SERP 403/503

Transition Planning Document (IEP)

Student Information
Student Name: Jason
DOB: 5/4/1999
IEP Meeting Date: 5/2/2016
Previous IEP Meeting Date: 5/2/2015
Current Grade Level: Junior
Expected Graduation Date: 2018

Indicate the method used to invite the student to the transition meeting:
Jason has expressed interest in being present at his IEP meeting. He seems
very upbeat and excited about his upcoming senior year as well as,
transition for college. The type of method that will use to invite Jason to the
transition meeting is a personal invite Jason face to face with the general and
special education teachers. This way he will feel comfortable and welcome.

Age Appropriate Transition Assessments and Summary

Personal Interests:
Jason enjoys playing racquetball, he is a member of his church youth group,
and he likes watching sports in person or on TV.

Training/Education:
Jason is a bright and friendly student who has a specific learning disability in
reading and reading comprehension. Jason is soon to be starting his senior
year of high school and he is treasurer of the student council.

Employment:
Jason works on his uncles firm on Saturdays and he had a summer job last
summer.

Independent Living Skills (Optional):

Jason still lives at home because he is still in high school but isnt as
independent as maybe he could be.

Student Strengths, Preferences, Interests

Who provided information about student strengths, preferences, interests:
Jasons parents and teachers provided different information about his
strengths, preferences, and interests.

Was invitation of an outside agency considered? Were they invited? Did they
attend?
An invitation of an outside agency was considered for a shadowing agency
because Jason wants to become a teacher when he is older. The final
decision was that they were invited by email but no; they did not end up
coming because of difficulty with dates.

Measurable Post-Secondary Goals

Training/Education Goal:
After graduation, Jason will independently look into different programs
offered by the college is he going to attend to prepare him for his college
experience.

Training/Education Connected IEP Annual Goal:

Jason will tour the websites of different programs that will help him with his
disability 5 out of 7 days a week for 2 weeks. He will have a checklist with
him to check off the programs that he has looked at.
Employment Goal:
After graduation, Jason will continue working on his uncles firm and continue
with his summer job. Once Jason leaves for college he will look for another
job on campus that relates to teaching.
Employment Connected IEP Annual Goal:
Jason will continue working at his uncles firm every Saturday for the entire
school year. He will have a checklist with him that his uncle will check off
every time he goes.

Independent Living Goal (When necessary):

After graduation, Jason will move into the dorms where he will learn to live
independently for the first time without his parents.
Independent Living Connected IEP Annual Goal:
Jason will wake himself up for school 5 days a week and start doing
everything independently until he moves to college. Jason will have a
checklist that he will mark either yes or no depending on if he did that
certain task independently.
 Transition Services/Activities
Transition Area Service/Activity Person/Agency Start End
Responsible Date Date
Training/Educatio Jason will shadow Multiple present Augus May
n different people in a High School t 23rd 25th
High School. teachers
Employment Jason will help in Jasons uncle and Augus Dece
different High more High School t 16th mber
Schools and teachers 28th
continue working for
his uncles firm as
well as his summer
job.
Independent Jason will practice Jasons parents Augus April
Living living and doing will check on how t 1st 12th
things independently he is doing once a
to practice when he week
moves into the
dorms.

Courses of Study Supporting Goals and Activities

Course Year Year Year Year
Freshman Success Fall 2016
Time Management Fall 2016
Independent Living Fall 2016
Reading and reading Fall 2016
comprehension success
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: (Date): 4/13/16
Parent/Student Signatures:

Jane Leighton