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Hi Everyone 

Hope everyone had a great weekend and enjoyed the great weather. This week we shared a little more information about the case study from last week. The first three resources are the same as last week in case anyone else wanted to collaborate to identify the PINS and Goals for this student. The fourth resource is new and gives examples of PINS and Goals that could fit this student. Take a look at the variety of assessments that were used. Because the assessments were so well planned out and addressed so many areas they were able to pull out so many PINS, which led to some specific goals for this student. 

Case Study Links 

• Case Study Background Information

• Indicator 13 Checklist 

• Case Study Graphic Organizer

• Student with HI PINS and Goals

Writing Transition Goals and Activities 

Taxonomy Connection- Student-Focused Planning- IEP Development

• As you were working on the case study above you may have had some questions that you wanted to ask to find out more information about the student. Maybe you got started with a great goal but had some difficulty with activities. This resource is great to help in those aspects and many more when thinking of writing transition goals and activities. There are questions you can ask students to get more information about their goals. The resource also has pages of goals and objectives that you can use on your transition plans. 

Communication Disability Law Video

Taxonomy Connection- Student Development- Student Supports- Students supported through community-based partnerships

• This is a great video to remind us about the options people with a communication disability have here in Ohio. We know some students have difficulty, even in a comfortable situation, communicating with others. Dealing with unfamiliar situations and people can only add to this difficulty. This video explains the opportunity all people with a disability have to register in a computer system so when first responders contact them the first responders can be alerted to the person's communication difficulty. Can you think of a way to incorporate this into an independent living activity?