Marie’s IEP | Transition Coalition

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Question 1 of 5

1. Question

Form C: Post-Secondary Transition Plan
Note: For the first six items below, if the IEP team determines that the child needs a particular device or service (including an intervention, accommodation, or other program modification) information.

EDUCATION/TRAINING (REQUIRED)

POST-SECONDARY GOAL(S)	What the child will do after graduation from high school. Upon graduating from high school, Marie will participate in on-the-job training to expand job duties. She will participate in community adult education courses offered through the local independent living center.
TRANSITION SERVICES	(May include: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, acquisition of daily living skills or provision of a functional vocational assessment that will be provided before graduation to help the child reach the stated post-secondary goal)
Responsible Agency/Person	List Transition Services
School	Speech therapy to increase communication skills, including initiating social interactions, responding to greetings, and using a picture communication book with teachers, peers and others in educational settings. Community-based Instruction in using public transportation and accessing the community.
Student	Marie will increase her initiation of social interactions, responding to greetings, asking for help and using a picture communication system. Marie will visit the independent living center to learn about services.
Parent	Visit independent living center with Marie to learn about services and educational programs. Apply for eligibility with county transportation services.
Outside Agency (specify agency): Independent Living Center	Provide tour and description of available services to Marie and her guardian.
COURSE OF STUDY	Attach four year plan or list courses below:ATTACHED Life Skills English Community-based Class (Courses enrolled in this school year) (Courses to be completed before graduation)

EMPLOYMENT(REQUIRED)

POST-SECONDARY GOAL(S)

What the child will do after graduation from high school.

PLEASE PROVIDE YOUR ANSWER IN THE BOX BELOW

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.

Question 2 of 5

2. Question

POST-SECONDARY GOAL(S)	(May include: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, acquisition of daily living skills or provision of a functional vocational assessment that will be provided before graduation to help the child reach the stated post-secondary goal)
Responsible Agency/Person	List Transition Services
School	PLEASE PROVIDE YOUR ANSWER IN THE BOX BELOW

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.

Question 3 of 5

3. Question

Student	Marie will shadow/observe employees with varying job responsibilities. Marie will try at least three new job duties identified as appropriate based upon her functional vocational assessment. Marie will identify the 2 job duties she likes best. Marie will participate in a community-based career exploration program. Marie will utilize a picture communication checklist while at work and in the community.
Parent	Meet with supported employment agencies to identify and evaluate services. Meet with Vocational Rehabilitation Services to plan for services.
Outside Agency (specify agency): Rehabilitation Services	Provide a functional vocational assessment to assess Marie’s skills and interest level with tasks at her place of employment and determine accommodations she may need in order to complete new job duties.
COURSE OF STUDY	Attach a four year plan or list courses from below:(Courses enrolled in this school year) PLEASE PROVIDE YOUR ANSWER IN THE BOX BELOW (Courses to be completed before graduation)

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.

Question 4 of 5

4. Question

INDEPENDENT LIVING (IF APPROPRIATE, Refer to Independent Living Goal Worksheet)

POST-SECONDARY GOAL(S)	(What the child will do after graduation from high school.) Upon graduation from high school, Marie will continue to live in the group home, practicing household and daily living skills such as cooking a meal and daily hygiene. Within 3 years after graduation, Marie will live in her own apartment with friends and the appropriate supports to maintain her community living situation.
TRANSITION SERVICES	(May include: instruction, related services, community experiences, the development of employment and other post-school adult living objectives, acquisition of daily living skills or provision of a functional vocational assessment that will be provided before graduation to help the child reach the stated post-secondary goal)
Responsible Agency/Person	List Transition Services
School	Instruction in planning and preparing healthy meals. Instruction in money management and money safety Community-based instruction in grocery shopping Instruction in Lifetime Recreation (adapted PE class)
Student	PLEASE PROVIDE YOUR ANSWER IN THE BOX BELOW

This response will be awarded full points automatically, but it will be reviewed and possibly adjusted after submission.

Question 5 of 5

5. Question

Parent	Provide support in cooking and cooking safety skills. Visit community agencies that provide daily living skills training to adults. Develop emergency procedures for use at home.
Outside Agency (specify agency):
COURSE OF STUDY	Food 1 class Life Skills: Money Management Community-based instruction Class. Lifetime Recreation/Adapted PE Class Heath class

Student will graduate by:
earning required credits
meeting IEP goals and objectives.

Anticipated month and year of graduation: 05 / year the student turns 21

Now It’s Your Turn

Now, while Marie would really have multiple annual goals that relate back to her post-secondary goals, we need you to write one that would lead to her identified Independent Living post-secondary goal. Please indicate, in writing below, how you plan to measure progress toward the annual goal you create (ie, work samples, curriculum based tests, portfolios, etc.).

3. IEP Goal

Annual Measurable Goals

Annual Goal #: 1

Marie will independently use a picture schedule at work to clock in, gather supplies needed to make salads, and set up her workspace and in prepare the correct number of fresh salads with 90% accuracy.

For students with Post-secondary Transition Plans, please indicate which goal domain(s) this annual goal will support:

Post-secondary Education/Training
Employment
Independent Living

Progress toward the goal will be measured by: (check all that apply)

Work samples

Curriculum based tests

Portfolios

Checklists

Scoring guides

Observation chart

Reading record

Other:

Comments:

Progress will be measured using a task analysis in which level of independence will be measured across steps in task analysis as well as level of prompting used (moving from verbal/gestural prompts to independent completion of steps).

Annual Goal #: 2

PLEASE PROVIDE YOUR ANSWER IN THE BOX BELOW (Scroll to bottom)