SEFB 420

Post-Secondary
Transition Plan
2016

Student Summary
Monica Taylor is a 17 year-old female student at High School in Texas. She is a junior
and plans to graduate in June of 2017. Monica is currently living with her mother and younger
brother. On her fathers side, she has nine brothers that she does not live with. However, she is
close with them and sees them occasionally on weekends. At home, Monica assists her mother
by washing dishes, cleaning up the house, and helping watch over her little brother. In her spare
time, she likes to watch TV, sleep, or hang out with her friends. Monica describes herself as
being very easygoing and feels that she is able to talk to anyone. She is very interested in hair
and makeup. Her mentor teacher, Ms. Angie Evans, says that Monica takes great pride in her
appearance. Monica sometimes has problems with her temper and can be quick to anger. This
has caused some issues at school and with her friends.
Monica has mentioned that she does not enjoy school and is just ready to graduate. Her
current classes include Fundamental English, Fundamental Algebra, Academic Success, and
Fundamental US History. She receives a hard copy of all class notes as a form of assistive
technology. Monica will take the STAAR test in all subjects next year. The STAAR will be
administered to her orally in a small group.
Previously, Monica worked at a local Taco Bell restaurant where she took food orders,
put meals together, and ran the cash register. She began working at Taco Bell in March of 2015,
but was then let go in October of 2015 because she had been late to work several times. She is
currently working at a Chicken Express restaurant and was hired in March of 2016. She has
assisted in working the drive-thru, working at the front counter, and putting together food orders.
Monica plans to live and work in the local area for a few more years after high school.
After graduation, she has planned to attend either Charles and Sues School of Hair Design or
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another similar vocational school, so that she can become a certified cosmetologist. In five to ten
years, Monica would like to possibly move to Atlanta, Georgia where she can open up her own
hair salon and be her own boss. She sees a lot of business growth potential in pursuing a career
as a hair stylist in Atlanta. If this plan was to fall through and she decided to pursue another
career, Monica has also expressed interest in possibly being a food critic.

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Transition Assessment
Citation: www.yourfreecareertest.com
Rationale:
The first test that was used to assess Monica was the High School Student Career Test
provided by www.yourfreecareertest.com. The assessment is conducted through 56 questions
where the student ranks their level of interest in certain fields. For example, Monica ranked
herself as being not interested in the maintaining or repairing of computers, but as being very
interested in motivating and encouraging other people to reach their goals. After the test is
submitted, the percentage for each field of career interest is then calculated based on how the
student ranks their interests. Recommended college courses and example careers can then be
found in the results section under each career field. This test was chosen because it would be able
to provide some more insight into her interests, as well as some extra options that could be
shown to Monica if she were to change her mind about becoming a cosmetologist.
Results:
The results of the Career Test were very intriguing. Monicas highest percentage of career
interest fell under Business Careers, in which her interest was calculated at 83%. Monica has
expressed several times that she is interested in opening up her own salon and this result
reinforced her future goal. The second highest percentage that Monica scored under was 67% in
an Education or Training career. If she were to be interested in this field, perhaps Monica would
like to teach cosmetology courses in a beauty school or community college. The third highest
interest score percentage was a 50% in Wellness and Athletic career.

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Citation: Hartley. (2001) A Strengths-Based Communication Model: Interpersonal Skills for the
Helping Relationship. Life Skills for Effective Living Activity.
Rationale:
The next assessment conducted with Monica was the Life Skills for Effective Living
Activity. It was decided that this assessment would be effective in seeing how Monica ranked her
current skill level in different categories that relate to independent skills on a scale of 1-5. The
student also ranked the importance of each category on the same scale. This assessment allowed
for Monica to evaluate herself in several areas to see what she is proficient in and what areas she
could work on before living independently.
Results:
Monica ranked herself as having a high current level of skill in the categories of learninghow-to-learn skills and communication skills. She also ranked the following categories of having
high importance: self-management skills, body-related skills, and skills related to small groups.
She will need to continue personal growth in the areas of body-related skills and selfmanagement.

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Citation: Source Unknown.

Rationale:
Next, a Job Site Interest Summary was conducted with Monica based on her interest in
working in a hair salon. This assessment was chosen to assess Monicas current ideas regarding
work in a hair salon. The summary allowed for Monica to think about what she would enjoy and
dislike about a similar job site.
Results:
Monica stated that doing hair relaxes me. I get to make others feel beautiful and I think
thats really fun. One potential issue that she has with working in a salon would be handling
other peoples criticism. For example, if a client did not like the way that Monica styled their
hair, Monica would not know how to react without getting angry in that type of situation. This is
something that she believes would be difficult for her to deal with, even after receiving job
training. Monica believes that she is currently able to dye, style, and cut hair effectively with the
skills that she has.

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Citation: Luckner, J.L. (1996) Juggling Roles and Making Changes. Teaching Exceptional
Children, 27.
Rationale:
The final informal assessment chosen for the student was the Personal and Professional
Goals Worksheet. This assessment was used to allow Monica to set her own goals and also to
evaluate her self-determination. The student was also able to establish possible resources and an
expectation date of when she believes her goals will be completed.
Results:
Monica made a list of three dreams: to do hair, have her own shop, and be the best
hairstylist in town. To be able to accomplish these things, Monica said that she needs to be able
to save up money to be able to pay for cosmetology school, research different vocational
programs in the area, and prepare for entering the work field. She expects to meet her goal of
becoming a cosmetologist within the year of 2017. Changes that Monica believes she needs to
make before achieving her goals are in her attitude towards other people and not being able to
hold her opinions in. This is something that she is currently working on within herself.

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Transition Outcomes
Education:
Monica has shared how she plans on becoming a hairdresser when she graduates from
high school in 2017. Her mentor teacher, Ms. Angie Evans, shared that she believed Monica
would be successful in this field because she takes pride in her appearance, especially her hair
and makeup. Monica plans to attend Charles and Sues School of Hair Design, where she can
receive certification in cosmetology. The curriculum is delivered through 1500 hours of
designated class time. The classes cover topics such as shampooing, hair coloring, manicuring,
and more. After graduating from the program, the Charles and Sues program offers assistance to
their graduates in helping them obtaining employment in a salon. This will be beneficial to
Monica in helping her find employment in her field, if she chose to attend the Charles and Sues
program. To gain acceptance into Charles and Sues or another similar vocational training school,
Monica must go through an enrollment and interview process.
Transition Outcome: After graduating from high school, Monica will enroll into a vocational
school to receive her certification in cosmetology.
IEP Goal: Within 12 months of graduating high school, Monica will enroll into a vocational
school to study cosmetology.
Timeline:
Research different vocational cosmetology programs in the area
Schedule an appointment with admissions services at the chosen vocational school
Apply to the chosen vocational school
Meet with an advisor upon admission
Enroll in cosmetology classes

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Employment:
Monica is currently working at a Chicken Express restaurant in the area. She is planning
to continue working here throughout the summer and her senior year of high school, so that she
can save up money for independent living expenses and her vocational schooling. She is happy
with her job and the amount of hours that she is currently working.
Transition Outcome: After high school graduation, Monica will maintain her current employment
at Chicken Express (or somewhere similar).
IEP Goal: From April 2016 through May 2018, Monica will maintain employment at Chicken
Express or find employment elsewhere, if necessary.
Timeline:
Continue working at Chicken Express
Begin job search process, if necessary
Independent Living:
Monica has expressed that she would like to move into an apartment with a roommate
after she graduates from high school in June of 2017. Before doing so, it is necessary that
Monica saves up her income from her current job so that she is able to pay for rent, utilities, and
other living expenses. It is also necessary that she improve her time management skills, money
management skills, and work on completing household chores effectively.
Transition Outcome: After graduation, Monica will live independently with a roommate.
IEP Goal: Within 12 months of graduating high school, Monica will live in an apartment or
house with a roommate.
Timeline:
Begin saving income for living expenses immediately
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Establish a reasonable amount to pay for monthly rent

Find a roommate
Begin house/apartment search
View houses/apartments within set budget
Sign a lease
Set up utilities, internet services, and cable (if applicable) for new address

Recreation/Leisure:
Monica does not yet have a drivers permit or a license. She will normally walk or
carpool when she has somewhere that she needs to go. Her mother, Terri Pratt, drives Monica to
and from school. Terri also takes Monica to and from work. Monica would like to receive her
drivers license, so that she is able to independently commute wherever she needs to go.
Transition Outcome: Prior to graduating from high school, Monica will receive a drivers license
within the state of Texas.
IEP Goal: By May 2016, with assistance from High School, Monica will receive a Texas drivers
license.
Timeline:
Sign up for drivers education course through High School
Receive valid permit
Complete all required driving hours
Study for written test portion
Practice driving for driven test portion
Pass all tests required for receiving a state of Texas drivers license

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Self-Advocacy Statement
Post-secondary Education:

Monica will tell her vocational instructors/professors that she needs a hard copy
of all class notes to be successful in class.

Employment:

Monica will approach her supervisor with any concerns that she may have in

working with others or learning a new task.

Monica will also approach co-workers to ask for any assistance or prompts when
needed in completing a task.

Independent Living:

Monica will approach a mentor, such as her mother or her current mentor teacher,
Ms. Evans, to work on her money management skills before moving into an

apartment or house with a roommate.

Monica will also need to work on her time management skills before living
independently. Monica will approach her roommate to establish the weekly
completion of household chores.

Recreation/Leisure:

Monica will need to warn others of her temper and that she is quick to anger.
When necessary, she will need to completely step away from heated situations or

confrontations.
Monica will also need to receive her state of Texas drivers license to be able to
travel to and from her job, school, and activities.

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Job Analysis Narrative

Monica has expressed great interest in pursuing a career in cosmetology and possibly
owning a hair salon one day. A current cosmetologist, Jessica Sanders, was interviewed about
different aspects of her career. When working in a hair salon, the cosmetologist is on their feet
for the majority of the day while doing hair. It is also a job that requires a lot of self-initiative
because all clients are unique and have different needs. There is little supervision in the salon,
but other stylists (co-workers) are open for questions or assistance with a task as needed.
Communication is very important in cosmetology because it is important to be able to understand
what the customer wants. The ability to be social while clients are in the salon also makes the
clients more comfortable and willing to return for future visits. A cosmetologists work schedule
is also based on his or her own time, so cosmetologists can take on as many or as little clients as
desired.
Overall, the job has the potential of matching well with Monica. She enjoys
communicating with others and does so well. She may enjoy the opportunity to plan her own
work schedule because she will have the ability to book as many or few hours appointments
desired. A potential concern would be Monicas problem with handling her temper. If a customer
did not like how Monica cut their hair or something similar, Monica may respond to criticism in
a negative way. After continuing to work on her anger issues, Monica will be able to continue
pursuing this career field.

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Student Progress Summary

Since beginning the transition planning process with Monica, she has gained employment at
a local Chicken Express restaurant. She was hired in March and has enjoyed working there.
Monica plans on saving the income that she earns in working for the next year, so that she will
be able to afford her living expenses and vocational classes after her high school graduation in
2017.
It was recently discovered that Monica will be given a car for her high school graduation.
This will be of great use to her as a source of transportation. She will begin working towards
getting her drivers license by November of 2016 through a drivers education course that is
offered at High School. Monica is passing all of her classes this semester and summer school will
not be necessary to allow her to go on the 12th grade. According to her mentor teacher Ms. Evans,
Monica turns in all assignments on time and needs little assistance in completing her work.
After completing and reviewing the job analysis, Monica is even more driven in pursuing
a career in cosmetology. She enjoyed learning about many of the benefits of a career in this
field, such as creating your own schedule and being able to interact with a variety of clients.
Monica has yet to begin taking the steps to lead towards completing her goals. However,
she is still a junior and many of the steps will not need to be completed until closer to the end of
her senior year of high school. Progress is being made in pursuing her goals and Monica will
soon begin to research vocational schools in the area to find the best cosmetology program for
her.
The next steps that Monica will need to complete in preparing for transition are clear. She
has begun to look into several of these steps, so that she will be prepared when it is time to meet
her set goals and timeline. There is a clear plan in place for Monica to follow, if she desires to

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stay on her current path towards getting certified to become a cosmetologist and living
independently with a roommate.

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