Danielle Chemello

SPED 444

Individualized Transition Plan

Student Name:

TRANSITION PLAN Susan Rogers

IDENTIFY THE STUDENTS POSTSCHOOL VISION Susan is currently a sophomore who is looking forward to a future with much fulfillment. She currently works at McDonalds part time and would like to have a career related to photography. She has mentioned that she would like to go to college after completing her next two years at Central High School. She is unsure of the types of careers that are available in the photography field and would benefit from career exploration activities on the topics. Susan also wishes to go to a college to support her future photography career. While Susan currently lives at home, she does want to live in the community on her own in the future. She states that she wants to continue to live in the Champaign area in order to be close to her family. Susan has also reported that she wants to live in an apartment either alone or with a friend. Although she is shy, Susan wants to have friends with whom she can interact and enjoy activities such as cooking or art. These activities will allow Susan to create and maintain lasting friendships. II. IDENTIFY THE STUDENTS TRANSITION GOALS 1. Career and Economic Self Sufficiency

1.1 .1 Employment Goal: 11th grade: Susan will enroll in and pass the Work Training I course where she will explore careers and practice work skills such as taking initiatives and managing her paycheck and bank account. 11th grade: Susan will enroll in and pass the Digital Photography I and II course where she will learn basic Photoshop skills. 12th grade: Susan will enroll in and pass the Work Training II course where she will explore careers and practice work skills such as taking initiatives and managing her paycheck and bank account. 12th grade: Susan will enroll in and pass the Film Photography I and II course where she will learn how to develop basic photos.

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Danielle Chemello

SPED 444

Individualized Transition Plan

1.1 .2 Postsecondary Education Goal: 11th grade: Susan will research various community colleges in the state to see what each photography program offers. She will document what each college program offers in an organized excel document. 11th grade: Susan will research the services offered at various community colleges in the state to determine what services are provided and how to go about getting them. She will document the information discovered from each college on an excel document for later references. 11th grade: Susan will take the ACT during the first semester of her junior year. 12th grade: Susan will research Parkland Colleges photography program in order to determine the best area of concentration for her. She will document all of her findings and reasons for choosing her area of concentration to use during her student run IEP later in the year. Susan will also apply to the community colleges photography program. 12th grade: Susan will research Parkland Colleges disability resource center in order to determine the services available for her. She will learn how to access these services. After researching, she will visit the resource center and determine who to speak to about accessing services. She will document the location and person of contact for each service required.

1.1 .3 Financial/Income Needs Goal: 11th grade: Susan will enroll in and pass her Consumers Education course where she will learn how to open a bank account, balance her checkbook, write checks, find housing, and open a savings account. 11th grade: Susan will open a checking account in order to deposit her McDonalds paychecks into it. She will be able to deposit her entire paycheck into the account during each pay period during her junior year. 12th grade: Susan will meet with her guidance counselor each week for half of her lunch period in order to research and apply for scholarships and financial aid (FAFSA). 12th grade: Susan will open a savings account in order to deposit 25% of each of her McDonalds paychecks into it. These savings will remain untouched until they are required for community college expenses. Susan will deposit 25% of each paycheck from each pay period during her senior year of high school. 2. Community Integration and Participation 2.1 Independent Living Goal: 11th grade: Susan will live at home with her family until she graduates high school. She plans to live in a dorm during her freshman and sophomore years at Parkland College. 12th grade: Susan will live at home until she graduates high school. She will apply for housing at the University of Illinois private housing website. 12th grade: Susan will research apartment locations for her later years in college. She will develop a list of locations she would enjoy living near or at best.

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Danielle Chemello

SPED 444

Individualized Transition Plan

2.2 Transportation/Mobility Goal: 11th grade: Susan will enroll in and pass her drivers education class during the first semester of her junior year. 11th grade: Susan will pass her drivers test at the local DMV in order to obtain her license after completing the required 50 hours of driving with a licensed adult. 12th grade: Susan will explore the University of Illinois campus bus system. Once she knows her dorm location, she will map routes to and from her dorm and her classes at Parkland in order to orient herself with the bus system. 12th grade: Susan will map the buses she can take from Parkland and her dorm to her parents home in Champaign. She will look up the bus routes from www.cumtd.com and take this route from her dorm and the Parkland College campus to her parents home. 2.3 Social Relationship Goal: 11th grade: Susan will attend the introductory meetings for 5 or more different clubs of her choosing that are sponsored by her high school. At these meetings, she will take notes on the purpose of each club and why she should be in it. 11th grade: After researching the 5 or more clubs of her choosing, Susan will select 1 club to become active in throughout her junior and senior year. She will attend meetings and initiate conversations both related and unrelated to the club with at least 5 club members. 12th grade: Susan will maintain her conversations with peers from her club by asking questions and commenting on previous topics for at least 10 minutes before, during, or after each club meeting. 12th grade: Susan will invite a peer to leisurely shop with her at the mall on 5 separate occasions. Susan will initiate and maintain conversations with her friend during the shopping trip. 2.4 Recreation/Leisure Goal: 11th grade: Susan will research classes such as art, photography, and cooking offered through the Champaign Park District by reading the park district program. She will evaluate which class she likes best and select one. 11th grade: Susan will enroll in one class and participate in each class session. Susan will drive herself to and from each class. She will also be responsible for finding the class through research or physically looking for the classroom in the building. 12th grade: Susan will continue to participate in the one class she chose and enrolled in during her junior year. 12th grade: Susan will research the available leisure classes available through Parkland College. She will make a list of 5 classes that interest her. She will enroll in one class that best meets her interests when she registers for her first semester classes at Parkland. 3. Personal Competence

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Danielle Chemello

SPED 444

Individualized Transition Plan

3.1 Health/Safety Goals: 11th grade: Susan will enroll in and pass her health class during the second semester of her junior year. During this class, she will learn the importance of keeping her body healthy and how to keep her body safe. 11th grade: Susan will join her local gym where she will orient herself with the machines available. She will work out once a week on the machine of her choosing during her junior year. 12th grade: Susan will work out twice a week on the machine of her choosing during her senior year. 12th grade: Susan will develop a workout schedule when she determines her schedule of classes at Parkland college. She will work out at least twice per week. 3.2 Self-determination Goal: 11th grade: Because of her work training class, Susan will be able to identify one career she would like to obtain as a result of community college. She will present the career goal and how to achieve it during her IEP team meeting. 11th grade: Susan will attend her IEP team meeting and state her future vision to her IEP team. She will then assist the team in developing a plan for her. 12th grade: During her work training class, Susan will learn how to take initiatives in the work place. She will then apply these skills to her job at McDonalds. Her boss at McDonalds will report to Susans case manager about her frequency of initiatives taken during each pay period at McDonalds. 12th grade: Susan will indicate her preferences for housing and activities she would like to do during her time at Parkland. She will present these preferences to her parents prior to the IEP team meeting. III. STUDENTS COURSE OF STUDY 11th grade: (1) Algebra 2 (2) Digital Photography I / Digital Photography II (3) Physical Education (4) CT English 3 (5) Lunch (6) Self-Contained Reading Intervention (7) Work Training I / Consumers Education (8) Drivers Education / Health 12th grade: (1) Trigonometry (2) Physical Education (3) CT English 4 (4) Self-Contained Reading Intervention (5) Lunch (6) Work Training II (7) Geology (8) Film Photography I / Film Photography II

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Danielle Chemello

SPED 444

Individualized Transition Plan

IV. NEEDED TRANSITION SUPPORTS AND SERVICES Start Date End Date 1. Instruction Provider Per- (a)-(d) 8/25/12(a) Susan will receive supports and accommodations son during her general education classes. Accommodations (a) special educa- 5/25/14 will be extended time on tests, teacher generated task tion teacher/generanalyses, oral tests, books on tape, and the ability to go al education teachto the learning zone as requested. er (b) During her cotaught English class, Susans special (b)-(d) special edueducation teacher will provide learning strategies to cation teacher mastering the materials. Also, visual supports will be Provider Agenprovided as needed. cy (c) During her self-contained reading intervention class, (a)-(d) Central Susans special education teacher will provide intensive High School staff reading instruction to assist in reading strategies. (d) During her work training class, Susans special education teacher will provide time when students can pursue personal career goals, practice daily living skills such as laundry and cooking, practice work related skills, and go into the community to practice bus taking and money skills. Students will also practice and role play self-determination situations related to the workplace.

2. Related Services (a) Susan will research various community colleges in the state to see which photography programs are a good fit for her. After researching, Susan will choose one community college program that she

Provider Person (a)-(d) Guidance counselor

(a)-(b) 9/10/123/10/14 (c)-(d)

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Danielle Chemello

SPED 444

Individualized Transition Plan

wants to attend and then apply to it. This will be Provider Agen- 9/10/13done during her weekly meeting with her guid- cy 5/10/14 ance counselor. (a)-(d) Central (b) Susan will research various community colleges in High School Staff the state to see what services are provided by the disability resource and services center. After selecting her community college of choosing, she will contact the specific disability and resource center in order to learn how to access the services. This will be done during her weekly lunch meeting with her guidance counselor. (c) During her lunch meetings with her guidance counselor, Susan will research and apply for scholarships and financial aid that will go towards her community college of choosing. Her counselor will assist her in finding the websites and entering the correct information for applying to these scholarships. (d) During her lunch meetings, Susan will research the private housing options available through the University of Illinois. Her guidance counselor will assist her in applying for the housing after Susan selects one that meets her and her familys needs and wants.

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Danielle Chemello

SPED 444

Individualized Transition Plan

3. (a)

Community Experiences Provider Per-(a) and (b) 8/25/12In her consumers education class, Susan will learn son banking skills such as writing a check in order to pay(a) consumers ed- 5/25/13 8/25/12her bills, depositing checks, and opening savings and ucation teacher (c) checking accounts. During her work training class, and special educa- 1/15/13 (d) 8/25/12these skills will be learned by practicing them in the tion teacher community bi-weekly for each pay period. The stu- (b) special educa- 5/10/14 dents will take the bus there as a class with the instruc- tion teacher and tor and a paraprofessional. The students will write and paraprofessional deposit their checks after opening a checking and sav(c) drivers educaings account. tion teacher and (b) The students will be taking the bus whenever they special education go into the community. Prior to this, in their work teacher training class, the students will work with the teacher, (d) special educaas a group, and independently to create the bus schedule tion teacher that will get them to and from school and the bank in the allotted time they are given by the teacher. (c) During Susans drivers education class, she will be provided supports for learning strategies and ways to memorize driving rules and rules of the road. Her special education teacher will also provide graphic organizers and visuals to aid in the memory of the road rules. Susan will then pass the class and obtain her driving liProvider Agencense. (d) Susan will be instructed on using the bus and creat- cy ing schedules during her work training class. Students (a)-(d) Central will be instructed as a whole group by the teacher on High School staff how to make bus schedules. Then the students will work in peer groups to make a specific bus schedule and ultimately, the student will be able to make his or her own schedule. During the independent schedule time, Susan will create a schedule that she can take to and from her future dorm and her current home. She will also create a schedule for how to get to and from her dorm to the Parkland campus.

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Danielle Chemello

SPED 444

Individualized Transition Plan

4. Employment Provider Per- (a)-(e) 8/25/12Susan will develop her photography interests and son skills by enrolling in and passing her film and digital (a) special educa- 5/25/14 photography courses. Throughout this class, she will be tion teacher and given guided notes worksheets and work with peers photography during initial instruction. Task analyses will also be teacher provided for the development of film photos and the (b) guidance counPhotoshop procedures for her digital class. The task selor analyses will be created by her photography teacher and guidance coun(c) her special education teacher. selor and photog(b) Susan will take the ACT during her junior year and raphy teacher apply to the community college of her choosing during (d) special educaher senior year. Her guidance counselor will direct her tion teacher and to the websites where she will need to register for the IEP team ACT and apply for Parkland. The guidance counselor (e) special educawill also oversee the personal information Susan enters tion teacher and as being accurate and appropriate. McDonalds boss (c) Susan will explore the Parkland photography program and determine the area of concentration she would like to pursue through her photography classes and internet research with her guidance counselor. (d) During her work training class, Susan will select her area of study for her college career. After selecting this career, she will present her findings and ideas at her IEP Provider Agenmeetings. She will learn to take initiative to advocate cy (a)-(d) Central for herself through her work training classs unit on High School staff self-determination. (e) Also during her work training class, Susan will prac- (e) Central High tice taking initiative in class by offering to pass out ma- School staff and terials, offering to take attendance, and offering assis- Employment Sutance to other students. By practicing these skills, she pervisor will learn how she can apply them to her job at McDonalds through one on one instruction with her special education/work training teacher. The teacher will collaborate with Susans boss to determine how often Susan takes initiatives during her time at work. The special education teacher will provide a data sheet to the boss for him to fill out weekly. (a)

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Danielle Chemello

SPED 444

Individualized Transition Plan

5. (a)

Adult Living and Community Participation Provider Per- (a)-(d) 8/25/12Susan will attend 5 introductory club meetings dur- son ing her junior year in order to learn about the clubs (a) Club sponsor 5/25/14 goals and purposes. She will independently narrow (b) special educadown her options to one club to be involved in. She tion teacher, club will then be active in this club by going to meetings peer, and club with a peer during her junior and senior years. During sponsor the meetings, Susan will initiate and maintain conversa- (c)-(d)guidance tions with this peer. counselor (b) Through pre-teaching with her special education teacher during independent work time in her work train- Provider Agency ing or reading intervention class, Susan will invite a peer from her club to join her in a leisure activity such (a)-(b) Central High School staff as going to the mall together. Susan will initiate and maintain conversation with her peer during this time. member (c) Role play discussions during a class with the special ed- Champaign ucation teacher will provide Susan with examples on Park District, Central High School how to engage in peer conversations. (c) During her meeting time with her counselor, Susan staff (d) Central High will research classes offered through the Champaign Park District by perusing the website. Susan will select School staff 5 and work with the guidance counselor to select one that best meets her interests. Susan will then independently register for the class and drive herself to and from the class. (d) With the assistance of her guidance counselor, Susan will explore the leisure class options available through Parkland college. Susan will select 5 initial classes and then rank the 5 from most wanted to least wanted based on her own preferences. She will keep this list with her when she registers for classes at the community college level.

6. (a)

Daily living skills Provider Per- (a)-(b) 8/25/12Through her consumers education and work train- son ing classes, Susan will learn banking skills such as cre(a) special educa- 5/25/14 ating a checking and savings account, depositing pay- tion teacher and checks, and writing checks through whole group inconsumers educastruction and one on one instruction during class time in tion teacher the community. (b) health teacher

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Danielle Chemello

SPED 444

Individualized Transition Plan

(b)

During her health class, Susan will learn the impor- Provider Agentance of working out. She will complete the class cy project where she creates a weekly workout plan and (a) local TCF bank has to monitor her workouts over the semester long and Central High class. During her junior year, Susan will create and School staff maintain a schedule where she works out at least once a (b) Central High week at the ARC. During her senior year, Susan will School staff and U create and follow a schedule where she works out at of Is Activities least two times per week. She will apply these schedul- and Recreation ing skills she learned during high school to her college Center schedule once she has registered for her classes and knows her day to day schedule.

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