SERP 403/503

Transition Planning Document (IEP)

Graci Larry

Student Information
Student Name: Allison
DOB: 08/31/1998
IEP Meeting Date: 01/10/2017
Previous IEP Meeting Date: 01/10/2016
Current Grade Level: 12th Grade
Expected Graduation Date: May 2017

Indicate the method used to invite the student to the transition meeting:

Allison was invited to the IEP meeting verbally, and was also given a written notice on
December 13th 2016.

Age Appropriate Transition Assessments and Summary

Personal Interests:
Allison enjoys participating in a county softball league and works out at the gym with her
friends. She enjoys attending movies and shopping with her sister. Many weekends are spent
helping out in her older sister Jessie’s’ first grade classroom preparing lesson materials. After
completing, Personal Preference Indicator: A Guide, Allison realized that she wants to work in
the field of early childhood education.

Training/Education:
Allison’s parents have expressed their concerns of their daughter attending a large university.
They feel that Allison will be caught up in her new independence that she will forget to turn
assignments in and stay focused on her studies as well as future employment. The University of
Arizona offers a Disability Resource center which offers many services that could be beneficial
to Allison’s academic success. According to, A guide to assessing college readiness, it showed
that Allison struggles with staying organized, completing assignments and turning them in on
time.

Employment:

After watching the Work Experience Guide, Allison has expressed interest in working with
younger children She has spent a lot of time volunteering in her sister’s classroom creating
lesson materials. Allison isn’t sure if she would like to be the lead teacher, but she does know
that she wants to work with children. Outside of school when she is not spending time with her
friends, she is at home taking care of her younger siblings. She has had ample experience
working with younger children and would excel in an early childhood development center.
Independent Living Skills (Optional):

Allison has had experience taking care of her younger siblings, and works well in social settings.
She practices good personal hygiene, and makes sure to eat healthy and stay active. Keeping her
room clean, as well as academic and important dates is more of a struggle for Allison. Life
Skills Inventory/Independent Living Skills Assessment, reconfirmed that Allison is good at
taking care of herself as well as communicating with others but struggles with organization and
remembering important dates.

Student Strengths, Preferences, Interests

Who provided information about student strengths, preferences, interests:

Allison, her parents and other family members, teachers, and school counselor provided
information about her strengths, preferences and interests.

Was invitation of an outside agency considered? Were they invited? Did they attend?

Yes, a counselor from the University of Arizona was invited and attended, as well as a disability
service representative of the school.

Measurable Post-Secondary Goals

Training/Education Goal: After graduation, Allison will attend the University of Arizona to
obtain a degree in early childhood education.

Training/Education Connected IEP Annual Goal:

Given the application for the University of Arizona, with the help of her school
Counselor, Allison will complete 12/12 sections of her application by the February 2017
deadline. Her progress will be monitored by her school counselor.

Employment Goal:

After graduation, Allison will work in an early childhood development center as a teacher’s aide.

Employment Connected IEP Annual Goal:

Given monthly training seminars at the University of Arizona, Allison will complete 5/5
real life scenarios to gain more experience with early childhood education. This goal will
be measured by the University of Arizona counselor as well as Allison’s high school
counselor, and will be completed monthly until the end of May 2017.
Independent Living Goal (When necessary):

After graduation, Allison will write down all her homework assignments nightly on a
whiteboard, as well as her job schedule to keep her organized.

Independent Living Connected IEP Annual Goal:

Given daily homework, Allison will write down all her assignments in her planner, 5/5
school days a week by May 2017. This will be monitored by her parents who will sign
the planner nightly to make sure assignments are organized and completed.

Baseline: 2/5
 Transition Services/Activities
Transition Area Service/Activity Person/Agency Start End
Responsible Date Date
Employment Shadowing her sister at Sister’s first grade August May
her work (first grade classroom 2016 2017
classroom)
Employment/ Training Seminar University of Arizona January May
Education 2017 2017
Independent Living Filling out nightly planner Special Education January May
Teacher & Parents 2017 2017

Courses of Study Supporting Goals and Activities

Course Year Year Year Year
Early Childhood Psychology 2015-2016 2016-2017
Life Skills 2013-2014 2014-2015
Art 2013-2014 2014-2015 2015-2016 2016-2017
Work Study Skills 2013-2014 2014-2015 2015-2016 2016-2017
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):
Parent/Student Signatures: