Amanda Rowland

Student Name:

TRANSITION PLAN Susan Rogers

I. IDENTIFY THE STUDENTS POSTSCHOOL VISION With the right preparation and guidance Susan has a very bright future ahead of her. Susan will attend her local community college (Parkland College) after graduating from high school with a diploma after four years. At Parkland, she will work on completing general education classes and a certificate in photography. Once she finishes her two years at Parkland College, she can then decide if she wants to begin work as a photographer or go on to a 4 year university and obtain a degree in business or something else. Whatever path she eventually chooses will lead to her future employment. This employment may be photography, owning a photography business, or she may in the future decide to do something different. Either way she will be employed post college in a job where she takes initiative to complete tasks. Her job will provide for her financially, and she will budget her money in a way that will allow her to have financial security. During college Susan will live in a freshman dorm with roommates. This will ease her into the eventual goal of living independently(alone or with roommates) which is what she will do after living in the dorms for one or two years while being able to successfully take care of herself and manage all of her life activities. Susan will also obtain a valid drivers license and commute from school and work using a car. Susan will have many friends and participate in clubs to form social relationships. For fun, in addition to her clubs, Susan will do things she enjoys with friends. Susan will stay safe by exercising caution around strangers and practicing safe sex. Overall, Susan will stand up for what she believes is right, and make choices in her life and her future. I. IDENTIFY THE STUDENTS TRANSITION GOALS 1. Career and Economic Self Sufficiency 1Employment Goal: 1. During her current part time job at McDonalds, Susan will do her assigned job tasks (washing windows, wiping tables, restocking the refrigerator, ect.) without being told to do so on 80% of tasks for three consecutive weeks. 2. During her photography class with the help of her teacher, Susan will begin a portfolio of her photography work that she will add at least five photos to each year. Evidence of Assessment: Currently we know that Susans boss says she is a good worker, shows up on time, and follows directions. However, her boss would like her to initiate tasks, and Susan is not currently doing this, and it is something she needs to work on. Also, according to a vocational skills assessment this is an area she needs to work on. Also, according to an interest inventory Susan is interested in photography and wants to potentially do it as a career. Putting together a portfolio now will help her with obtaining a job in the future.

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1Postsecondary Education Goal: 1. Susan will enroll in one photography class per semester from now until graduation and maintain a C or better in this class as well as all of her other classes. 2. Susan will set up a meeting with a local representative for Parkland college, and at that meeting talk about what she can do now in order to ensure her future success at Parkland college. Evidence of Assessment: interest inventory shows her interest in photography. Her PSAE scores are within the range of someone who can succeed in a community college setting. She has also expressed interest in going to college. Her class grades are Bs and Cs. 1Financial/Income Needs Goal: 1. With the help of the special education teacher during her resource class, Susan will create a budget and keep track of her expenses using an excel spreadsheet to keep track of the current money she makes from her part-time job at McDonalds with 100% accuracy over 3 months. 2. Susan will open a bank account, use online banking when creating her budget, and learn how to write a check with 100% accuracy over three months. Evidence of Assessment: According to a transition knowledge inventory, Susan does not have the necessary money budgeting and financial skills to be economically selfsufficient in the future. Her parents also expressed concern in this area. 1. Community Integration and Participation 1Independent Living Goal: 1. Susan will enroll in a Foods and Nutrition class during Junior year, and will independently prepare her own lunch during the class at least once a week. 2. Susan will create a calendar in her iPhone with all of her activities and events in it, and will check her calendar at least once a day and show up at all her activities for that day. Evidence of Assessment: According to a transition skills inventory, Susan is lacking in cooking knowledge. She is also not where she needs to be in organizational and selfmanagement skills. Mom has expressed a need for cooking instruction. We have noticed in school that she often misses assignments and events because she does not remember they are happening. Writing these things down in an organized calendar and then using the calendar would be helpful to the student. 1Transportation/Mobility Goal: 1. Susan will complete the schools driver education class as well as the required hours on the road and obtain her licensee before the start of senior year. 2. During drivers education, Susan will use a GPS to get to her location correctly with 100% accuracy on 9/10 probe trials. Evidence of Assessment: According to an interest inventory, Susan wants to learn how to drive. According to a vocational skills assessment, she does not have good direction and map skills.

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1Social Relationship Goal: 1. Susan will enroll in and complete a public speaking class in order to increase her confidence when talking to others. 2. During lunch at school, Susan will sit with at least one other student and have at least one conversation (each person takes five or more turns) with the person or people she is sitting with every day. Evidence of Assessment: 1Recreation/Leisure Goal: 1. Susan will attend every meeting of the photography club and will have at least one conversation (each person takes 5 or more turns) with a peer during every meeting of the photography club. 2. Susan will join one club or sport in addition to photography club and will attend meetings/events at least once a month with the organization. Evidence of Assessment: According to the Speech Language Pathologist, Susan has trouble effectively communicating with peers. Mom reports the same thing. A social skills inventory shows that she will need additional instruction in the area of social skills. 1. Personal Competence 1Health/Safety Goals: 1. Susan will attend and participate in the annual Womens Self Defense Class at her school to learn how to protect herself against dangerous people. 2. Susan will watch online birth control information session, and set her alarm on her phone daily to remember to take her birth control everyday with 100% accuracy. Evidence of Assessment: According to a transition planning inventory, Susan is in need of learning some safety skills. Stranger danger and sexual health were both areas that were identified as areas of need. Her mom is worried about her being attacked, and making sure she stays safe sexually. 1Self-determination Goal: 1. Susan will create a powerpoint presentation about herself including likes, dislikes, strengths, weaknesses, hopes, and dreams. She will present this presentation at her upcoming IEP meeting. 2. Susan will choose whether or not she wants to continue her job at McDonalds, if she chooses not to she will put in her 2 weeks notice and apply for other jobs immediately after putting in her 2 weeks notice. Evidence of Assessment: According to a transition skills inventory, Susan was lacking in self-determination skills. Self-advocacy and making choices independently were both identified as areas of need. I. STUDENTS COURSE OF STUDY

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Freshman Photography Foods Resource English 1 Algebra Social Studies Science

Sophomore Photography Drivers Ed Resource English 2 Geometry Social Studies Science

Junior Senior Photography Photography Public Speaking Foods Resource Resource English 3 English 4 Trig Pre-calculus Foods Family and Consumer Science Leave early and go to job at McDonalds

Extra Curricular- Photo club and a club of choice Meetings with the guidance counselor every other week Some instruction done by parents A lot of instruction takes place during resource time including speech services once a week and guidance counselor . Also has lunch each year I. NEEDED TRANSITION SUPPORTS AND SERVICES Start Date End Date

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1. Instruction 1. 1xwk all 1. The Special education teacher will meet with the 4 years. photography teacher weekly to make sure that Susan is Provider Person 2. 1xwk all actively participating in class, photo club, and in sped teacher 4 years. creating her portfolio. The sped teacher will suggest photo teacher, 3. 1xday ways to provide visual prompts for the student, create all general during multiple means of expression, engagement, and education teachers, week of representation, and and how to ensure she keeps up drivers ed teacher, the with her classmates. They will also share data and club leaders meeting prompting strategies for getting Susan to have Sophomor conversations with peers. e year 2. The Special education teacher will monitor Susans 4. 1xwk grades in the online grade book to make sure her junior assignments are all turned in and her grades are about a year C. She will meet with teachers on a weekly basis to 5. 30 min 1 ensure they are giving Susan her necessary day/wk accommodations and teaching their classes based on the all 4 years idea of Universal Design For Learning. She will co6. 5 mins/ teach her English classes since this is an area she seems day to struggle in most. She will provide an extra reading everyday intervention during resource time as well as provide all 4 yrs homework help during resource time. 7. Sophomor 3. The special education teacher will give instruction on e yr 1x/ how to set up a meeting with a professional, and the wk kinds of things you need to do in order to present 8. 1x yourself in a professional manner. sophomor 4. During resource time, the special education teacher e year will deliver instruction on how to create a budget and 9. 1 wk manage expenses using excel. She will also learn how every to use online banking as well as how to write a check. year 5. Special Education teacher will meet weekly with the foods teacher to see what they have learned this week. Once a week the Special education teacher will assist Susan in preparing her lunch in the foods room during Susans lunch period. 6. During resource time the special education teacher will teach Susan how to keep a calendar. She will collaborate with her parents, other teacher, and club leaders to see if she if following through with her use of the calendar. 7. Sped teacher will meet weekly with Drivers ed teacher to teach him how to teach Susan how to use a GPS and to make sure he is using UDL in his class. Sped teacher will co-teach public speaking class. 8. Based on interest inventory, Special ed teacher will help Susan find another club she may be interest in. Transition Plan p.5 9. Will get instruction from the Special education teacher in how to advocate for herself, and how to

Amanda Rowland

8. Based on interest inventory, Special ed teacher will help Susan find another club she may be interest in. 9. Will get instruction from the Special education teacher in how to advocate for herself, and how to create the presentation for her IEP meeting. In the few Provider Agency school days before her meeting she will talk with sped teacher about what to expect and what she can to to receive the best outcome from the meeting. 2. Related Services 1. 1x/day for 1. Nurse- The nurse will help her to register for the self2 months defense class. She will also educate her on the use of Provider Person 2. 30 mins/ birth control and monitor her use of the daily reminder 1. Nurse wk all 4 alarm to take her pill. 2. SLP yrs 2. Speech- Susan will meet with the SLP weekly to 3. Guidance 3. 30 mins work on her social skills. The SLP will monitor her Counselor every conversations with peers. She will do this in other wk collaboration with her club leaders, and her all 4 yrs. classroom teachers. 3. Guidance Counselor- Will help her explore post high school options and well as come up with a plan to Provider Agency apply and get into college. school

3. Community Experiences 1. 1x/month 1. Susans Parents will help her open a bank account. last 2 yrs and her and the special education teacher will take trips Provider Person 2. 1x/wk to the bank and ATM to practice using these things. 1. parents and sped sophomor 2. Susans parents, drivers education teacher, and teacher e year special education teacher will take Susan for driving 2. parents, sped 3. 1 time trips to help instruct how to use a GPS. teacher, drivers junior yr 3. She will take a trip to Parkland College with the ed teacher 4. 1x/wk Guidance counselor to see if the college is a good fit for 3. Guidance during her. Counslor foods 4. She will take trips to the grocery store to buy food 4. Foods teacher class for her foods classes, using the debit card from her new bank account. Provider Agency school 4. Employment 1. 1x/2 wks 1. Vocational Coordinator will meet with Susan once 2. 1 hr/day every two weeks at her job with her manager present. Provider Person for 2 wks At these meetings the vocational coordinator will help Vocational Coordinator Susan learn to initiate and suggest various prompting strategies and checklists to help facilitate this process. 2. Vocational Coordinator will assist Susan in writing job application and applying for new jobs should she Transition Plan p.6 decide to not keep her current job.

Amanda Rowland

At these meetings the vocational coordinator will help Susan learn to initiate and suggest various prompting strategies and checklists to help facilitate this process. 2. Vocational Coordinator will assist Susan in writing job application and applying for new jobs should she decide to not keep her current job.

Provider Agency Vocational Rehabilitation Services

5. Adult Living and Community Participation 1. 1x/yr 4 1. Invite representative from Parkland college to not yrs only have a meeting with the student but to also Provider Person 2. when participate in upcoming IEP meetings in order to ensure 1. Parkland appropriat that the student is prepared for college. college rep e all 4 yrs 2. Self-defense class, nurse, parents, and special 2. self-defense 3. 1x/month education teacher will help to identify strangers to stay teacher, sped all 4 years away from, and what to do if one approaches you. teacher, nurse, -3. Will go on trips with photo club and other clubs to parents events in the community. 3. club sponsors

Provider Agency School self defense school school 6. Daily living skills 1. Mom, foods teacher, and special education teacher will assist in learning how to prepare meals. 2. All adults in her life will work on using a calendar effectively. 3. Will work with mom and the nurse to monitor her independent accuracy in taking her birth control daily. during foods 1x/ Provider Person wk parents, all 2. 5 mins/ teachers, club day every sponsors, nurse day 3. 5 mins/ day every day 1.

Provider Agency nurse

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