Julianna Dean

Dr. Liaupsin
SERP 403
April 2016

SERP 403/503
Transition Planning Document (IEP)
Student Information
Student Name: Allison
DOB: 09/08/1997
IEP Meeting Date: April 01, 2016
Previous IEP Meeting Date: May 31, 2015
Current Grade Level: Senior (Grade 12)
Expected Graduation Date: May 2016

Indicate the method used to invite the student to the transition meeting:
Email was sent to students account on March 01, 2016

Age Appropriate Transition Assessments and Summary

Personal Interests: Work out at the gym, plays softball on a county league,
movies and shopping with friends Self-Directed Search Forms R will be used
as the formal assessment in order to gain further insight about her personal
interests.
Training/Education:
The DRC through the University of Arizona will assist Allison in discussing the
possible accommodations/modifications for her challenges in reading
comprehension and written expression. Form of communicating with
professors will be established and will be marked in her student file with the
university. Adult Basic Learning Examination will be given in order to identify
any risks associated with Allisons academic progress.
Employment:
Allisons work at the local preschool will be monitored by weekly visits with
her job coach through Linkages. This will be measured by a checklist of
competency that will be kept in her employee folder at the agency. Career
Decision Scale will be used for further assessment.
Independent Living Skills (Optional):
Allisons progress with personal organization skills will be monitored by a
habilitation counselor through Echoing Hope Ranch based on the percent of
activities completed independently compared to what is listed in her planner.
This data will be kept in her file through the agency. AAMR Adaptive Behavior
Tests will be completed to further identify any areas of risk.
Student Strengths, Preferences, Interests
Who provided information about student strengths, preferences, interests:
Student, parents, coaches
Was invitation of an outside agency considered? Were they invited? Did they
attend?
A representative from the DRC through the University of Arizona was invited
and did attend. The hiring director for support staff for the Vail School District
was invited and did attend. A job coach from Linkages employment agency
was invited and did attend.
Measurable Post-Secondary Goals
Training/Education Goal: After high school, Allison will complete classes at
the University of Arizona for a degree in child development.

Training/Education Connected IEP Annual Goal: When given the proper

paperwork for registration for the child development program at the U
of A. Allison will fill it out with 100% accuracy over a two week period
which will be measured by her special education teacher.

Employment Goal: Allison will obtain a job as a pre-school classroom

paraprofessional after graduation from high school.

Employment Connected IEP Annual Goal: When given a research

packet of the roles and responsibilities of a preschool classroom
paraprofessional, Allison will complete with 100% accuracy over a two
week period measured by her special education teacher.
Independent Living Goal (When necessary): Following a weekly checklist,
Allison will maintain a planner in which she will organize responsibilities for
work and school.
Independent Living Connected IEP Annual Goal: Given a weekly
checklist of tasks that need to be completed, Allison will write them
down in her planner 9/10 times measured weekly by her special
education teacher.

Transition Services/Activities
Transition Area Service/Activity Person/Agency Start End
Responsible Date Date
Training/Educatio Allison will work with DRC DRC through the U Fall Until
(Disability Resource Center) college
n of A 2016 graduatio
on campus to ensure that
n
she is getting the
correct/appropriate
modifications/accommodati
ons in all her classes.
Education Allison will complete a College of Fall Winte
success course to help Education/DRC 2016 r 2016
her organize her new
responsibilities on and
off campus.
Employment Allison will work a job Job Coach for May May
coach from Linkages to Linkages 2016 2017
ensure that working in a
preschool environment
 will meet her needs.
Independent Allison will receive four Echoing Hope May May
Skills hours a week to work Ranch 2016 2017
with a habilitation
counselor that will check
in to ensure that Allisons
school and work
responsibilities are being
completed, as well as
filling out her planner for
the following week.
Courses of Study Supporting Goals and Activities
Course Year Year Year Year
Introduction to Child Fall 2016
Development
Strategies for reading Fall 2016
comprehension in the work
place
Elements of Child Fall 2016
Psychology
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: X (Date): 4/1/2016

Parent/Student Signatures:
Allisons Parents