Marian Stauder TRANSITION PLAN Student Name: Susan Rogers I.

IDENTIFY THE STUDENTS POSTSCHOOL VISION Susan would like a job at some point after high school, but she is not overly enthused

about her job at McDonalds. She would like to pursue photography after high school, but is at this point unaware of her options. The student is considering post-secondary education, but she is at a loss for specific options that may be available to her. Although Susan has not specifically stated anything about where she would like to live, it is likely that she would like to live in an apartment on her own or with roommates. Susan has also not directly expressed anything specific in the realm of community involvement, her desire to get involved in school clubs would suggest a future interest in some group leisure activities or other social events. These clubs might relate to geometry or photography, which she enjoys. It is also assumed that Susan would like to obtain her drivers license. II. IDENTIFY THE STUDENTS TRANSITION GOALS 1. Career and Economic Self Sufficiency 1.1 Employment Goal:

Susan will apply for and obtain a competitively paid job at a photography agency of her choice. (Im not confining her to a particular position. This goal will be replaced if she decides she does not like photography). Susan will use a self-regulation checklist to initiate and complete tasks at work without prompting from coworkers or employers. 1.2 Postsecondary Education Goal:

Susan will apply to at least five colleges (including at least one 4 year university and at least one 2 year college). Susan will enroll at either a 2-year community college or 4-year university (possibly majoring in something related to photography). Susan will investigate the disability resources center at five campuses to which she is considering applying.

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Marian Stauder 1.3 Financial/Income Needs Goal:

Susan will contact financial aid offices of colleges to ask about grants, scholarships, and work-study opportunities in college. Susan will write and submit applications for a total of five grants and/or scholarships. Based on her income and expenses, Susan will develop a weekly budget for herself and keep to that budget by recording her expenses and income (either on paper or on a budgeting website).

2. Community Integration and Participation 2.1 Independent Living Goal:

Susan will rent and live in an apartment either alone or with roommates, keeping up with all payments. Susan will cook her own meals and clean her apartment without help and without being reminded to do so. 2.2 Transportation/Mobility Goal:

Susan will enroll in drivers education at her high school and obtain her drivers license. Susan will use a map or a route planning website to plan routes to work, social, and school functions. 2.3 Social Relationship Goal:

Susan will initiate, maintain, and effectively terminate meaningful conversations with peers. (If I could measure a goal on forming friendships, I would). Susan will introduce herself to new people by being polite, using appropriate conversation starters, and smiling. 2.4 Recreation/Leisure Goal:

Susan will plan and participate in 3 regularly occurring social activities with friends. Susan will join and participate in at least three college clubs within her first year of college.

3. Personal Competence

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Marian Stauder 3.1 Health/Safety Goals:

N/A (Susan has no real health concerns, and her mother has not expressed any concerns about her daughters health. Susans current level of functioning does not create any concerns.) 3.2 Self-determination Goal: With the help of her college disability resource center, Susan will advocate for the accommodations and services she needs to succeed in her college classes. Susan will participate in her IEP meetings by making a short presentation for the beginning of each meeting and by contributing the goals she has for herself. III. STUDENTS COURSE OF STUDY

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Marian Stauder Susan must meet her high school graduation requirements, and she should also meet the requirements of the community colleges and universities that she may wish to attend. Some career education instruction and maybe some internships near the end of high school may also be helpful. Also, Susan could benefit from some supplemental social skills and self determination instruction, but it will be integrated into her school day. Sophomore Year: -Homeroom (Newsletter, National Honor Society, Math Team, and Art Club) -Geometry -Photography I -Drivers Ed (planning routes included)/Career Education -Sophomore English -Anatomy -World History -Study Hall (Social Skills instruction 1-2 days/ week, plan for IEP meetings) Junior Year (possible): -Homeroom (Newsletter, National Honor Society, Math Team, and Art Club) -Algebra II -Photography II -Junior English - AP US History -Chemistry -Study Hall (Social Skills instruction 1-2 days/ week, plan for IEP meetings) -Leave early to work at Illini Studio (some vocational training) Senior Year (possible): -Homeroom (club meetings(see above)/Social Skills instruction 1-2 days/ week, plan for IEP meetings) -Trigonometry -Yearbook (responsible for planning routes to photograph events) -Senior English -AP Studio Art (Photography) -Government/Consumer Education -Leave early to work at Illini Studio(some vocational training)

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Marian Stauder NEEDED TRANSTION SUPPORTS AND SERVICES 1. Instruction This includes several general education requirements, including some AP courses (listed above). This would also include some minor instruction in social skills, as well as career education, consumer economics, and drivers education. Susan would also have a study hall, probably with the special education teacher, where Susan could receive accommodations (such as extra time on tests or having materials read to her, which would also be a part of her IEP). These accommodations would be in place for all English, social studies, math, and science classes. Other classes could have accommodations as needed (such as extra time on written drivers ed tests), and those would all be negotiated between the teacher, student, and the case manager. Homeroom time would be devoted to several clubs where Susan could apply her social skills. These clubs would include Math Team, Art Club, National Honor Society, and the club that writes the school newsletter. 2. Related Services Susan would most likely receive social work services to increase socialization with her peers. This would probably consist of sessions with the social worker and a few days a week, and then applying those skills under the supervision of the special education teacher and other teachers during clubs. 3. Community Experiences Susan will take drivers education, which will include specific instruction on planning routes in addition to drivers ed. Susan would also be responsible for planning excursions to businesses or school activities for the yearbook and newsletter. General Education Teachers Special Education Teachers Start Date End Date (specific start and end date of courses would be by year) August 2012

School

May 2015

Social Worker, Special Education Teacher? School

August 2012

May 2015

Social Worker SPED Teacher Drivers Ed Teacher, Yearbook Staff Sponsor School, Drivers Ed

January 2013

May 2013

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Marian Stauder 4. Employment Photography based internship Instruction on self-monitoring for task completion with a checklist. (vocational coordinator) 5. Adult Living and Community Participation Susan will participate Newsletter, National Honor Society, Math Team, and Art Club. The social worker her will work with the teachers who run the clubs to collaborate on social skills instruction Self Determination: Susan will participate in her IEP meetings by making a short presentation for the beginning of each meeting and by contributing he goals she has for herself. Her special education teacher will meet with her during homeroom the week before to plan Susans role in the meeting. 6. Daily living skills Susan will take career education. She will receive additional instruction in balancing her checking account and budgeting. SPED Teacher, Consumer Ed Teacher School August 2012 District Vocational Coordinator, Employer Photography Business (Illini Studio, other businesses as well) Social Worker SPED Teacher School August 2012

May 2015

August 2012

May 2015

May 2015

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