Embedded Files
Requirement for students that will turn 16 years old during the IEP year.
Requirement for students that will turn 16 years old during the IEP year.
A. Student expressed an interest in the following career areas: Populated by what is documented in “Student expressed an interest in the following career areas”
B. Student's job preference at this time is: Populated by what is documented in “Student’s job preference at this time is”
Age Appropriate Transition Assessments
Age Appropriate Transition Assessments
Employment:
Training/ Education:
Other:
Assessment(s) are clearly listed.
IEP has a summary statement of the results of the specific formal/informal age-appropriate assessment(s) that support, as written, each MPG (i.e., information identifies strengths, preferences, and interests that support why the MPGs were selected). The summary statement clearly identifies which assessment provided the information used to write each MPG.
Actual classroom/job performance demonstrating required job skills for the MPG are summarized and used as informal assessment to support the MPGs.
Address what student in currently doing towards post graduation living.
Examples:
Student Interviews
Family Interviews
Interest and Career Inventories
ASVAB
Brigance - Transition Assessment
Independent Living Skills: Assessments needed: __ yes __ no (if yes indicate assessment type)
Student Strengths, Preferences, and Interests
Student Strengths, Preferences, and Interests
Load Sources of Information Regarding Transition:
Select where information on Transition came from.
If check box, then what was written in “Source of Information Regarding Transition:” will upload.
Details/Clarification: Document more information regarding transition assessments
Detailed information about assessments - what are strengths, what careers might align with strengths, etc.
If not write in “Source of Information Regarding Transition:” or want to add more information
Post Secondary Transition Goals
Post Secondary Transition Goals
Are measurable outcomes and completion could occur many years into the future, not just one year out.
Reflect student strengths, preferences & interests
C. Employment Goal:
After graduation, STUDENT will be a motorcycle mechanic for Harley-Davidson.
D/E. Training/Education Goal:
After graduation, STUDENT will enroll in the mechanical engineering program at ASU.
F. Independent Living Goal:
Only if student is in need of a goal
After graduation, STUDENT will live at home.
Coordinated Transition Services/Activities
Coordinated Transition Services/Activities
Complete section with as much detail as possible.
This is to be updated every year with new activities that relate to what the student needs to do to prepare for life after high school.
H. Student identified these high school courses of interest related to their post-secondary goals: This will be populated from Transition (Form H) that are currently being taken.
STUDENT wants to be a mechanic - needs to be in autos.
I. Recommendations to assist the student in meeting post-secondary goals: Can use bank for activities or type - make sure specific to student
Page updated
Report abuse