Transition Plan Examples
Instructions:
Below you will find three stories of special education students, each followed by a
sample transition plan for that student. These stories and transition plans were
originally developed by the Georgia Department of Education, but have been
altered by DLC to reflect local practice and our view of federal and state law.
Please use these with care, understanding that every student is assessed differently,
even students with similar disabilities, and that local practices vary considerably
between school districts.
Transition Plan Examples
Case Study 1
“Rosario” is an 18-year old student in the 9th grade with moderate intellectual
disabilities and corresponding limitations in her adaptive skills. She is enrolled in
a self-contained classroom in her local high school. Rosario possesses basic
positive social skills and gets along well with teachers and classmates.
Rosario has many acquaintances in school but very few close friends beyond a few
in her self-contained classroom. Rosario, however, is very outgoing, and has a
tendency to approach and attempt to talk with everyone. She participates in a
social club for adults with disabilities, which includes group outings and
participation in the Special Olympics. She lives with her mother, and it is just the
two of them in their two-bedroom apartment.
Rosario’s mother does not drive and her community does not have public
transportation. Rosario herself has no job experience, other than a couple of
volunteer positions at a local animal shelter. Rosario does participate in her
school’s post-graduate vocational program, and attends occasional job trainings at
Wal-Mart with her class. Rosario really liked her work at the animal shelter, but
her mother is doubtful as to whether Rosario can hold down an actual paid position
in the future. Rosario’s mother expects that Rosario will live at home after
graduation.
Rosario’s mother wants her to remain in school until she is 21 years old. Rosario’s
mother depends upon the school’s SPED resources and has always relied on
Rosario’s SPED teachers for information and advice. Rosario’s mother is not
currently aware of other community resources available to her, nor is she currently
pursuing possibilities for post-school services/activities.
Rosario’s class recently completed a job assessment test. Rosario’s results lean
towards a career in Conventional-Enterprising occupations. Some of the
occupations in this category which appeal to Rosario are: animal shelter clerk,
ticket seller/taker, usher, and counter attendant in a cafeteria.
Name:
Rosario- Case Study #1
Projected Date of
Graduation:
June 2013
Date of Initial Transition
Program:
Development
_____________________
Update
________________________
Preferences, strengths, interests and course of study based on present levels of performance
and age appropriate transition assessments (Areas for consideration include course of study, postsecondary education, vocational training, employment, continuing education, adult services and community
participation)
Rosario enjoys working with animals and is quite social and comfortable around other people.
She participates in Access Courses as well as a self-contained special education class which
provides instruction in daily living and vocational skills. According to her recent vocational
assessment, Rosario is interested in the following occupations: animal shelter clerk, ticket
seller/taker, ushers, or counter attendant in a cafeteria. At this time, Rosario’s Course of Study is
to complete her IEP goals and to complete her Access Courses.
Desired measurable post-secondary/outcome completion goals (These goals are to be achieved after
graduation and there must be a completion goal for Education/Training and Employment)
Education/Training: After graduation, Rosario will participate in a job training program
offered by Vocational Rehabilitation in animal care
Employment: After graduation, Rosario will work in a supported employment setting in
animal care
Independent Living (as appropriate): After graduation, Rosario will live at home with
her mother until she feels comfortable enough to move out on her own (preferably nearby)
Based on age appropriate transition assessments, in the spaces below include measurable Transition IEP
Goals and Transition Activities/Services appropriate for the student’s post-secondary preferences,
strengths, and needs. Note: There must be at least a measurable Transition IEP Goal to help the child
reach each of the desired Measurable Post-Secondary/Outcome Completion Goals.
I. Education/Training (Goals based on academics, functional academics, life-centered competencies or
career/technical or agricultural training needs and job training)
Transition IEP
Goal(s)
1. Rosario will
receive training in
two employment
placements,
including one in
animal care through
Community Based
Vocational Training
(CBVT)
Transition
Activities/Services
1a. Participate in CBVT
program
1b. Receive
“Satisfactory” on all
weekly progress sheets
Person/Agency
Involved
Date of
Completion/Achieved
Outcome
1a. Student, case
manager
1b. Student, case
manager
1c. Complete instruction
in three job skills and
three work ethics as
pertain to her community
based work setting
1c. Student, case
manager, LCCE
instructor
1d. Participate in daily
independence training
activities in the
classroom
1d. Student, CBVT
instructor
II. Development of Employment (Goals based on occupational awareness, employment related knowledge,
and skills and specific career pathway knowledge and skills)
Transition IEP
Goal(s)
1. Rosario will
identify two options
for volunteer
positions
Transition
Activities/Services
1a. Contact local
libraries, churches,
animal shelters, etc., to
inquire about volunteer
positions
1b. Maintain a log of
contacts, including dates,
person contacted, and
call back number
2. Rosario will list
five facts about two
post-school
supported
employment options
2a. Access websites,
make phone calls, gather
pamphlets about postschool agencies such as:
Person/Agency
Involved
1a. Student, case
manager, mom
1b. Student, CBVT
instructor
2a. Student, case
manager, mother,
agency representatives
Date of
Completion/Achieved
Outcome
Achieve, Inc., Jobs for
the Future (JFF), and
High Schools that Work
2b. Student, mother,
agency representatives
2b. Tour the
facilities/programs of the
two vocational settings
where Rosario may work
after graduation
III. Community Participation (Goals based on knowledge and demonstration of skills needed to participate
in the community, i.e.: tax forms, voter registration, building permits, consumer activities, and knowledge of how to
use various forms of transportation)
Transition IEP
Goal(s)
1. Rosario will
access and utilize
two community
resources
Transition
Activities/Services
1a. Assist her mother in
visiting and completing
two identified tasks
(possible tasks: bank
deposit, buy stamps and
post office, obtain library
card and check out a
book, pay utilities bill)
Person/Agency
Involved
Date of
Completion/Achieved
Outcome
1a. Student, mother
1b. Student, case
manager, mother
1b. Participate in two
Special Olympics events
2. Rosario will
identify two
transportation
options and learn
how to use them
2a. List two reputable
private transportation
options by researching on
the internet and through
the yellow pages
2b. List two public
transportation options by
researching on the
internet and through the
yellow pages
2a. Student, case
manager, mother
2b. Student, case
manager, mother
IV. Adult Living Skills & Post-School Options (Goals based on skills for self-determination,
interpersonal interactions, communication, health/fitness, and the knowledge needed to successfully participate in
Adult Lifestyles and other Post-School Activities, i.e.: skills needed to manage a household, maintain a budget, and
other adult responsibilities)
Transition IEP
Goal(s)
1. Rosario will make
two contacts to
Transition
Activities/Services
1a. Apply for
Supplemental Security
Person/Agency
Involved
1a. Student, case
manager, mother
Date of
Completion/Achieved
Outcome
obtain financial
assistance
2. Rosario will
complete two social
skills in school,
community, and
work settings listed
Income (SSI)
1b. Apply for a Medicaid
Waiver
1b. Student, case
manager, mother
1c. Contact family’s
insurance agency to
obtain information about
coverage for Rosario
1c. Student, case
manager, mother
2a. Call a friend and set
up a social outing at least
once a month
2a. Student, mother
2b. Student, mother
2b. Spend a night away
from home
2c. Attend a social skills
class in school
2c. Student, case
manager
V. Related Services (Goals based on Related Services that may be required now to help a child benefit from
regular and special education and transition services, i.e.: speech/language, occupational therapy, counseling,
vocational rehabilitation training, or the planning for related services that the student may need access to as an adult)
Transition IEP
Goal(s)
Transition
Activities/Services
1. Rosario will
identify two
appropriate agencies
to link up with upon
graduation
1a. List five possible
agencies by researching
on the internet and
through the yellow pages
1a. Student, VR
counselor
1b. Contact Vocational
Rehabilitation Counselor
and discuss services and
options through Dept. of
Human Resources
1b. Student, case
manager, VR
counselor
1c. Tour a minimum of
two facilities
Person/Agency
Involved
Date of
Completion/Achieved
Outcome
1c. Student, VR
counselor, mother
VI. Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease
dependence on others)
Transition IEP
Goal(s)
1. Rosario will
participate in
Transition
Activities/Services
1a. Enroll in Community
Based Instruction
Person/Agency
Involved
1a. Student, case
manager
Date of
Completion/Achieved
Outcome
Community Based
Instruction with her
class a minimum of
three times per week
2. Rosario will
perform three daily
chores at home
following a prepared
checklist six days
per week for four
consecutive weeks
3. Rosario will assist
her mother with
meal preparation on
two weekdays by
choosing and
following a recipe
for four consecutive
weeks
1b. Attend work sites
1c. Receive
“Satisfactory” on all
performance ratings
1b. Student, case
manager
1c. Student, case
manager
2a. Identify three daily
chores at home
2b. Create and follow a
checklist for the allocated
time
3a. Assist mom will
identifying recipes,
including steps necessary
to complete recipes
3b. Assist with grocery
shopping and budgeting
for meals
2a. Student, case
manager, mother
2b. Student, case
manager, mother
3a. Student, mother
3b. Student, mother
Transition Plan Example
Case Study 2
“Jeff” is a 14-year old student in the 8th grade. He is currently eligible for SPED
services due to his Asperger’s Syndrome diagnosis. Jeff currently receives
assistance from a SPED teacher in a resource affective skills class, as well as
support from an occupational therapist for organizational skills development and
help with calming strategies. The occupational therapist has taught Jeff various
calming techniques to help him relax when he becomes frustrated.
Jeff is a very bright student but struggles in his regular education classes. His
strongest subjects are history and science, which are his passions. However,
despite his enthusiasm and performance on graded work, Jeff often forgets to turn
in assignments on time. Jeff becomes easily upset at himself when he forgets
things. This brings out some immature, inappropriate behaviors, such as hitting his
head with his hand and calling himself “stupid.” Jeff is generally outgoing and
friendly, but misses certain social cues. He often interrupts others when they are
speaking to bring up irrelevant stories, but usually he can be easily re-directed.
Jeff plans to pursue a college prep diploma in high school. While he has a strong
positive outlook for the future, his goals are not always realistic. Jeff recently
discussed dreams of becoming a major league baseball player, or a fighter pilot.
He recently spoke about working at the local aquarium, because it fits well with his
passion for science.
Jeff lives at home with his mother, father, and younger sister. Jeff’s parents are
supportive and realistic. They claim that Jeff is somewhat lazy at home, and does
not have any regular chores to complete. Jeff has expressed an interest in driving
in the future, but his mother is a little nervous about the idea. Jeff’s parents would
like to see him begin to take on more responsibility in the house, and possibly
volunteer somewhere in the community.
They are concerned about his
unstructured time during the summer, and have inquired about summer camp
options.
Jeff’s case manager recently performed some vocational testing with Jeff.
According to the results, some careers that might be suitable for Jeff include:
museum director, tour guide, historian, researcher, and librarian/media specialist.
Name:
Jeff- Case Study #2
Projected Date of
Graduation:
June 2015
Date of Initial Transition
Program:
Development
_____________________
Update
________________________
Preferences, strengths, interests and course of study based on present levels of performance
and age appropriate transition assessments (Areas for consideration include course of study, postsecondary education, vocational training, employment, continuing education, adult services and community
participation)
Jeff’s course of study is a diploma with an emphasis in college prep courses, and his goal is to
take as many science courses as possible. According to the ONET vocational assessment, some
careers Jeff might be interested in include: museum director, tour guide, historian, researcher, and
librarian/media specialist, though Jeff has also expressed an interest in a baseball career.
Desired measurable post-secondary/outcome completion goals (These goals are to be achieved after
graduation and there must be a completion goal for Education/Training and Employment)
Education/Training: After graduation, Jeff will attend college and major in marine
biology
Employment: After graduation, Jeff will work at the local aquarium.
Independent Living (as appropriate): After graduation, Jeff will live at home with his
family while he attends college, and he may consider transferring to a more distant
institution to live on his own at a later point
Based on age appropriate transition assessments, in the spaces below include measurable Transition IEP
Goals and Transition Activities/Services appropriate for the student’s post-secondary preferences,
strengths, and needs. Note: There must be at least a measurable Transition IEP Goal to help the child
reach each of the desired Measurable Post-Secondary/Outcome Completion Goals.
I. Education/Training (Goals based on academics, functional academics, life-centered competencies or
career/technical or agricultural training needs and job training)
Transition IEP
Goal(s)
Transition
Activities/Services
Person/Agency
Involved
1. Jeff will register
for college prep
classes upon
entering high school
1a. Discuss all required
and elective courses with
counselor
1a. Student, counselor,
case manager
1b. Select courses for
freshman year prior to
spring registration
2. Jeff will visit the
high school setting
three times before
the first day of
school to relieve
anxiety about the
new environment
1c. Complete 4-year plan
within two months of
entering freshman year,
considering the
possibility of a fifth year
2a. Attend 8th grade
orientation night
2b. During August
registration, identify and
meet relevant staff
2c. Use a map to locate
classrooms and important
1b. Student, counselor,
case manager
1c. Student, counselor,
case manager, parents
2a. Student, parents
2b. Student, case
manager
2c. Student, case
manager, occupational
therapist
Date of
Completion/Achieved
Outcome
offices in the school
before the first day
2d. Student, case
manager
2d. Schedule a time to
meet with new case
manager
II. Development of Employment (Goals based on occupational awareness, employment related knowledge,
and skills and specific career pathway knowledge and skills)
Transition IEP
Goal(s)
1. Jeff will complete
three chores at
home, without
prompts, for six
weeks
2. Jeff will visit the
New England
Aquarium and
inquire into
volunteer
opportunities there
Transition
Activities/Services
1a. Create a chore chart
1b. Create a system of
rewards and
consequences for chore
completion
2a. Visit and tour the
aquarium
2b. Place follow-up call
to Director of Volunteer
Activities and inquire
about volunteering
2c. Request volunteer
application and review
with case manager
3. Jeff will research
three careers in the
marine biology field
3a. Research possible
careers in the field on the
internet
3b. Identify three careers
and print information
3c. Create a list of the
requirements for each
career:
education/training,
skills/abilities, and job
outlooks
Person/Agency
Involved
1a. Student,
occupational therapist,
parents
1b. Student, parents,
occupational therapist
2a. Student, parents
2b. Student, case
manager, parents
2c. Student, case
manager
3a. Student, case
manager
3b. Student, case
manager
3c. Student,
occupational therapist,
case manager
Date of
Completion/Achieved
Outcome
III. Community Participation (Goals based on knowledge and demonstration of skills needed to participate
in the community, i.e.: tax forms, voter registration, building permits, consumer activities, and knowledge of how to
use various forms of transportation)
Transition IEP
Goal(s)
Transition
Activities/Services
1. Jeff will attend
two professional and
two high school
baseball games
1a. Express an interest in
attending Red Sox games
to his parents
1a. Student, parents
1b. Discuss the game
schedule (pro) and ticket
purchase with his parents
and they will select two
games to attend
1b. Student, parents,
case manager
1c. Remain after school
to attend two home
baseball games (HS)
1c. Student
2. Jeff will identify
three community
resources
Person/Agency
Involved
Date of
Completion/Achieved
Outcome
2a. Student, parents
2a. Accompany parents
as they complete tasks
around the community
(possible tasks: bank
deposit, buy stamps and
post office, obtain library
card and check out a
book, pay utilities bill)
2b. Student, case
manager
2b. Become familiar with
emergency services in
the community and how
to access them
IV. Adult Living Skills & Post-School Options (Goals based on skills for self-determination,
interpersonal interactions, communication, health/fitness, and the knowledge needed to successfully participate in
Adult Lifestyles and other Post-School Activities, i.e.: skills needed to manage a household, maintain a budget, and
other adult responsibilities)
Transition IEP
Goal(s)
1. Jeff will increase
self-determination
skills by becoming
aware of and
articulating three
personal strengths
Transition
Activities/Services
Person/Agency
Involved
1a. Participate in selfdetermination curriculum
through affective skills
class
1a. Student, case
manager
1b. Research Asperger’s
1b. Student, case
Date of
Completion/Achieved
Outcome
and three
weaknesses
2. Jeff will
demonstrate
appropriate peer
relations in three
settings
Syndrome on the internet
to be able to discuss it
with others
manager, occupational
therapist
1c. Identify three
strengths and three
weaknesses with case
manager and be able to
share t the next IEP
meeting
1c. Student, case
manager, occupational
therapist
2a. Discuss and role play
three various situations in
affective skills class
2a. Student, case
manager, teachers
2b. Student, parents
2b. Accompany a peer on
a social outing at least
once a month
2c. Demonstrate acquired
self-monitoring strategies
to decrease impulsive
behavior by role playing
strategies
2c. Student, case
manager, behavior
specialist, occupational
therapist
V. Related Services (Goals based on Related Services that may be required now to help a child benefit from
regular and special education and transition services, i.e.: speech/language, occupational therapy, counseling,
vocational rehabilitation training, or the planning for related services that the student may need access to as an adult)
Transition IEP
Goal(s)
1. Jeff will
demonstrate two
effective uses of
calming skills in
three stressful
situations for a sixmonth period
2. Jeff will
demonstrate use of
three organizational
skills in four
academic class
settings
Transition
Activities/Services
Person/Agency
Involved
1a. Identify three
stressful situations at
school and at home
1a. Student,
occupational therapist,
case manager, parents
1b. Identify three
effective calming
techniques and role play
1b. Student,
occupational therapist,
case manager, parents
1c. Utilize and role play
calming strategies
1c. Student,
occupational therapist,
case manager, parents
2a. List three
organizational skills that
need improvement (i.e.
using a planner,
organizing notebooks,
keep backpack
organized)
2a. Student,
occupational therapist,
case manager
2b. Student,
Date of
Completion/Achieved
Outcome
2b. Employ
organizational techniques
listed above
occupational therapist,
case manager
VI. Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease
dependence on others)
Transition IEP
Goal(s)
Transition
Activities/Services
Person/Agency
Involved
1. Jeff will
demonstrate two
independent living
skills five days per
week for sixteen
weeks
1a. Wake himself up in
the morning using an
alarm clock
1a. Student, parents,
case manager
1b. Utilize a calendar at
home and in school to
keep track of activities
1b. Student,
occupational therapist,
case manager, parents
1c. List daily homework
assignments and chores
2. Jeff will
demonstrate the use
of personal hygiene
practices five days
per week
2a. Create and follow a
chart of personal hygiene
activities
Date of
Completion/Achieved
Outcome
1c. Student,
occupational therapist,
case manager, parents
2a. Student, behavior
specialist, parents
Transition Plan Example
Case Study 3
“Li-Na” is a 20-year old student with Cerebral Palsy. She is currently
enrolled in the Severe/Profound Intellectually Disabled class at her high
school. Li-Na has limited use of her arms and hands, but is able to grasp and
move various objects. Li-Na uses a wheelchair, which she is unable to move
without assistance. She currently has a dedicated full-time adult aid with her
while she is at school that assists Li-Na with eating, toileting, and classroom
tasks.
Li-Na has basic communication skills, and is able to display her wants and
emotions, though not always appropriately. She smiles when she is happy,
and when she is angry or frustrated she screams and cries. Li-Na occasionally
uses a picture board for communication, but is inconsistent in using it
effectively. Li-Na has a functional receptive vocabulary and is able to
respond to short, simple statements such as “look at me” and “watch this.”
Li-Na’s parents and the school both expect that she will stay in school through
her 21st birthday. Her parents would like to know the possible options
available for Li-Na upon graduation. At previous transition meetings, Li-Na’s
case manager shared SSI and Medicaid Waiver information with Li-Na’s
parents. Li-Na is already receiving SSI, but she has just been placed on the
planning list for the MRWP Medicaid Waiver.
Li-Na’s case manager completed a transition questionnaire/checklist to
indicate activities that Li-Na can and cannot do, as well as the activities she
seems to enjoy. A similar exercise was completed by Li-Na’s parents. Li-Na
enjoys watching TV and listening to CD’s. She can consistently turn and
orient herself towards foods and activities to indicate her preferences.
Li-Na’s parents are hopeful that she will be able to obtain a Medicaid Waiver
soon. They are interested in obtaining respite care and are looking into dayhabilitation programs. They would also like to investigate assistive
technology options, particularly for communication purposes.
Name:
Li-Na- Case Study #3
Projected Date of
Graduation:
June 2012
Date of Initial Transition
Program:
Development
_____________________
Update
________________________
Preferences, strengths, interests and course of study based on present levels of performance
and age appropriate transition assessments (Areas for consideration include course of study, postsecondary education, vocational training, employment, continuing education, adult services and community
participation)
Li-Na’s course of study is to complete her IEP goals and to continue to become more proficient in
using her assistive technology (“AT”) device. Li-Na enjoys watching TV and listening to CD’s.
She enjoys one-on-one attention and going to the mall with her class. Li-Na is inconsistent when
using a communication picture board, but she can indicate preferences by orienting towards a
choice.
Desired measurable post-secondary/outcome completion goals (These goals are to be achieved after
graduation and there must be a completion goal for Education/Training and Employment)
Education/Training: After graduation, Li-Na will attend a day-habilitation program for
continued training in use of assistive technology to active recorded music, stories, etc.,
during large group activities.
Employment: After graduation, Li-Na will work as an assistant in a church nursery or
library to provide music for children’s activities using an environmental control device
and adaptive switch.
Independent Living (as appropriate): After graduation, Li-Na will live with her family
until she is able to live in a group home that can meet her needs.
Based on age appropriate transition assessments, in the spaces below include measurable Transition
IEP Goals and Transition Activities/Services appropriate for the student’s post-secondary
preferences, strengths, and needs. Note: There must be at least a measurable Transition IEP Goal to
help the child reach each of the desired Measurable Post-Secondary/Outcome Completion Goals.
I. Education/Training (Goals based on academics, functional academics, life-centered competencies or
career/technical or agricultural training needs and job training)
Transition IEP
Goal(s)
1. Li-Na will make a
trial visit to four
different day
habilitation
programs
2. Li-Na will acquire
a communication
device that she can
use consistently
Transition
Activities/Services
1a. Tour House of
Possibilities, May Institute,
Lifeworks Day Habilitation
Program, and Toward
Independent Living &
Learning
Person/Agency
Involved
1a. Student, family,
agency
representatives
1b. Arrange a trial day for LiNa at each of these facilities
1b. Student, family,
agency
representatives
1c. Learn about and begin
process for entry into chosen
option
1c. Student, family,
agency representative,
case manager
2a. Work with
teacher/speech/occupational
therapist on using various
communication devices twice
a week
2a. Student,
occupational
therapist, case
manager
Date of
Completion/Achieved
Outcome
2b. Contact vendors for
possible sale/lease options for
home use of communication
device by first semester
3. Li-Na will acquire
and use an
environmental
control unit with an
adaptive switch
4. Li-Na will
provide ongoing
music throughout a
ten-minute activity
utilizing her
environmental
control unit with
minimal verbal
prompts for ¾
activities per week
5. Li-Na will read a
12-15 page story to a
small group on five
separate
opportunities,
utilizing a recorded
story and
environmental
control switch to
read one page per
switch activation
with minimal verbal
prompts
3a. Contact vendors for
possible sale/lease options for
home use of environmental
control device by the end of
the semester
4a. Work with
teacher/occupational therapist
daily on using assistive
technology to operate
electronic devices in her
environment such as CD
player
2b. Occupational
therapist, case
manager, parents
3a. Student, case
manager,
occupational
therapist, family
4a. Student,
occupational
therapist, case
manager
5a. Identify stories to read
and five opportunities for
story reading activity
5b.Practice using switch
5c. Read stories with minimal
prompts
5a. Student,
occupational
therapist, AT
personnel
5b. Student,
occupational
therapist, AT
personnel
5c. Student,
occupational
therapist, AT
personnel
II. Development of Employment (Goals based on occupational awareness, employment related knowledge,
and skills and specific career pathway knowledge and skills)
Transition IEP
Goal(s)
1. Li-Na will meet
with staff from two
churches and/or
Transition
Activities/Services
1a. Contact three local
libraries/churches to inquire
about volunteer service
Person/Agency
Involved
1a. Student, case
manager, parents
Date of
Completion/Achieved
Outcome
library settings to
discuss possible
volunteer or
supported
employment
possibilities
possibilities during first
semester
1b. Practice appropriate
greetings/conversations
through communication
system relevant to volunteer
situations on a daily basis
1c. Practice using adaptive
switch, environmental control
unit, and tape player to play
music for activities on a daily
basis
1b. Student,
occupational
therapist, speech
therapist, case
manager
1c. Student,
occupational
therapist, AT
personnel
III. Community Participation (Goals based on knowledge and demonstration of skills needed to participate
in the community, i.e.: tax forms, voter registration, building permits, consumer activities, and knowledge of how to
use various forms of transportation)
Transition IEP
Goal(s)
1. Li-Na will
actively participate
in group
conversations with
peers at lunch and/or
during community
skills outings, using
her communication
system on two
different occasions
2. Li-Na will initiate
communication with
workers in
community settings,
initiating two
responses in three
locations
Transition
Activities/Services
1a. Practice and expand
vocabulary on chosen
communication
device/system on a daily
basis
1b. Participate in group
conversations during lunch
periods and on daily outings
2a. Practice and expand
vocabulary on chosen
communication
device/system on a daily
basis
2b. Participate in group/oneon-one conversations during
community settings
3a. Find two bus routes
online that could be used for
transportation needs
3. Li-Na will use a
3b. Identify two taxicab/van
services in her community
Person/Agency
Involved
1a. Student, speech
therapist,
occupational
therapist, case
manager
1b. Student, speech
therapist,
occupational
therapist, case
manager
2a. Student, speech
therapist,
occupational
therapist, case
manager
2b. Student, speech
therapist,
occupational
therapist, case
manager
Date of
Completion/Achieved
Outcome
local transportation
service for persons
with disabilities to
travel to two
locations within the
county
3a. Student, case
manager
3b. Student, case
manager
IV. Adult Living Skills & Post-School Options (Goals based on skills for self-determination,
interpersonal interactions, communication, health/fitness, and the knowledge needed to successfully participate in
Adult Lifestyles and other Post-School Activities, i.e.: skills needed to manage a household, maintain a budget, and
other adult responsibilities)
Transition IEP
Goal(s)
1. Li-Na will
determine the
process for her
parents obtaining
legal guardianship
over her
2. Li-Na will apply
for a Medicaid
Waiver
Transition
Activities/Services
1a. Obtain guardianship
information from internet
1b. Contact lawyer to
begin/complete guardianship
process
2a. Identify necessary steps
to obtain a Medicaid Waiver
from internet
2b. Contact regional office
and submit and application
Person/Agency
Involved
Date of
Completion/Achieved
Outcome
1a. Parents, case
manager,
Massachusetts
Guardianship
Association
1b. Parents, case
manager,
Massachusetts
Guardianship
Association, legal
counselor
2a. Parents, case
manager, DMH
2b. Parents, case
manager, DMH
regional office
V. Related Services (Goals based on Related Services that may be required now to help a child benefit from
regular and special education and transition services, i.e.: speech/language, occupational therapy, counseling,
vocational rehabilitation training, or the planning for related services that the student may need access to as an adult)
Transition IEP
Goal(s)
1. Li-Na will
identify two
Transition
Activities/Services
1a. Contact vendors such as
Freedom Scientific, New
Person/Agency
Involved
1a. Student,
occupational
Date of
Completion/Achieved
Outcome
providers of
resources for a
consultation on what
is needed to achieve
optimum level of
independence in
communication and
environmental
control
Horizons, and Applied
Human Factors, Inc., to
investigate AT options
1b. Identify how to contact
local occupational and/or
speech therapist for
consultation services
1c. Utilize/expand AT used at
school and at home
therapist, case
manager, parents
1b. Student,
occupational
therapist, case
manager, parents
1c. Student,
occupational
therapist, case
manager, parents
VI. Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease
dependence on others)
Transition IEP
Goal(s)
Transition
Activities/Services
1. Li-Na will choose
clothing appropriate
for work and for
play on three
opportunities for
each of the two
situations
1a. Use AT devices to
communicate choices with a
variety of clothing to include
work and play clothes on a
daily basis
1a. Student,
occupational
therapist, speech
therapist, case
manager
2a. Use AT devices to
communicate choices with a
variety of actual objects to
include a lunch, snack foods,
clothing choices, and other
necessary items on a daily
basis
2a. Student,
occupational
therapist, speech
therapist, case
manager
2. Li-Na will assist
in packing her
backpack for work
by indicating
necessary items to a
caregiver in the
morning before
coming to
school/work two
mornings per week
for a semester
Person/Agency
Involved
Date of
Completion/Achieved
Outcome