TRANSITION CASE STUDY ASSIGNMENT
PHASE 1: IEP REVIEW AND PERSON CENTERED PLANNING
EDUCSP 605-01/01C: TRANSITION PLANNING AND PROGRAMMING GUIDELINES
Case Study Phase I assignment addresses the following competencies:
Competency A1: Use information from a variety of transition assessments to inform student-centered
transition and career development planning.
Competency A2: Develop student-centered transition IEPs that ensure student voice in goals, processes,
and outcomes.
Competency B: Design student-centered curriculum, instruction, assessments, related activities, and
accommodations that facilitate the movement toward identified post-secondary goals
Competency C: Collaborate with stakeholders to insure and increase effective transition services,
activities, supports, and outcomes for individuals with disabilities and their families.
Competency D: Actively involve all families with sensitivity and responsiveness to the family’s cultural,
linguistic and socioeconomic makeup throughout the transition decision making and
implementation process.
Competency F3: Develop skills as a reflective practitioner through written reflections on transition issues.
Overview
Conduct an IEP general review of your case study student and also list all relevant transition information about
the student (e.g., employment goals, interests, transition needs, key transition assessment results). If you find
limited transition-related information please note that in your description. After you complete the IEP review,
facilitate a person centered planning meeting for the student using the MAPS process
IMPORTANT: You will need to obtain permission to review the student’s IEP for the purpose of this assignment.
Please follow all district policies related to access to student information (this is described in the informed
consent letter). Remember all student identification information must be deleted from your case study artifacts
and narratives. If you cannot gain access to the IEP you will need to interview the case manager about any
student background information to support the case study review.
Step One: IEP review
 Receive written consent from the student, their family and appropriate school personnel to access the
student’s most recent IEP. Provide a copy to the instructor as a part of this assignment.
 Review your case study student’s most recent IEP
 Provide a general description of your case study student (e.g., grade/age, disability, other general
information)
 Document annual goals, transition activities, interagency connections
 Complete Part One worksheet below.
Step Two: Planning the MAPS meeting
After you complete the IEP review, work with your case study student to plan a person centered planning
meeting.
 Set a time to meet with your student to discuss the following:
 Introduce the student to the MAPS process. Describe the different components, and the goals of the
meeting.
 Develop a list of key people to invite to the MAPS meeting. Consider inviting individuals mentioned in
the IEP review
EDUCSP 605-01/01C: Transition Planning and Programming
2016
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Assist the student in designing a process for inviting others to the MAP meeting. Encourage the student
to personalize the invitations in whatever way s/he sees fit (cards, email, notes, etc.).
Select and schedule a time and place for the meeting that is convenient for all participants.
Provide participants with copies of the informed consent.
Prepare flipchart paper for each area of the MAP: your history; who you are today?; who are the people
in your life?; dreams; fears; goals/needs; and next steps.
Step Three: Conducting the MAPS meeting
 Introduce all participants and describe the purpose of the MAPS process. Review the informed consent
with all the participants in the MAPS meeting and collect the signed letters.
 Establish ground rules such as only one person speaks at a time, you can pass if you do not want to say
anything, all ideas are encouraged etc
 Establish the timeframe the MAP is for (transition to middle school, high school, adulthood)
 Follow the MAPS process outlined in class. Complete each section of the MAP, make sure you
summarize each section before starting a new section.
 When you begin the discussion on goals/next steps, include discussion on the transition areas:
o Student Focused Planning (Transition assessments, career or other interest assessments,
learning style assessments, student interview or parent interview information; course of study,
transition services, annual goals, evidence of student participation in their education plan)
o Student Development (Job shadows/ internships, community based learning activities,
extracurricular activities, academic supports, assistive technology, independent living
supports/life skills, applied skills (reading, math, writing) self-advocacy , self-determination,
social skill development, other support needs identified).
o Interagency Collaboration (Agency connections related to transition planning/activities for the
student , cooperation between agencies to provide services, cultural sensitivity or school
resources including counseling, nursing, businesses).
o Family Involvement (Communication processes, family supports, shared decision making,
referrals to agencies, training for families)
 Take pictures of the MAP to submit with this assignment.
 Encourage the student to send thank you notes to participants.
 Using the worksheet below; document the MAPS process including the preparation and actual meeting.
EDUCSP 605-01/01C: Transition Planning and Programming
2016
Part 1- IEP Review Worksheet to Complete
Name: <Enter a replacement name to protect confidentiality>
Student Grade:
School District:
File Reviewed by:
Date:
Provide a general overview of
the student background (grade
level, age, type of disability,
highlights of strengths,
interests, and challenges)
Include any references to
family involvement
(Communication processes,
family supports, shared
decision making, referrals to
agencies, training for families)
List all annual IEP goals
including functional academic
goals (e.g., reading strategy
goal, consumer math goal, life
skill goal, social skills goal,
communication, organization)
and describe to what degree
they relate to transition
planning.
List any post school goals that
have been identified (e.g.,
training, education,
employment, and independent
living) OR state “no post school
goals found in IEP”.
Identify any transition
activities listed in the IEP.
These could include: getting
their driver’s license, applying
for Vocational Rehabilitation,
going to a college fair.
Identify and documentation of
Interagency Collaboration
(Agency connections related to
EDUCSP 605-01/01C: Transition Planning and Programming
2016
transition planning/activities
for the student , cooperation
between agencies to provide
services, cultural sensitivity or
school resources including
counseling, nursing,
businesses).
Part 2: Person Centered Planning Meeting Worksheet to Complete
Section 1: Planning the MAP Meeting
Overview of the prep work done
prior to meeting with the
student
Who was invited, who
attended?
Where was it held? How long
was it?
Section 2: Meeting Summary: Provide a summary of each section of the MAP.
History
Who is…..?
Dreams
Fears
Goals
Next Steps: Identify the
goal/transition area, the activity
to reach the goal, timeframes &
those responsible and when it
will occur.
Part 3: IEP Review and Person Centered Plan Analysis
 Attach an overall summary of both the IEP review and the PCP that addresses the following:
o Describe what you learned about the student through the IEP review and the PCP process.
o Discuss the similarities, differences, and discrepancies between the information learned in the IEP
review and in the PCP meeting. Be sure to address the taxonomy areas.
o Discuss the implications for the student’s transition goals.
o Recommendation for next steps for the student.
EDUCSP 605-01/01C: Transition Planning and Programming
2016