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Transition Plan

Transition Reflection
This semester I worked with a sophomore in high school to develop a transition
plan. I learned a lot throughout this transition process. I learned about interacting with
families, critical thinking, collaboration, and what I need to do to develop my skills.
Working with families is a huge part of transition planning. The families know the
student at home, which is a setting that is not typically seen by school personnel. When I
met with my students family, I learned a lot about him that I would not have otherwise
known. Something that I have had to learn is that all families are different. When I first
started working with families, I just naturally assumed that everyone had the same home
life and family experiences that I did. It is something that I had to work really hard to
overcome. This project helped me realize that families are very diverse.
Critical thinking was a huge part of this process. For example, choosing
assessments required critical thinking. I had to sit down and think about what I learned
about my student thus far and choose assessments that would provide the most benefit.
When I was administering the assessments, my student would ask for examples and
explanations. I had to use critical thinking to try and explain every day concepts my
student was unfamiliar with.
I was able to strengthen my collaboration skills throughout this project. I
collaborated with my student, his family, and his teachers. Collaboration was the most
prevalent when I was getting to know my student. I had to collaborate with many
different people to get to know my student. I also did a lot of collaboration with the
school and transition coordinator to find a time to meet with my student. I also tried to

alternate the times I met with my student each week, so I would not pull him out of the
same class each time.
Even after completing this project, there is still so much more I need to learn and
develop my knowledge in. I need to develop a better understanding of working with
agencies and helping point families to agencies. I have a basic knowledge of agencies in
the area, but there is much more I need to learn. I can further my knowledge by doing
extensive research about different resources that are in my area. Another area I need to
develop my knowledge in would be the area of collaboration. There were many times
throughout this project that I would just want to do something myself and get it done,
even when it required collaboration. My personality is that if I need something done, I
will just do it myself. This is something I have really had to work at this semester because
transition planning requires a lot of collaboration with all parties involved, and I could
not just do it myself. I think professional development is a great place to start
expanding my knowledge. There are multiple workshops and conferences offered each
year. I also think that most of the skills I need to build will come with experience.
This process was very beneficial for me and helped me grow as a special
education teacher. I learned a lot about collaboration, working with families, and critical
thinking. I also heightened my self-awareness about what I need to continue to work on
for my future in the classroom.

Student Summary
Cody is a 16-year-old male in the 10th grade. His parents adopted him from
Kazakhstan at a very young age. Codys eligibility for special education is intellectual
disability, executive dysfunction, ADHD, speech impediment, and OHI. In school, Cody
is placed in both general education and resource classrooms. Cody lives in a house with
his parents and younger sister. Codys personality seems very in between introverted and
extroverted. When meeting with teachers and transition coordinators he seems to be shy,
but when he is interacting with his peers he is more outgoing. He also seems to be very
passive in the sense that he goes with the flow of things.
Cody has a variety of interests. He really enjoys watching TV and hanging out
with his friends. His favorite shows are mainly on Nickelodeon. He also really likes
action movies, such as The Terminator and the Fast and Furious series. Hip-hop is Codys
favorite kind music to listen to. Cody looks forward to going out to eat with is parents
and reported that they go almost every day. He said his favorite restaurant is Napa Flats.
His favorite sport is hockey, and he hopes to become a professional hockey player.
Currently, Cody plays on a community hockey team.
Codys academic performance varied depending on the subject. In his reading
class, he was reported to read at an 8th grade level with 80 words per minute and 4 errors.
His reading teacher reported that he reads slowly and methodically. However, his
comprehension of passages is at 40%. Codys written language is below grade level. It
was reported that he is able to write simple sentences on a second or third grade level. He
also struggles with using the correct form while writing papers. In math, it was reported
that Cody is a very good student. His teacher of record was also his Algebra 1 teacher

during his freshman year. She stated that the consistency and repetitiveness of math is a
big advantage. Cody does well when things are consistent and not much change is
involved.
Cody has strengths and weakness both behaviorally and socially. Behaviorally,
Cody struggles in all of his classes. It was mostly reported that his language and tone are
inappropriate. He often uses profanity when he gets upset. His teachers are working with
him on closing his mouth and walking way when situations start to get tense. He
reported that he has a hard time when other students disrespect him; he does not like to
let them get away with it. Instead of deescalating the situation, it seems that he jumps
in with a response that escalates the situation. Since Cody has been at John Doe High
School, there have only been 3 behavior incidents reported. Two reports were for not
following directions and one was for skipping class. Socially, Cody seems to have a few
friends. He reported that he really enjoys hanging out with his friends on the weekends.
He also has many friends and teachers talking to him in the hallway between classes.
Behavioral and social skills are areas that have room for improvement with Cody.
Cody is on track to graduate with the Foundation High School Program with
Endorsement. This is a relatively new graduation plan, which is similar to the previous
minimum plan. His mom has not yet decided if she is going to let him graduate his senior
year or have him go through the 18+ program. Codys 8th grade year he took 4 STARR
tests: math, reading, science and social studies. He did not pass any of these exams, even
with second attempts on math and reading. The third attempt was waived. Codys
freshman year he took 3 accommodated STAAR End of Course Exams: Algebra I,
Biology, and English I. He took each of these exams twice and did not pass either time.

The third attempt will be in December. Codys final grades for his freshman year were all
over the place. He had 2 As, 2 Bs, and 2 Cs.
Codys post secondary goals are being a professional hockey player and having a
career in construction. Cody is on a community hockey team where he practices three to
four times a week. In order to reach his goal of becoming a construction worker, Codys
mom has been looking into different programs that will benefit Cody. She has also been
talking to a machinist at Local College who said Cody is welcome to come buy any time
for a tour or to ask questions. He plans to either attend a university or trade school to
develop a skill in construction science. His mom said that when he has a job, he would
need someone to make sure he is doing things properly. His mom said he tends to get in
a hurry because of his ADHD. Cody has expressed that he needs to learn more
independent living skills. He can cook a couple different types of food. His parents have
him doing different chores around the house that promote independent living. Cody is
aware of the financial responsibility he will have when he lives on his own, but he knows
he has much more to learn.
All in all, Cody seems to have an idea of what he wants to do when he graduates
from high school. His goal is to be a professional hockey player and get a degree in
construction science. He is very detail-oriented and likes when things are consistent.
Cody struggles academically, but has made significant progress in his classes. Cody
currently lives at home with his parents and is doing chores around the house that helps
him learn independent living skills.

Assessment Results Summary

About the Assessment

Purpose & Rationale

Name:

Purpose:

Life Skills for Effective

Living Activity

The purpose of this assessment

is to help students become
aware of their own abilities
and deficits related to daily life
and independent living. The
students are to rate their ability
and how important the task is
to them on a scale of 1-5.

Source:
Hartley, C. 2001. A StrengthsBased Communications
Model. Interpersonal Skills
for the Helping Relationship

Rationale:
This assessment was chosen
because more information was
needed on how well Cody was
able to perform different tasks,
and how highly he rated them.
It gave an insight to many
different areas of transition
planning.

Name:

Purpose:

Family Partners Training:

Soft Spots Activity

The purpose of this assessment

is to find out the students fears
and issues. The items consist
of phrases that the student is
supposed to finish.

Source:
Hartley, C. 2001. A StrengthsBased Communications
Model. Interpersonal Skills
for the Helping Relationship

Rationale:
This assessment was chosen to
better understand different
areas that Cody struggles with.
This assessment also helped
him become more self aware
of what he needs to work on.

Results of the Assessment

Through this assessment, it
was shown that Cody thinks
highly of health and fitness
and also does a great job of
practicing these skills. The
only exceptions are the
abilities related to sexual
expression and dancing. This
will be really useful to Cody
if he decided to peruse a
career in coaching. Cody also
values how-to skills very
highly. He ranked his ability
to perform these tasks
between 3 and 5. While still
not very low, the skills
related to small groups is
Codys lowest rated section.
He does not like being a
member of a group, but he
reported that he is able to
design, organize, and lead
small groups. It is apparent
that Cody is able to work in a
small group; he just does not
prefer it.
The result of this assessment
yielded that one of Codys
biggest issues is dealing with
the disrespect of others. He
has a difficult time dealing
with situations where people
are hurtful towards him. Cody
reported that he struggles with
organization and turning his
work in on time. Another part
of the assessment is for the
student to talk about what
they wish and what they
would change if they could.
The main thing Cody wants to
work on is being nicer to
people and being able to turn

Name:

Purpose:

This is How I See Myself

The purpose of this assessment

is to make the student aware of
what their behaviors, job
interests, and problem areas.
The criteria were high, soso, and low.

Source:
Public Schools, J. (n.d.).
Connections: A Transition
Curriculum for Grades 3
Through 6. Retrieved
December 1, 2015, from
http://sped.sbcsc.k12.in.us/PD
F Files/tassessments/
Employment/This is How I
See Myself.pdf

Rationale:
This assessment was chosen
for the purpose of
understanding exactly how
Cody sees himself in different
areas as they pertain to
transition.

Name:

Purpose:

Family Partners: Assessment

of Strengths Activity

The purpose of this assessment

is to make the students aware
of their own strengths and
abilities. The items consist of
phrases that the student is
supposed to finish.

Source:
Hartley, C. 2001. A StrengthsBased Communications
Model. Interpersonal Skills
for the Helping Relationship

Name:
Visual Transition Planning

Rationale:
This assessment was chosen to
help Cody become more aware
of his strengths and how they
will impact his life after high
school.
Purpose:
Visual transition planning is to
help the students think about
possible outcomes in the future
by utilizing all resources
available.

his work in on time.

Cody said that the behaviors
in this assessment were either
high or so-so. None of
them were low. The job
interest section was consistent
with what Cody has already
said he wants to do. He is
interested in working
outdoors, building services,
creative arts, and mechanical
and industrial. Cody also
stated that he does not work
well infer pressure and does
not like to meet deadlines. His
strongest areas were working
with people, animals, plants,
and machines. He also wants
regular work hours and to
help others.
One of the main ideas that
came from this assessment is
that Cody really enjoys
helping others and making
them feel better. He said he
works the best with people
when they respect him, but
people can always count on
him to trust them. These are
good traits for Cody to have
when he goes into secondary
education and the work place.

In this assessment, Cody

really thought about his goals,
future career interests,
strengths, and
accommodations. Cody states
that he is able to clean, help,
and build. His needs were
pre-written notes, and a
schedule. His preferences
were anything that was active.

Source:

Rationale:

Texas Project FIRST Home

Page - Created by parents, for
parents. (n.d.). Retrieved
October 7, 2015, from
http://www.texasprojectfirst.o
rg/

Cody seems to be a visual

learner. Therefore, this
assessment was chosen to lay
out Codys transition goals and
the steps necessary to achieve
them. It will also help in
developing IEP goals for the
remainder of Codys time in
high school.

Name:

Purpose:

O*Net Career Exploration

This assessment assesses the

career interests of a student. It
provides tasks that would be
completed at a specific job.
The student then chooses how
well they would like or dislike
doing the task. The end of the
survey provides the students
with the types of jobs that
would be the most interesting
to them.

Source:
O*NET Resource Center.
(n.d.). Retrieved October 14,
2015, from
http://www.onetcenter.org

Rationale:
This assessment was chosen to

Codys interests are hockey,

coaching, construction, and
landscaping. Cody was also
asked what accommodations
he would need to be
successful. He stated that he
would need advice from
professionals, and some form
of an internship. He reported
that he is involved in the IEP
process. During the desired
post school outcomes
section, Cody stated that he
wants to work in construction
or landscaping with a side job
of coaching. This is the first
time that coaching was
mentioned in the planning
process. Cody expressed that
his biggest independent living
goal is being able to pay his
bills when he lives on his
own. In the final section,
Cody took the goal that is
most important to him and
broke it down into smaller
goals. The goal he chose was
I want to be a construction
worker.
The results of the career
assessment match very well
with the career Cody has
already chosen for himself.
His biggest interests are in the
areas of being realistic,
artistic, social, and
enterprising. The highest
section was realistic, which
is very closely aligned with
construction science. It is
working hands on and is the
opposite of jobs that are
behind a desk. It was also
concluded that Cody likes
working outside, expressing
creatively, helping others, and

get a clear picture of what

careers would best fit Codys
interests and abilities.

Self-Advocacy Plan

taking risks.

Cody is a 16-year-old sophomore at John Doe High School. After graduation, he

plans to attend Local College and obtain a degree in construction science with a minor in
coaching. Cody has trouble staying organized and turning in assignments. Teachers have
often called his backpack a black hole. According to his mother and teachers, Cody
also has some trouble when interacting with peers. This is especially evident when his
peers start being disrespectful, as Cody puts it. When he encounters this, he retaliates
back by raising his voice and escalating the situation. Cody is starting to realize that the
best thing to do it brush it off and not give them a reaction, however he still struggles
with putting that into action. Codys mom has also mentioned that he will live
independently in another family-owned house after graduation. His biggest concern is
being able to pay his bills. For recreation and leisure, Cody really enjoys hockey. He
plans to continue playing after graduation.
Post-Secondary Education
Cody will register with the Local College disability services. Cody will provide
documentation of his disability to his professors. He will ask for pre-written notes of
class lectures.
Cody will also obtain a planner and write down all assignments and exams. He will keep
a binder for his classes that is organized by class and organize his papers and assignments
to ensure that nothing is lost.
Employment
Cody will advocate for himself and talk to his boss about his disability and provide
documentation. He will ask for a coworker to work closely with him to provide prompts
throughout the day as he is learning new job skills.
Independent Living
Cody will work with his family to create a budget that makes him feel comfortable about
living independently and paying his bills.
Recreation and Leisure
Cody will continue to play hockey after graduation without any supports.
Social Skills
Cody will learn to self regulate and not give his peers the reaction they look for when
saying hurtful things to Cody. He will move past the situation without raising his voice or
escalating the situation.

Desired Outcomes and IEP Objectives

Employment:
Outcome: Cody will get a job in the field of construction science while coaching ice
hockey on the side.
How the outcome was developed: This outcome was based on the results of Codys
career assessment outcomes and his preferences. Cody has expressed that he wants to
work in the area of construction and have an ice hockey coaching job on the side. It is
something that is of great interest to him. One support Cody will need in this job is
having someone available to direct him on what to do. This will be needed until Cody can
master the skill, which works best with repetition.
IEP Goal: By high school graduation, given a part time job, Cody will be able to list at
least 10 behaviors that lead to continuous employment.
Timeline of Progress:
1.
2.
3.
4.
5.
6.
7.

Take classes at Local College that work towards earning a construction degree.
Give full effort in his classes and get good grades
Graduate from Local College on time
Obtain job applications in both areas
Acquire letters of reccomendation
Apply for jobs that are in the field of construction science
Apply for an ice hockey coaching job

Education:
Outcome: Cody will attend a two-year college and obtain a degree in construction science
with a minor in coaching.
How the outcome was developed: Cody and his mother have both expressed serious
interest in Cody going to Local College. They have talked to a machinist to get more
information on the programs that Local College offers. Cody has also recently expressed
wanting to coach on the side, he said he loves to teach people how to play a sport and that
it is fun. Therefore, he would like to minor in coaching. The IEP goal was developed
because Cody has a hard time keeping his work organized. His backpack has been
referred to as a black hole. Cody needs prewritten notes and a schedule in order to help
him be successful and organized.
IEP Goal: By the end of the school year, given a binder with dividers, Cody will keep all
of his papers for school in order having zero late assignments in any given week.
Timeline of Progress:
1.
2.
3.
4.
5.
6.

Cody will talk to the counselor about switching in to construction classes

Cody will give full effort and attention in class to prepare for the future.
Research construction science programs at Local College.
Graduate high school in 2018
Apply to Local College College
Send in transcripts to Local College College

7. Meet with advisor to set up and register for classes.

8. Research a possible minor in coaching.
Independent Living:
Outcome: When living independently, Cody will maintain a budget and pay all of his
bills on time.
How the outcome was developed: Cody has said that one of his biggest concerns about
the future is being able to pay his bills. He would like to
IEP Goal: By the end of the school year, given a scenario budget that does not allow for
bills to be paid, Cody will be able to correct the problems and pay the bills without
assistance 4 out of 5 times.
Timeline of Progress:
1.
2.
3.
4.
5.

Apply for a job that relates to his degree in construction science

Begin working at a job that relates to the degree
Open a savings account with the bank of his choosing
Put roughly 20% of his paycheck each month into savings account
Build a budget to ensure all bills can be paid.

Recreation and Leisure:

Outcome: Within one month of graduation, Cody will join a community hockey team and
participate regularly.
How the outcome was developed: This outcome was developed because Cody loves to
paly hockey. He has said that he would like to continue to play even after he graduates
high school.
IEP Goal: By the end of the school year, given Codys continuous involvement in hockey,
he will apply for and join a team that is appropriate for his age and skill level.
Timeline of Progress:
1.
2.
3.
4.
5.

Research different hockey teams in the community that meet his needs
Apply for a team of his choosing
Join the team that he was accepted into
Get required materials for practices and game
Attend all practices and games

Job Analysis Summary

When Cody graduates from high school, he wants to obtain a degree in Construction
Science. He enjoys hands on work and building things. His parents report that he is good
with tools and loves working outside. According to Codys career assessment, he is very
realistic. He enjoys working with real world materials such as wood and metal. A job in
construction entails working with your hands and completing various construction jobs. It
requires frequent social interactions through collaboration. The job site is also a noisy
one. It requires minimal supervision along with lots of independent thinking and problem
solving.
The job matches vey well with what Cody wants in a job. There are a couple of areas
that did not match, such as the age of the coworkers, the ease of the job, and the
consistency of tasks. However, the physicality of the job, the timing, and the clothing
requirements were matches. He has strengths in tasks that require attention to detail,
which is what is expected of a construction worker. It also requires a lot of hands on
work, which is another strength of Codys. After the analysis, this job still seems to be a
good fit for Cody. Cody will continue to pursue this job for his future. The next step
would be to tour a job site and see what it is like first hand.

Student Progress Summary

Cody has made progress towards his goals throughout this semester. He has
gained knowledge on what he needs to achieve in order to be successful in his transition
out of high school. He has become self aware of his personal goals and dreams in the
areas of recreation and leisure, education, employment, and independent living.
There have not been any major changes or events in Codys life since the
beginning of this process. However, he started playing hockey more frequently. Since
September, Cody has begun playing in the games. This has been a great motivational tool
for him. It motivates him to work hard and finish his work and finish it well. According
to Codys mom, he has to maintain good grades in order participate in hockey. Another
change has been that Cody seems to be leaning more towards graduating with his peers in
2018. When first talking with Codys mother, it seemed like they were on the fence about
Cody graduating in 2018 or going to the 18+ program. The more Cody talked about his
goals, the more it seemed apparent that he will be graduating in 2018.
Overall, Codys goals have remained consistent through out the semester. Even
when doing assessments, his goal of wanting to work in construction has remained
consistent. It has also aligned very well with the assessments that were conducted. One
thing that has changed is that he decided to add coaching as a future job. While he still
wants to work in construction, he wants to have a job in coaching ice hockey on the side.
This is something that has interested Cody for a while because he loves ice hockey and he
loves helping people.
Timelines have been made for Cody to complete the goals that he has set for
himself. These goals have not been met, since Cody is only a sophomore. A lot of the

steps to complete these goals have not yet been completed. However, it has still been
helpful for Cody to see these goals and recognize what needs to be done when the time
comes. The goal Cody is currently working on is maintaining his grades so he can gain
acceptance into Local College. Cody has also gained more knowledge in the area of selfadvocacy. When this process first began, Cody was not very familiar with the topic. He
has become more self aware of what services and accommodations that he needs and how
to ask for them.
This process has been very beneficial for Cody. He has improved his
understanding of where he wants to be after graduation and has set many goals for
himself that are reasonable. His understanding of self-advocacy has increased and it will
benefit him greatly in the future.