WORD REPORT THAT COULD BE SHARED WITH THOMAS, HIS PARENTS/GUARDIANS, AND OTHER MEMBERS OF THE IEP TEAM AS YOU PREPARE FOR TRANSITION PLANNING. THE REPORT SHOULD ADDRESS THE FOLLOWING:

 

  • Summarize the types of special education services Thomas qualifies for and the educational settings that represent the LRE where he will receive services. Include a daily class schedule that reflects the service minutes including special education services, instructional setting/location, frequency, provider, and start/end dates. Cite specific data and other case study content to justify the educational settings selected and the service minutes schedule.
  • Explain how you will collaborate and communicate with all of Thomas’s teachers to ensure they are providing the specified special education services and making accommodations and modifications prescribed in the IEP throughout the school year. Include a discussion about specific data collection strategies that will be employed, progress monitoring activities that will take place, and how information will be reported to ensure Thomas is making consistent progress toward his IEP goals.
  • Write three measurable IEP goals for Thomas. Ensure that the goals follow the criteria found in “Appendix B” of the “Process for Developing Individualized Education Programs” topic Resource.
  • For each goal, include a 1-2 sentence rationale for why the goal was selected and the data that was used to formulate the goal.
  • Create three data tracking sheets that could be used to monitor Thomas’s progress toward each goal. There should be a different data tracking sheet for each goal.

Note: You are encouraged to utilize the AI tool of your choice and implement the “first draft principle” to help you design the progress monitoring tracking sheets.

  • In a 250-word minimum reflection, describe who will be responsible for tracking the data for each of the three goals, timelines for recording and reporting the data, how the data should be stored, and the process that will be used for sharing data and progress with IEP stakeholders. Include a discussion of the role this data will play in future transition planning for Thomas.

Submit the report, including the three IEP goals and rationales, three data tracking sheets, and reflection, as a single Word document.

Thomas Case Study

Thomas: 10th grade male

  • English is the student’s first language.
  • The student has an IEP plan for ADD and dyslexia.
  • Lexile level = 970-1030.
  • Thomas is in a resource English language arts class to support 200 minutes a month of reading comprehension and 200 minutes a month of reading fluency.
  • Thomas is in a co-taught biology class where he receives 90 minutes a month of executive functioning support from a special education teacher.
  • His current accommodations include having text read aloud to him, extra time for tests, a copy of class/instructor notes during class, chunked reading assignments/text, and the use of organizational strategies such as notes highlighted and agenda book checks.
  • Weschler Individual Achievement Test (WIAT-4) Data

Note: WIAT-4 is a standardized individualized achievement test that evaluates reading, writing, listening, oral expression, mathematic computation, and problem-solving skills.

Reading

  • Word Reading Standard Score: 72 = Very Low
  • Reading Comprehension Standard Score: 74 = Very Low

Written Expression

  • Spelling Standard Score: 78 = Very Low – Low Average
  • Sentence Composition Standard Score: 88 = Low Average – Average
  • Essay Composition Standard Score: 77 = Very Low – Low Average

Oral Language

  • Listening Comprehension Standard Score: 76 = Very Low – Low Average
  • Oral Expression Standard Score: 93 = Average

Dyslexia Index

  • Word Reading Standard Score: 72 = Very Low
  • Pseudoword Decoding Standard Score: 70 = Very Low
  • Orthographic Fluency Standard Score: 73 = Very Low
  • Thomas struggles with comprehending what is read and currently performs in the very low to low average range on the WIAT-4 for most of the subtests. He is low average to average in sentence composition and average in oral expression. In all subtest areas for the Dyslexia Index, Thomas scores in the very low range.
  • Thomas tries hard
Note: Full answer to this question is available after purchase.
despite attention and reading challenges. He is motivated to learn.
  • Thomas actively participates in class but speaks out of turn.
  • Thomas is very social and has a lot of friends.
  • Thomas enjoys learning and talking about cars. He is interested in makes and models of cars from the 1960s and 1970s and is fascinated with new electric car models and hybrids. He used to play with Hot Wheels and has a sizeable collection of them.
  • Thomas wants to get his driver’s license when he is old enough to take the test. The IEP team has discussed driver’s training courses in the future.
  • Thomas is currently taking the first Career Technical Education course for certification as an auto technician on the high school campus as a sophomore elective.
    • His current teacher for this course reported that he struggles with reading the manual and may have a hard time passing the certification exam.
    • The teacher reports that Thomas can identify engine parts orally and can discuss how they work. He also is good at disassembling and reassembling parts and troubleshooting reasons for possible malfunctions.
    • The teacher believes Thomas can be successful in the field but needs to work on customer service skills, positive interactions with authority figures, and professional communication with potential clients.
    • The teacher reported that Thomas has difficulty manually writing invoices without spelling errors and fitting written information into small boxes on the forms. He indicates Thomas may be more successful with invoicing if provided a digitized form that includes a drop-down menu.
    • Thomas’s uncle reported that his nephew frequently helps him at the neighborhood automotive repair shop on weekends, observing, washing cars, and running small errands on Saturday mornings.

    • Supplemental Feedback Forms

    Below are standard feedback forms related to Thomas’s skills, abilities, and attitudes. These are provided by the auto tech instructor, Mr. Lane, and Thomas’s Uncle Mike, who owns the auto repair shop where Thomas volunteers/assists with the business.

    Checklist Completed By: Uncle Mike, Owner of Mike’s Auto Repair
    Task

     

    		 Observed

     

    		 Not Observed

     

    		  

    Quality

     

    1-Needs Work

    2-Fair

    3-Good

    4-Excellent

    		 Comments

     

     
    Listens and follows directions X   3 Sometimes needs repeated directions or a list.
    Completes tasks in a timely manner X   3 Washes and details cars.
    Completes work accurately X   3 May need to be reminded to dry windows without streaking.
    Requires redirection X   3  
    Polite X   2 Shy does not talk with customers.
    Gets along with peers/coworkers X   3 Little interaction with the other technicians but will do something for them if asked.
    Accepts constructive criticism X   1 Can get very upset when provided criticism.
    Describe any accommodations used or any concerns Does well with washing cars and running small errands like locating parts or a tool for technicians.
    Checklist Completed By: Mr. Lane, Auto Tech CTE Teacher
    Task Observed Not Observed  

    Quality

     

    1-Needs Work

    2-Fair

    3-Good

    4-Excellent

    		 Comments
    Listens and follows directions X   3 Sometimes needs repeated directions or a list.
    Completes tasks in a timely manner X   2 Could improve time management skills, easily distracted.
    Completes work accurately X   4 Disassembles and reassembles parts and shows good skills in troubleshooting reasons for possible malfunctions.
    Requires redirection X   1 Needs redirection and checklists to keep track of work that needs to be completed.
    Polite X   2 Shy.
    Gets along with peers/coworkers X   3 Usually fine because the students are understanding and have got to know his quirks in class.
    Accepts constructive criticism X   1 Can get very upset when provided criticism, and sometimes even cries. Student tries to be a perfectionist and does not handle criticism well.
    Describe any accommodations used or any concerns Difficulty reading the repair manuals online, usually a peer provides assistance.

    Needs help practicing a script for communicating with customers.

    Spelling errors and sloppy writing on the forms used in class.

    RELATED: WEEK 2 ASSIGNMENT: DEVELOPMENTAL CHANGES IN REACTION TIME

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