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Melanie Nelson

TRANSITION PLAN

Student Name: Doug Smith

I. IDENTIFY THE STUDENTS POSTSCHOOL VISION

Doug likes to be around people. He has not expressed interest in attending school

past the high school age, but does have an interest in working. He is not sure

exactly what job he wants to have, but does like to work with animals, in retail,

and in restaurants. Doug does not prefer jobs that have a high demand of

physical labor. Employment is very important because he likes the idea of

earning his own money and being around people at the same time. Doug would

eventually like to live alone or with a roommate, and does not want to rely on his

parents at all times to do things like drive him around to get to places.

II. IDENTIFY THE STUDENTS TRANSITION GOALS

1. Career and Economic Self Sufficiency

1.1 Employment Goal:

While working at Macys, Doug will fold and shelve all shirts,sweaters, and sweatshirts given to him during employed hours

completing all steps of the task analysis with 100% accuracy for ten

consecutive school days.

While working at PetCo., Doug will clean out the dog cages and walk

all of the dogs following safety procedures and completing all steps of

the cleaning cages task analysis with 100% accuracy for ten

consecutive school days.

1.2 Postsecondary Education Goal:N/A

Doug did not express any interest in postsecondary education. Doug would like to

work immediately after graduating, and does not want to further his education atthis time. Therefore, a postsecondary education goal is not needed.

1.3 Financial/Income Needs Goal:

Before grocery shopping, Doug will check his account to see how

much money he has to then budget an amount to spend at the store.

Doug will stay within his given budget when grocery shopping for ten

consecutive school days.

Bimonthly, Doug will deposit money into a checking account at his

local bank following the banking procedures for six consecutive trials.

2. Community Integration and Participation

2.1 Independent Living Goal: Before grocery shopping, Doug will write a five or more item grocery

list for following the ingredients of a recipe for ten consecutive school

days.

While making lunch, Doug will use the stove top and oven to make his

food following 100% of the steps of the oven task analysis and safety

procedures for ten consecutive school days.

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2.2 Transportation/Mobility Goal:

To and from school, Doug will independently use the public

transportation system to arrive and school and home on time for ten

consecutive school days.

When bussing to and from recreation, Doug will be assisted to use the

public transportation website to then independently choose which bus

route to take to the location for ten consecutive school days.2.3 Social Relationship Goal:

While at work, Doug will socialize with peers about work related topics

and refrain from other topics, aside from his break, for ten

consecutive school days.

When given social situations, Doug will correctly identify when it is or

is not appropriate to socialize with his peers for ten consecutive school

days.

2.4 Recreation/Leisure Goal:

During recreation time, Doug will walk on a treadmill at the gym for

twenty consecutive minutes three days per week. During recreation and leisure time, Doug will independently identify

an age appropriate activity of his choosing to participate in that

activity for the entire time allotted for ten consecutive school days.

3. Personal Competence

3.1 Health/Safety Goals:

Out in the community, Doug will identify all exit signs in multiple

settings with 100% accuracy of all signs for ten consecutive school

days.

When grocery shopping and presented with a regular product and the

same product with reduced sugars, Doug will choose the reducedsugar option for ten consecutive trials.

3.2 Self-determination Goal:

Throughout the school day, Doug will ask an adult for help when he is

faced with a difficult or confusing task for ten consecutive trials.

When given choices, Doug will independently choose what he wants to

eat for lunch, where he wants to go for recreation, and what he wants

to do as leisure for ten consecutive school days.

III. STUDENTS COURSE OF STUDY

Courses for Doug to take:

Home Economics Class (focus on cooking and domestics, modified

curriculum to meet his individual needs)- 1 hour

Lunch (in lunchroom or out to eat depending on the day, modified to

practice dollar up and recreation needs)- 1 hour

Community Based Instruction (recreation, leisure, shopping, health and

safety, learning to use public transportation)- 2 hours

Vocational work (employment or an internship in a local retail

establishment or working at a pet shop)- 3 hours

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Gym/Health Class (using the fitness center, learning about healthy food

choices, modified curriculum as needed)- 1 hour

NEEDED TRANSTION SUPPORTS AND SERVICES

Start Date

End Date

1. Instruction

Doug will need modified written

instructions for things like recipes and

grocery lists so they include pictures or

functional words that he knows.

Doug will need a modified curriculum in his

general education classes to meet his

individual needs.

Special

Education

Teacher

Provider Person

Start: 10th

grade

Berkeley High

School

Provider

Agency

End: 12th

grade

2. Related Services

Doug will need a bus pass to get to all

community settings during school hours.

Doug will need staffed support while

learning bus routes until support is faded

and he is independent with the bus route.

Doug will need a bus pass after he graduates

from school, so he will need to be familiar

with the public transportation system.

Transportation

Director,

Special

Education

Teacher

Provider Person

Start: 10th

grade

Berkeley High

School, City

Transportation

System

Provider

Agency

End: 12th

grade

3. Community Experiences

Doug will need job site training at Macys.

Doug will need job site training at PetCo.

Doug will need to set up a bank account at

the local bank.

Doug will need to go shopping at Walmart.

Doug will need to take the public

transportation bus.

Doug will be able to choose places to go tofor leisure and recreation. He is able to go

to various places as long as they are

appropriate and along with bus route within

reasonable walking distance.

Doug will need an outside gym membership.

Special

Education

Teacher or Aid

Provider Person

Start: 10th

grade

Berkeley High

School

Provider

Agency

End: 12th

grade

4. Employment

Participate in transition assessments to find

Special

Education

Teacher

Start: 10th

Grade

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out his interests and styles of learning.

Doug will need a job coach to for on the site

training in his jobs and internships to learn

skills.

Doug will participate in at least two job

shadowings and/or internships.

Doug will attend career fairs.

Special

Populations

Coordinator

Provider Person

Berkeley High

School

Provider

Agency

End: 12th

Grade

5. Adult Living and Community Participation

Doug will participate in extracurricular

activities at Berkeley High School with his

peers.

Doug will need training in budgeting and

living expenses.

Doug will look into possible affordable post-

school living arrangements in hiscommunity.

Special

Education

Teacher

Representative

from Group

Home Facility

Provider Person

Start: 10th

Grade

Berkeley High

School

Group Home

Facility

Provider

Agency

End: 12th

Grade

6. Daily living skills

Doug will need individualized instruction on

healthy diets related to his sugar intake.

Doug will need instruction and use of hispersonal bank account to learn budgeting

techniques.

Special

Education

Teacher

Provider Person

Start: 10th

Grade

Berkeley High

School

Provider

Agency

End: 12th

Grade

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