Beruflich Dokumente
Kultur Dokumente
403/503
Transition
Planning
Document
(IEP)
Student
Information
Student
Name:
Allison
DOB:
November
13,
1998
IEP
Meeting
Date:
April
10,
2017
Previous
IEP
Meeting
Date:
April
12,
2016
Current
Grade
Level:
11th
Expected
Graduation
Date:
May
2018
Indicate
the
method
used
to
invite
the
student
to
the
transition
meeting:
Email
and
phone
call
by
case
manager
to
both
student
and
parent.
Age
Appropriate
Transition
Assessments
and
Summary
Personal
Interests:
Allison
enjoys
playing
softball
on
a
county
team.
She
also
enjoys
spending
time
with
her
friends
by
going
to
the
gym,
shopping
and
going
to
the
movies.
Allison’s
sister
is
a
first
year
first
grade
teacher
and
Allison
likes
to
go
to
her
sister’s
classroom
after
school
and
on
the
weekends
to
help
her
sister
make
materials
for
lessons.
Training/Education:
Allison
is
in
11th
grade
and
she
has
maintained
B’s
with
a
C
in
Chemistry
during
her
10th
and
first
half
of
11th
grade
school
years.
She
met
her
IEP
goals
for
the
past
school year.
Employment:
Career
Interests,
Preferences,
and
Strengths
Inventory.
Allison
has
volunteered
in
her
sister’s
classroom
and
has
expressed
interest
in
working
with
preschoolers
and
kindergarteners.
Independent
Living
Skills
(Optional):
Student
Strengths,
Preferences,
Interests
Who
provided
information
about
student
strengths,
preferences,
interests:
Student,
friends,
parents,
special
education
teacher,
general
education
teacher.
Was
invitation
of
an
outside
agency
considered?
Were
they
invited?
Did
they
attend?
Yes,
representative
of
disability
services
from
the
local
university
was
invited.
Yes,
the
representative
was
able
to
attend.
The
representative
brought
materials
based
on
disability
services
as
well
as
pamphlets
and
other
information
on
the
child
development
courses
offered.
Measurable
Post-‐‑Secondary
Goals
Training/Education
Goal:
After
graduation,
Allison
will
attend
the
University
of
Arizona.
She
will
take
courses
related
to
child
development.
During
her
time
at
the
University
of
Arizona,
Allison
will
also
focus
on
her
time
management
and
organizational
skills.
Training/Education
Connected
IEP
Annual
Goal:
Allison
will
write
down
all
assignments
to
be
completed
in
an
agenda
accurately
in
all
subjects.
She
will
also
turn
in
homework
assignments
on
time
in
4
out
of
5
opportunities
by
May
2018.
This
goal
will
be
measured
by
a
tracking
chart
kept
by
Allison’s
subject
teachers.
Employment
Goal:
After
graduation,
Allison
will
obtain
a
part
time
job
at
a
local
daycare
center.
Employment
Connected
IEP
Annual
Goal:
While
Allison
is
an
employee
at
the
daycare
center,
she
will
arrive
on
time
to
her
shifts.
She
will
also
complete
given
tasks
in
the
time
they
are
required.
Allison
will
make
sure
the
toys
and
art
supplies
are
thoroughly
cleaned
and
placed
where
they
are
meant
to
be.
These
goals
will
be
measured
by
her
time
sheet
as
well
as
her
manager.
Independent
Living
Goal
(When
necessary):
Once
in
college,
Allison
will
live
in
a
dorm
with
one
roommate.
Independent
Living
Connected
IEP
Annual
Goal:
Allison
will
keep
her
space
organized.
Transition
Services/Activities
Transition
Area
Service/Activity
Person/Agency
Start
End
Responsible
Date
Date
Education
University
of
Arizona
Allison/College
Aug
May
Classes
Counselor
2018
2022
Employment
Daycare
Center
Allison/
Head
of
July
July
Daycare
Center
2018
2019
Independent
Living
Organization
of
Space
Allison/Organization
July
July
professional
2019
2020
Courses
of
Study
Supporting
Goals
and
Activities
Course
Year
Year
Year
Year
Early
Childhood
Education
1
2017
Early
Childhoood
Education
2
2018
College
Alegbra
2017-‐‑2018
Transfer
of
Rights
at
Majority
The student and his/her parents were informed of the transfer of rights under Part B of
IDEA (except for a child with a disability whose rights remain with a court-appointed
guardian).
Yes:
(Date):
Parent/Student
Signatures: