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Aspira LLC offers a structured educational program for students with disabilities.
We help students meet their academic needs while supporting transition planning. Services can be delivered at home, at school, in the community, or through a combination of these settings. Our program can also assist families who have signed or are considering signing a Home School Affidavit (or Notice of Intent under Utah Code § 53G-6-204). This affidavit declares parental responsibility for instruction, withdraws the student from public school in whole or in part, and grants an exemption from compulsory attendance in whole or in part.
Aspira collaborates with district- and school-level educational and special education directors, educators, staff, parent groups, community agencies, and resource providers to create a College and Career Readiness (CCR) plan that best serves the student.
Unlike single-subject tutoring, Aspira is a comprehensive program designed to help students earn Carnegie units toward a diploma while focusing on long-term educational outcomes and transition goals.
Program Structure & Requirements:
Our program is flexible and built around individualized, measurable goals that align with high school graduation requirements across three core instructional domains:
Ongoing Education and Training
Community Navigation
Vocational & Employment Readiness
Utah law requires transition planning to begin at age 14—earlier than the federal IDEA minimum of age 16. Transition services are coordinated, results-oriented activities designed to improve academic and functional skills, helping students transition from high school into postsecondary education, training, employment, and community life.
Key Transition Requirements
Starting Age: Transition planning must begin with the first IEP after the student turns 14 (or earlier if needed).
Duration: Services continue until the student earns a regular diploma or completes the school year in which they turn 21.
Required Components: The IEP must include measurable postsecondary goals based on age-appropriate assessments in education/training, employment, and independent living skills. It must also include coordinated activities, a course of study, and connections to adult service agencies when appropriate.
Instructional Domains
Ongoing Education and Training: Focuses on academic and functional skill development in reading, mathematics, and other core subjects tailored to the student’s specific outcome goal:
Higher Education or Postsecondary Readiness: Measured by performance on standards-based instruction, ACT/SAT/CASAS/Applied Tech/preparation, and placement testing.
Workplace Readiness: Measured by functional skills applied to real-world contexts, such as soft skills, reading and following written workplace instructions, understanding a paycheck, budgeting, and other financial literacy skills.
Community Navigation: Helps students identify and utilize community systems and resources aligned with their postsecondary goals. Support systems are tailored specifically to whether the student is pursuing higher education, postsecondary training, competitive employment, or other work environments.
Vocational & Employment Readiness: Focuses on foundational workplace competencies, including career exploration, professional conduct, resume writing, interview preparation, task completion, and on-the-job coaching.
Independent Living Skills: Addresses essential daily living skills needed for personal independence across all postsecondary pathways. Instruction covers budgeting, personal planning, household management, self-care routines, and time management. Skills are taught in context—for instance, managing dorm life and class schedules for college-bound students, or navigating work shifts and transportation for employed individuals.
Target Postsecondary Outcomes:
Instruction across these domains is designed to prepare each student for one of four primary pathways:
Higher Education: Certification, associate, four-year, or advanced degree programs.
Postsecondary Education & Training: Adult education, applied technology colleges, or community college certification programs.
Competitive Employment: Integrated, competitive-wage workforce placement.
Other Employment: On-the-job training and customized work opportunities.
Every enrolled student receives a personalized transition plan covering any or all domain areas. Each plan features a defined weekly instructional schedule, ongoing progress monitoring, and regular documentation. Instructional Services & Pricing can be seen at the Instructional Services & Pricing page or under the Home menu item at the top of this page.
Transportation (Optional — Billed Separately)
Transportation is available as an optional add-on service. It is not included in any instructional package. Optional Transportation can be seen at the Transportation page or under the Home menu item at the top of this page.
To reach out and discuss how I may be able to help you and your student(s), please
• E-mail me at: garywlacock@gmail.com or
• Text or call me at: (801) 360-7135.
Whether emailing, calling, or texting, please provide your name and a contact number I can use in our conversations about how I can help. Please see the Gary W. Lacock bio link, at the top right corner of this page, to learn about me, my professional qualifications, and my educational experience.