This document provides background information on a student named Myles who is transitioning from preschool to kindergarten. It details his medical history, family situation, educational history including various therapies received, strengths, interests and needed supports. The goals are for Myles to improve his classroom participation, compliance with tasks, and peer interaction, as well as to develop age-appropriate communication and motor skills to achieve educational success. His family and support team have worked closely together to provide the best education and care for him.

1. To: Receiving Kindergarten Teacher

2. Myles:Age: 4 years 7 monthsGender: MaleCaucasianLives with:Mother: Bank EmployeeFather: Maintenance Manager for Decatur TownshipOlder brother (7 years) & younger sister (3 years)Current Grade: PreschoolTransitioning to: Kindergarten

3. Medical Concerns:History of ear infections and chronic coldsAspiration & chewing difficultiesPossible asthmaAllergiesMilkWheyCaseinSleep apneaAdenoids removedPossible diabetes

4. Personal Profile:Daily Living

5. Educational History:First Steps Services:Speech therapyOccupational therapyDevelopmental therapyBehavioral therapyDevelopmental PreschoolAugust 2008 – May 20092 hrs & 45 minutes / 5 days a weekRelated Services:Speech therapyOccupational therapyCommunity Preschool:August 2009 – May 20103 hours / 5 days a weekRelated Services:Speech therapyOccupational therapy

6. Strengths:IntelligentDramatic play skillsEnthusiasticIndependentGood sense of humorSelf care skillsLikes to help

7. Personal Profile:Interests:LOVES to be outsideLikes to colorLikes to use glueEnjoys playing with playdoughLikes to watch T.V.Movement activitiesDislikes:Non-preferred activities

8. Life Skills:Independent in the bathroom:Requires verbal/visual reminders to use the bathroomHas occasional accidentsIs able to pull pants up and downIs able to wash hands independentlyIndependent at snack time:is able to unwrap food packagingIs able to open drinkTakes care of personal belongings:Takes off and puts on coat / places in lockerManages back pack and school folders

9. Self Management Skills:Responds well to visual schedulesRequires verbal and visual cues to complete some routine tasksRequires visual cues and physical accommodations to complete and participate in structured activities

10. Community Participation:Myles’ family is very involved with their churchWednesday night fellowship and church serviceSunday morning church serviceSunday night bible studyPer parent report, most family activities involve church in some way

11. Recreation/Leisure:In his free time, Myles enjoys playing with his older brother and younger sisterHe enjoys attending his family bible study where he plays with a family friend around his age

12. Skills Embedded Across Environments:Academic Skills:

13. Reading:Looks at books independentlyUses correct book orientation Turns one page at a timePoints to pictures in a book upon requestAnswers questions about a book being readBeginning to understand phonemic awarenessIndentifies his name in printIdentifies the letters in his name

14. Math:Counts using 1:1 correspondenceRote counts to 13Identifies 11/11 colorsIdentifies 8/8 shapesMatches halvesBeginning to understand patternsSorts a group of objects based on:AttributeFunctionCategory

15. Written Expression:Writes name when given a modelCopies shapes:CircleSquareTriangle Uses right handUses a mature grasp when given verbal prompts

16. Aesthetic Skills:The Arts

17. Art:Enjoys art classLikes to colorEnjoys playdough and clayLikes to cut and use glueEnjoys “messy” creative activities

18. Aesthetics:Music:Enjoys playing instrumentsEnjoys dancing and moving to musicPrefers to dance or play music rather than singDrama:Demonstrates appropriate dramatic play skillsEnjoys acting out simple stories or nursery rhymes

19. Social Skills & Relationships:Has some difficulty creating and maintaining relationshipsLikes to be in control of situationsWill initiate and maintain conversations with adults and peersCompletes teacher initiated activities with modifications and cues to remain on taskLikes to helpGreat sense of humorParticipates in large and small group activities, when provided modifications and/or cuesFollows classroom routinesTends to be impulsiveDemonstrates associative play skillsPlays cooperatively with peers when given a modelTantrums when situations are out of his control

20. Communication:Uses 4-6 word utterancesMakes commentsAsks and answers questionsShares thoughts and ideasMild grammatical errorsExhibits developmental articulation/phonological errors

21. Motor Ability:Able to safely access his school environmentStays with class in the hallwaysSafely access playground equipmentIs able to cut out simple shapesCan complete puzzles:Insetinterlocking

22. Independence & Needed Support:In the school environment, Myles is able to care for his own needs.Cues required to to complete teacher initiated tasks:PhysicalChair with armsWiggle cushionsPhysical boundariesFidget toysVisualPictures scheduleVisual cues to complete tasks

23. Needed Behavior Supports:RedirectionIf/Then cards“I’m Working For…” cardsPositive behavior sticker charts1, 2, 3 Magic

24. Difficult Tasks…:Myles does become frustrated when asked to complete difficult tasksHe will refuse to start or complete difficult tasks.He will tantrum when a difficult or non-preferred tasks is required.Frustration level can be decreased when task is broken into smaller steps.

25. Parent & School Goal:Both the school and Myles’ parents would like for him to improve his classroom participation, compliance, and peer interaction. The goal is for Myles to obtain age appropriate communication and fine motor skills in order to achieve educational success.

26. Connections to the TextFamily Experience Journal 3

27. Ch. 1: Ideal partnershipTextHighly trained and empathetic staffAmple district financial resourcesFamily training, support and assistanceInvolved familiesCommunity resourcesNon-adversarial interactions between staff and familiesFamily ExperienceThe team working with Myles’ was a dedicated and trained service teamMyles’ family has always believed in being involved with his education and his school environment. They attend all conferences, participate in family fun nights and volunteer in the school.Myles’ family and service team have worked together in order to provide Myles with the most appropriate education and care

28. Ch. 3: Guiding PrincipalsText Family empowermentFamily advocacy:Educating parents of their rolesSupporting families as they acquire necessary skills for participationFamily ExperienceGoing through First Steps helped Myles’ family understand their roles in his education and progression.Myles’ mother is very outspoken and outgoing. Using the skills and information she received through First Steps, she made sure that his family was involved with all decisions made.

29. Ch. 4: Understanding Family FactorsText Stress from the Family Structure:Financial stressEducational stressSocial stressMartial concernsMedical concernsThe Grieving processFamily ExperienceI have witnessed Myles’ family endure social and educational stress. As well as stress from medical concerns.Through all of my interactions with Myles’ mother, I have only witnessed her in the stage of acceptance. She has expressed stress and frustration, but no open emotions that correlate with the stages of grief and loss

30. Ch. 5: Respecting Diverse CulturesText Characteristics that create culture:GenderEthnicityRaceClassGeographyAgeExceptionalityReligionLanguageFamily ExperienceMyles:MaleCaucasianMiddle classMid-WestFour years oldMild developmental delayNon-denomination ChristianEnglish

31. Ch. 5: Respecting Diverse CulturesThis chapter made me aware of how my culture affects my decisions and how I view situations. It also made me much more sensitive when viewing how others interpret a situation.This information is crucial to education and my interactions with all families, not just Myles’ family.

32. Ch. 6: CommunicationText Receiving Messages:Listening to what IS being saidListening to what IS NOT being saidListening to what people WANT to sayNon-verbal approachParaphrasingFamily ExperienceThis chapterallowed me to be more aware of my communication style, both in and out of the school environment.I now take more care with my non-verbal communication. Where is sit during conferencesMy body posture & placement

33. Ch. 7: Legal Basis for Family InvolvementText Individuals with Disabilities Education ActRequirements for family involvement in the evaluation process and the special education systemFamily ExperienceBased on the case studies we’ve read during this class, I have recognized that the requirements set by IDEA are either not enough or not effectively enforcedThe importance of family involvement has increased my awareness when working with families, including Myles’ family,and making sure to stay in compliance with laws set by IDEA

34. Ch. 8: The Special Education ProcessText Family ExperiencePre-referralReferralEvaluationEligibilityProgram developmentPlacement decisionsBehavior Intervention PlanIndividual Transition PlanMediationDue ProcessResolution SessionSince Myles came to the school from First Steps his family when through the following processReferral from Part CEvaluation through the school systemEligibilityProgram developmentPlacement decisionsDue to his behaviors, the creation of a BIP was discussed, but not completed.

35. Ch. 9: Ethical & Confidential ConcernsFamily ExperienceText NEA Code of EthicsNAEYC Code of Ethical ConductCEC Code of EthicsAccording to the text, there are 3 principals that should guide educatorsNormalizationFairnessRespectNormalization:Myles’ school environment is arranged so that his and his families opportunities and experiences are similar or the same as other children without special needsFairnessThe staff working with Myles’ family ensures that his family is involved in ALL decisions made about his educationRespectThe school staff and Myles’ family have a positive and respectful relationship that allows for cooperative planning and decision making

36. Ch. 10: Supporting Young ChildrenText Part C Services:First Steps of IndianaPublic School Preschool Services:Preschool programmingFamily ExperienceMyles received First Steps servicesDevelopmentalSpeechOccupationalBehavioralTransitioning into the Public School System:Myles attending a developmental and then a community preschool program

37. Ch. 11: The Transition ProcessText Part C of IDEA includes transition requirements:Discussion with families about future placementPreparation for the changes in service deliveryInclusion of a Local Education Agency representative to discuss public school optionsFamily ExperienceA Local Education Agency representative was included in Myles’ transition from Part C to Part B services. Parents were informed about other options, outside of the school systemMyles’ Part C service coordinator was invited, but did not attend his IEP Case Conference. His Part C behavioral therapist, did attend the meeting

38. What did you learn from this family?Working with Myles and his family has helped me see the benefits that come when families and schools work cooperatively to serve the child. While Myles still has some work ahead of him, he has made so much progress since his start with First Steps, or Part C services. Had it not been for his family’s dedication, Myles would not have made such great gains. The school had fulfilled it’s requirements for family involvement, but Myles’ mother and family went one step further. She attended and participated in case conferences. She volunteered for field trips and the family attended family fun nights. I credit First Steps with empowering the family to speak up and the Local Education Agency representative involved with his transition for informing the family of their rights and responsibilities as they entered the special education system. His family came into the public school special education system knowing and understanding their rights to make decisions regarding Myles’ education and services.

39. Resource:Gartin, B.C., Hilton, A., Murdick, N.L., & Smith, T.E.C. (2006). Families and Children with Special Needs: Professional and Family Partnerships. Upper Saddle River, NJ: Pearson Education, Inc.