Jaclyn Fishler

SERP 403
4/12/16

Transition Plan (IEP)

Student Information
Student Name: Paulo Gomez
DOB: 07/10/1997
IEP Meeting Date: 04/23/2016
Previous IEP Meeting Date: 01/15/2016
Current Grade Level: High School Senior
Expected Graduation Date: 06/16/2016
Indicate the method used to invite the student to the transition meeting: The students name
was included on the invitation as participant to discuss transition services.
Age Appropriate Transition Assessments and Summary
Personal Interests: Paulo loves watching movies with his sister in his house. Paulo is also active
in the outdoors considering he enjoys raking leaves in the yard and sweeping the patio. One day,
Paulo expressed to his parents that he loved going to the Food City grocery store to job shadow a
man who collected carts and bagged groceries. Paulo was only supposed to observe the job, but
the employee he was shadowing allowed him to work with him as well. Paulo would ask his
teacher if he could go to the store even on days that he was not scheduled to go there. He would
sign, Me, work, store, please repeatedly.
Training Education: Paulo communicates through adapted sign language, gestures, words, and
vocalizations that his family and teachers understand, but his verbal skills have majorly
increased over the past six years. Paulo was born in the United States and he is capable of
speaking English and Portuguese fluently because his parents are originally from Brazil.
Employment: When Paulo helped the employee at the grocery store, he did a good job with
collecting the carts. However, he may need more training to bag groceries and when the man
gave him corrective feedback he was unresponsive. Paulo kept saying to himself Good job,
Paulo after he packed each bag, although the employee tried to show him a more efficient way
to pack the bags. Paulo is quiet and polite. The store manager may consider having Paulo work
part-time after he graduates because he was impressed with his work ethic.
Independent Living Skills: Paulos brother plays soccer and Paulo has picked up some soccer
skills from him, such as shooting the ball and passing to a teammate. He is also able to run very
fast.

TRANSITION ASSESSMENTS
Employment:
Employment-Related Questionnaire, Vocational/Occupational Assessment, Parent Report,
Student Report, Employers Evaluations, Preference Survey
Training/ Education:
Ohio Achievement Assessment, Teacher Progress Reports, IEP's
Other:
Parent Transition Planning, Student and Family Interview
Student Strengths, Preferences, Interests
Who provided information about student strengths, preferences, interests: Paulo, his
parents, and the school staff provided information about his strengths, preferences, and interests.
Was invitation of an outside agency considered? Were they invited? Did they attend? A
consent form was signed by Paulos guardian, signifying that the State Education Agency may
contact the JCC, A.C.H.I.E.V.E program, and the state and local Rehabilitation Services
Administration. In the file, there is invitation documents that a representative from the JCC,
A.C.H.I.E.V.E, and RSA were invited to attend the meeting.
Measurable Post-Secondary Goals
Training/Education Goal: Upon completion of high school, Paulo will enroll in functional skill
training through the A.C.H.I.E.V.E. Program. He will actively participate in the training two
times per week in his house and in the community to progress his functional communication
skills.
Training/Education Connected IEP Annual Goal: During the period of his IEP, Paulo will
demonstrate proper social skills during training for professional skills at a community vocational
training site. Given direct and explicit instruction on proper social skills, such as saying hello
and goodbye, taking turns, and reciprocating conversations, Paulo will demonstrate these skills
5 out of 7 opportunities.
Employment Goal: After graduation, Paulo will be given supports from the Tucson
Rehabilitation Services (TRS) to work 20-25 hours per week at the Food City grocery store.
Employment Connected IEP Annual Goal: Paulo will be given a demonstration of the
requirements for a list of jobs at a grocery store, including bagging groceries, deli serving, or
shelf stocking. Paulo will choose at least two jobs that he desires and he will shadow an
employee for each of the jobs by December, 2016.
Independent Living Goal: After graduation, Paulo will play soccer in a leisure soccer
association at the JCC.

Independent Living Connected IEP Annual Goal: Given the contact information and for the
JCC, Paulo will call the organization to request an application. Paulo will fill out the application
by writing his name, address, and the rest of his personal information with 95% accuracy by
December 2016.
Transition Services/Activities
Transition Area

Service/Activity

Recreational/leisur
e skills training
Functional
Communication
skills training
Employment skills
training
Self-advocacy
training

Soccer skills

Social skills
training

Person/Agency
Responsible
JCC

Start Date

End Date

June 25, 2016

August 13, 2018

Proper social
skills

A.C.H.I.E.V.E.

June 20, 2016

September 9,
2019

Jobs at Food
City
Being aware of
personal
information and
making
important phone
calls
Conversational
skills

TRS

June 22, 2016

August 5, 2018

TRS

June 22, 2016

August 5, 2018

A.C.H.I.E.V.E.

June 20, 2016

September 9,
2019

Courses of Study Support Goals and Activities

Course
Occupational
Development/Preparatio
n I, II, III, IV (3 Credits)
Leisure Essentials II, III
(2 Credits)
Communication in the
Community I, II, III (3
Credits)
Career Responsiveness
II, III, IV (3 Credits)

Year
2016

Year
2017

Year
2018

Year
2019

2016

2017

2018

2019

2016

2017

2018

2019

2016

2017

2018

2019

Transfer of Rights at Majority

The student and his/her parents were informed of the transfer of rights under Part B of IDEA

(except for a child with a disability whose rights remain with a court-appointed guardian).
Yes:
(Date):
Parent/Student Signatures