Natalie Radke SPED444 TRANSITION PLAN Student Name: Susan Rogers I.

IDENTIFY THE STUDENTS POSTSCHOOL VISION After graduating high school Susan has expressed interest in going to college. She seems to be very interested in photography and the arts. Susan will explore the opportunity to work in the field of photography through high school and college courses. She would like to find a career that will use her interest in photography. Susans family does not want her living at home for her whole life. Susan will eventually move out of her familys home and live independently or with a roommate. Susan has worked at McDonalds for a year and has shown growth in all job related skill areas. Susan has great attendance and punctuality at work in the past and can follow directions and work together with coworkers. Susan has expressed interest in joining clubs out activities outside of school, this will help her to form social relationships with peers and explore opportunities II. available in the community. IDENTIFY THE STUDENTS TRANSITION GOALS 1. Career and Economic Self Sufficiency 1.1 Employment Goal: 1. Susan will follow a list of tasks to be completed during a work shift, independently without any additional verbal prompting, to the satisfaction of her employer who will monitor her completion weekly. 2. Susan will learn the basic job skills (arriving on time, following directions, health/safety regulations, communication skills) that can be used in any job throughout her life. Susans acquisition of the necessary job skills will be monitored by her job coach using an observation data sheet. 1.2 Postsecondary Education Goal: 1. Susan will shadow a student at a local community college during a photography class two hours a week for one quarter. She will complete a likes/dislikes worksheet to be presented at the next IEP/Transition meeting. 2. Susan will register and complete all required high school courses, following an academic track, to earn her high school diploma.

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1.3 Financial/Income Needs Goal: 1. Susan will budget no more than 10% of each paycheck as spending money, all purchases will be made using a debit card. Susan will save receipts and balance her checkbook weekly. 2. Susan will make three purchases per month using a check. Susan will use legible handwriting to complete all sections (date, name, memo, amount, signature) and record transaction in her checkbook after each purchase. 2. Community Integration and Participation 2.1 Independent Living Goal: 1.Susan will complete 2 chores per week from the list of 5 chores created by her parents. Chores include cleaning/putting away the dishes, washing/folding/putting away the laundry, dusting, vacuuming and cleaning the bathroom. 2. Susan will be able to gather items from the refrigerator, follow a recipe, cook a meal and clean up dishes used to make herself lunch four days out of the week. 2.2 Transportation/Mobility Goal: 1.During the spring semester of her sophomore year, Susan will attend drivers education classes for two hours a day, three days a week for 16 weeks. 2. Susan will use public transportation to travel to a desired location twice a week for 10 consecutive weeks. 2.3 Social Relationship Goal: 1. Susan will work cooperatively with coworkers, initiating and maintain a conversation, asking for help when needed, providing assistance when appropriate to the satisfaction of her employers. 2. When at school, Susan will initiate and/or maintain conversations with peers during lunch and physical education classes for all available opportunities. 2.4 Recreation/Leisure Goal: 1.Susan will join a youth group, participate in conversations, and introduce herself to other participants when attending biweekly meetings for two hours each meeting beginning fall 2012. 2. Susan will join an after-school art club to further her interest in art. Susan will attend art club meetings twice per month for two hours each session after school beginning fall 2012. 3. Personal Competence Transition Plan p.2

3.1 Health/Safety Goals: 1.Susan will learn all road and traffic signs along with the rules of the road in order to pass her drivers test to obtain her permit by the end of her sophomore year of high school (May 2013). 2.Susan will be able to follow all directions for taking medicines such as Advil, Tylenol and cough syrups and recognize when to take each medicine by matching her symptoms to the symptoms on the medication bottle. 3.2 Self-determination Goal: 1. Susan will attend all IEP/Transition meetings and give a 5-minute presentation about her goals for the future. 2. III. At work, Susan will advocate for additional tasks in order to receive 20 scheduled hours each week. STUDENTS COURSE OF STUDY Susan will follow an academic track to earn her diploma upon completion of her senior year (Spring 2015). Susan will take: Three credit hours of English/Language Arts courses (1 course sophomore year, 1 course junior year, 1 course senior year) Three credit hours of Science courses (1 course sophomore year, 1 course senior year) Three credit hours of Mathematics courses (1 course completed freshman year, 1 course completed sophomore year, 1 course completed senior year) One credit hour of U.S. History (1 course completed sophomore year) Two-Four credit hours of Foreign Language courses One credit hour of a Career Education course (1 course completed senior year) Along with one elective per semester in photography or art courses (for sophomore, junior and senior year) Life Skills course (to be completed junior year, see Daily Living Skills below)

NEEDED TRANSTION SUPPORTS AND SERVICES Transition Plan p.3

1. Instruction Susan will work with a tutor twice per to improve her reading skills by reading instructional level materials together with a peer. Target skills will include reading fluency, prosody, comprehension and understanding. 2. Related Services Susan will receive direct social skills instruction will the school social worker once a week for twenty minutes per week. During this time Susan will be introduced in how to initiate conversations, maintain conversations, change topics, terminate conversations, add new information, relate to others feelings when socializing with peers and working collaboratively with a group. This instruction will help her to relate to peers and form relationships with peers at school, at work or in the community. During this time the social worker will also work on self-advocacy skills. During this time Susan will work on talking about herself at her IEP meetings, working together with the social worker to develop a PowerPoint or handout that will be used during her 5-minute presentation. 3. Community Experiences Susan will enroll in a drivers education program run by a community agency (DMV). She will complete all behind the wheel hours, classroom sessions, tests and documentation in order to obtain her learners permit and drivers license. Behind the wheel classes will take place on local streets and highways. 4. Employment Susan will continue working with a job coach in

Start Date End Date August 2012 Peer tutor Provider Person School District Provider Agency Social Worker Provider Person School District Provider Agency May 2015 (or earlier if skills are being retained and used appropriately) December 2013

Fall 2012

Fall 2012 Certified Drivers Education Teacher Provider Person Summer 2013 Community Drivers Education Organization Provider Agency Job Coach

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order to improve her job skills. Instruction will take Provider Person place at Susans job sight. She will learn skills that could be generalized from job to job as well as specific skills for the job she is currently working (e.g., McDonalds). Target skills include arriving on time, following safety procedures, cooperating with coworkers, requesting days off in advance, completing assigned tasks and paperwork, asking for additional tasks when finished, customer service skills, advocating for hours, etc. Susan will also be instructed on how to follow a list of tasks that need to be completed. This will help her to continue working for her whole shift and potentially ask for additional tasks if time allows. 5. Adult Living and Community Participation Susan will participate in a local youth group to learn about current events, how to collaborate with others, what ways students can help the community. During youth group Susan will participate in Service Learning Projects or Volunteer Projects such as working at the soup kitchen or volunteering at a local animal shelter. These experiences will help her to be introduced to same aged peers. Susan will also belong to a group that will create a service learning project and work as a volunteer to better her community. Community Church Provider Agency Youth Group Coordinator Provider Person Fall 2012 Spring 2015 (or until she reaches the maximum age allowed for the youth group) Provider Agency June 2015 School District

6. Daily living skills Susan will learn basic daily living skills in order to help increases her independence at home. Target skills will include doing laundry, understanding Special Education Teacher Provider Person

Fall 2013

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how to take medications, basic first-aid, cleaning up the kitchen, bathroom and bedroom. Cooking a meal by gathering ingredients and following a recipe. Skills will be targeted during one period of the school day during her junior year. Susan will go to the local grocery store once a week to gather ingredients (community based instruction), learn about reading a recipe and prepare a meal. When traveling to the grocery store once a week, Susan will take public transportation learning about the location of bus stops, times buses arrive (reading a time table) and planning enough time to make the bus back to school. This functional life skills class will prepare her to be more independent. In addition to receiving instruction at school Susans parents will hold her responsible for the targeted skills at home. The special educator will communicate with Susans parents on a regular basis to check for generalization and accuracy when completing tasks.

School District Provider Agency

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