Melanie Nelson Student Name: TRANSITION PLAN Doug Smith

I. IDENTIFY THE STUDENTS POSTSCHOOL VISION Doug likes to be around people. He has not expressed interest in attending school past the high school age, but does have an interest in working. He is not sure exactly what job he wants to have, but does like to work with animals, in retail, and in restaurants. Doug does not prefer jobs that have a high demand of physical labor. Employment is very important because he likes the idea of earning his own money and being around people at the same time. Doug would eventually like to live alone or with a roommate, and does not want to rely on his parents at all times to do things like drive him around to get to places. II. IDENTIFY THE STUDENTS TRANSITION GOALS 1. Career and Economic Self Sufficiency 1.1 Employment Goal: While working at Macys, Doug will fold and shelve all shirts, sweaters, and sweatshirts given to him during employed hours completing all steps of the task analysis with 100% accuracy for ten consecutive school days. While working at PetCo., Doug will clean out the dog cages and walk all of the dogs following safety procedures and completing all steps of the cleaning cages task analysis with 100% accuracy for ten consecutive school days. 1.2 Postsecondary Education Goal: N/A Doug did not express any interest in postsecondary education. Doug would like to work immediately after graduating, and does not want to further his education at this time. Therefore, a postsecondary education goal is not needed. 1.3 Financial/Income Needs Goal: Before grocery shopping, Doug will check his account to see how much money he has to then budget an amount to spend at the store. Doug will stay within his given budget when grocery shopping for ten consecutive school days. Bimonthly, Doug will deposit money into a checking account at his local bank following the banking procedures for six consecutive trials. 2. Community Integration and Participation 2.1 Independent Living Goal: Before grocery shopping, Doug will write a five or more item grocery list for following the ingredients of a recipe for ten consecutive school days. While making lunch, Doug will use the stove top and oven to make his food following 100% of the steps of the oven task analysis and safety procedures for ten consecutive school days.

Transition Plan

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Transportation/Mobility Goal: To and from school, Doug will independently use the public transportation system to arrive and school and home on time for ten consecutive school days. When bussing to and from recreation, Doug will be assisted to use the public transportation website to then independently choose which bus route to take to the location for ten consecutive school days. Social Relationship Goal: While at work, Doug will socialize with peers about work related topics and refrain from other topics, aside from his break, for ten consecutive school days. When given social situations, Doug will correctly identify when it is or is not appropriate to socialize with his peers for ten consecutive school days.

Recreation/Leisure Goal: During recreation time, Doug will walk on a treadmill at the gym for twenty consecutive minutes three days per week. During recreation and leisure time, Doug will independently identify an age appropriate activity of his choosing to participate in that activity for the entire time allotted for ten consecutive school days. 3. Personal Competence 3.1 Health/Safety Goals: Out in the community, Doug will identify all exit signs in multiple settings with 100% accuracy of all signs for ten consecutive school days. When grocery shopping and presented with a regular product and the same product with reduced sugars, Doug will choose the reduced sugar option for ten consecutive trials. Self-determination Goal: Throughout the school day, Doug will ask an adult for help when he is faced with a difficult or confusing task for ten consecutive trials. When given choices, Doug will independently choose what he wants to eat for lunch, where he wants to go for recreation, and what he wants to do as leisure for ten consecutive school days.

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III. STUDENTS COURSE OF STUDY Courses for Doug to take: Home Economics Class (focus on cooking and domestics, modified curriculum to meet his individual needs)- 1 hour Lunch (in lunchroom or out to eat depending on the day, modified to practice dollar up and recreation needs)- 1 hour Community Based Instruction (recreation, leisure, shopping, health and safety, learning to use public transportation)- 2 hours Vocational work (employment or an internship in a local retail establishment or working at a pet shop)- 3 hours Transition Plan p.2

Gym/Health Class (using the fitness center, learning about healthy food choices, modified curriculum as needed)- 1 hour

NEEDED TRANSTION SUPPORTS AND SERVICES 1. Instruction Doug will need modified written instructions for things like recipes and grocery lists so they include pictures or functional words that he knows. Doug will need a modified curriculum in his general education classes to meet his individual needs. 2. Related Services Doug will need a bus pass to get to all community settings during school hours. Doug will need staffed support while learning bus routes until support is faded and he is independent with the bus route. Doug will need a bus pass after he graduates from school, so he will need to be familiar with the public transportation system. Special Education Teacher Provider Person Berkeley High School Provider Agency Transportation Director, Special Education Teacher Provider Person Berkeley High School, City Transportation System Provider Agency Special Education Teacher or Aid Provider Person Berkeley High School Provider Agency Start Date End Date Start: 10th grade

End: 12th grade

Start: 10th grade

End: 12th grade

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Community Experiences Doug will need job site training at Macys. Doug will need job site training at PetCo. Doug will need to set up a bank account at the local bank. Doug will need to go shopping at Walmart. Doug will need to take the public transportation bus. Doug will be able to choose places to go to for leisure and recreation. He is able to go to various places as long as they are appropriate and along with bus route within reasonable walking distance. Doug will need an outside gym membership. 4. Employment Participate in transition assessments to find

Start: 10th grade

End: 12th grade

Special Education Teacher

Start: 10th Grade p.3

Transition Plan

out his interests and styles of learning. Doug will need a job coach to for on the site training in his jobs and internships to learn skills. Doug will participate in at least two job shadowings and/or internships. Doug will attend career fairs.

Special Populations Coordinator Provider Person Berkeley High School Provider Agency Special Education Teacher Representative from Group Home Facility Provider Person Berkeley High School Group Home Facility Provider Agency Special Education Teacher Provider Person Berkeley High School Provider Agency End: 12th Grade

5. Adult Living and Community Participation Doug will participate in extracurricular activities at Berkeley High School with his peers. Doug will need training in budgeting and living expenses. Doug will look into possible affordable postschool living arrangements in his community.

Start: 10th Grade

End: 12th Grade

6. Daily living skills Doug will need individualized instruction on healthy diets related to his sugar intake. Doug will need instruction and use of his personal bank account to learn budgeting techniques.

Start: 10th Grade

End: 12th Grade

Transition Plan

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