Final IEP Draft - cpg (1)
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WEST JUNIPER MIDDLE SCHOOL
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
IEP Meeting Date: 10/5/2023
Purpose of IEP Meeting : Initial
Annual Review
Amendment
Develop Transition Plan
Student Name: Berry Rogers
Date of Birth: 02/04/2010
GTID#
Eligibility Category(s): Other Health Impairment
Most Recent Eligibility Date(s): 05/01/2022
School: Juniper Middle School
Grade: 8th
School Year: 23-24 TEAM MEMBERS IN ATTENDANCE
REQUIRED MEMBERS
ADDITIONAL MEMBERS
Parent: Bloom Rogers
Name/Title: Sherry Kerry/ Reading Teacher
Parent: Flower Rogers (Grandparent)
Name/Title:
Doug Jones/ Science Teacher
Local Education Agency Representative (LEA): Robin Bird Name/Title:
Constance Giudici/ Language Arts Teacher
Special Education Teacher: Leaf Treeton
Name/Title:
Regular Education Teacher: Steven Stevenson
Name/Title:
Student (age 18 or if transition is being discussed): Berry Rogers
Name/Title:
Agency representative (responsible for transition services): Guisseppee Gerard
Name/Title:
I.
PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Student Strengths:
Berry is a 13 year old 8th grade student at West Juniper Middle School. In math, Berry enjoys answering questions and participating in class discussions. She does well when she can answer questions verbally. She benefits from having a positive relationship with her teachers. She does very well when she knows the teacher is trying to help her be successful. In Language Arts, Berry has strong reading comprehension skills when a story is read aloud in class. She also contributes to the class discussions concerning short stories we have read. Berry will get her work completed and do what needs to be done in class. The issue is not organization or defiance in my class, it is that she must have one-on-one help to read and write to complete the work most of the time. She is very smart, she just needs help reading and writing. In Science, she is good at asking questions and searching for the answers when she is on top of her actions and learning. She is good at copying down written vocabulary words but struggles when asked to use it in a sentence on her own. She is also good at advocating for herself. She is a leader and an asset to our class. All of her assignments are turned in by the end of the unit with a great deal of grace and extra chances. She will get them completed when given extra time during academic class.
Parent/Guardian Concerns:
Georgia Department of Education
Model Form July 2011
Grandmother attended the meeting. Her grandmother reported that Berry receives therapy from
a counselor and is seeing a psychologist. Her grandmother is mostly concerned about her reading. Her grandmother feels that her reading slipped in 7th grade. She is not currently taking any medications, but her doctors are discussing it. Berry’s grandmother wants her to read at home. Berry’s grandmother reports that her behavior at home is improving. Her family hopes she
will pursue veterinary technical school because she has mentioned an interest in it and loves taking care of animals. They understand there are classes in high school she can take to help her with this career path and are interested in getting the information.
Results of Most Recent Evaluations: The results from her most recent evaluation are as follows: Berry was administered 10 subtests from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a child's intellectual ability and 5 cognitive domains that impact performance. The five index scores are Verbal Comprehension, Visual Spatial Reasoning, Fluid Reasoning, Working Memory and Processing Speed. The results are as follows:
Verbal Comprehension VCI 84 14 78-93 Low Average Visual Spatial VSI 72 3 67-82 Very Low Fluid Reasoning FRI 91 27 84-99 Average Working Memory WMI 72 3 67-82 Very Low Processing Speed PSI 100 50 91-109 Average Nonverbal NVI 79 8 74-86 Very Low General AbilityGAI 78 7 73-85 Very Low Cognitive Proficiency CPI 82 12 76-90 Low Average
Full Scale IQ FSIQ 76 5 71-83 Very Low
The Wechsler Individual Achievement Test, Fourth Edition (WIAT-IV) was used to measure Berry's academic achievement using a standardized format. The WIAT-IV is an academic achievement was measured with the Wechsler Individual Achievement Test – Third Edition and the Kaufman Test of Educational Achievement – Third Edition. These tests measure academic skills in the areas of reading, mathematics, spelling, and writing. Reading 59 Low Word Reading 52 Very Low Reading Comprehension 65 Low Spelling 62 Low Sentence Composition 68 Low Mathematics 70 Below Average Math Problem Solving 64 Low Numerical Operations 81 Below Average Basic Reading 60 Low Pseudoword Decoding 58 Low Phonemic Proficiency 64 Low Word Reading 52 Very Low Decoding 58 Low Georgia Department of Education
Model Form July 2011
Pseudoword Decoding 58 Low Word Reading 52 Very Low Math Fluency 77 Below Average Math Fluency- Addition 77 Below Average Math Fluency- Subtraction 80 Below Average Math Fluency- Multiplication 86 Average Phonological Processing 63 Low Pseudoword Decoding 58 Low Phonemic Proficiency 64 Low Orthographic Processing 56 Low Orthographic Fluency 46 Very Low Spelling 62 Low Dyslexia Index 56 Low Word Reading 52 Very Low Pseudoword Decoding 58 Low Orthographic Fluency 46 Very Low
In order to obtain information regarding Berry's behavior at school and at home, the Behavior Assessment System for Children, Third Edition (BASC-3) was completed by her mother, Ms. Rogers and special education teacher, Mr. Ciesielski. The BASC-3 is a multidimensional approach to evaluating the behavior of
children and adolescents. It measures numerous aspects of behavior and personality. Berry's functioning was assessed through three broad Composites: Externalizing Problems, Internalizing Problems, and School Problems. Externalizing Problems Clinically Significant (Parent) Average (Teacher) Hyperactivity Clinically Significant (Parent) Average (Teacher) Aggression Clinically Significant (Parent) Average (Teacher) Conduct Problems Clinically Significant (Parent) Average (Teacher) Internalizing Problems Clinically Significant (Parent) Average (Teacher) Anxiety Clinically Significant (Parent) Average (Teacher) Somatization Average (Parent and Teacher) School Problems Clinically Significant Attention Problems Clinically Significant (Parent) At-Risk (Teacher) Learning Problems Clinically Significant (Teacher) Behavioral Symptoms Clinically Significant (Parent) Average (Teacher) Atypicality Clinically Significant (Parent) Average (Teacher) Withdrawal Clinically Significant (Parent) Average (Teacher) Adaptive skills Clinically Significant (Parent) At Risk (Teacher) Current Grades: MA: 93 SC: 72 SS: 77 LA: 92 Advance Conditioning: 100 Reading Connections: No grade yet
Georgia Department of Education
Model Form July 2011
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Academic, Developmental, and Functional Needs:
She is currently served in the small group setting for Math, Science, Language Arts, and Reading. She is in Supportive Social Studies. Her most recent eligibility was on 12/1/2020 and was found eligible in the area of Other Health Impairment. She was recently (11-30-20) diagnosed with Attention-Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Generalized Anxiety Disorder, and Persistent Mood Disorder. She is not currently taking any medications.
Impact of the disability on involvement and progress in the general education curriculum (for preschool, how the disability affects participation in appropriate activities):
Berry's weaknesses in word reading, decoding, fluency, and phonological processing make it challenging for Berry to access grade-level curriculum without supports and accommodations. She is in general education classes for two class periods. Berry is in small group classes for four classes including Math, Science, Language Arts, and Reading so that she may receive the supports
and accommodations she needs related to the above weaknesses. She receives para support in her general education Social Studies class.
II.
CONSIDERATION OF SPECIAL FACTORS
a)
Does the student have behavior which impedes his/her learning or the learning of others?
Yes
No
If yes, consider the appropriateness of developing a Behavior Intervention Plan.
Behavior Intervention Plan developed?
Yes
No
Refer to Behavior Intervention Plan for additional information.
b)
Does the student have Limited English proficiency?
Yes
No
If yes, consider the language needs as related to the IEP and describe below.
c)
Does the student have blindness/visual impairment?
Yes
No
If yes, provide for instruction in Braille and the use of Braille, unless the IEP Team determines that instruction in Braille is not appropriate for the student after an evaluation of the student’s reading and writing skills, needs, and appropriate reading and writing media, including evaluation of future needs for instruction in Braille or the use of Braille. Describe below.
d)
Does the student have communication needs?
Yes
No
If yes, consider the communication needs and describe below.
e)
Is the student deaf or hard of hearing?
Yes
No
If yes, consider and describe the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the student’s language and communication mode. Describe communication needs below.
f)
Does the student need assistive technology devices or services?
Yes
No
If yes, describe the type of assistive technology and how it is used. If no, describe how the student’s needs are being met in deficit areas. g)
Does the student require alternative format for instructional materials?
Yes
No
If yes, specify format(s) of materials required below.
Braille
Large type
Auditory
Electronic text Georgia Department of Education
Model Form July 2011
Audio (electronic)
III.
MEASURABLE ANNUAL GOALS
Measurable Annual Goals:
Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability.
Criteria for Mastery
Method of
Evaluation
Progress At Reporting Period
1
(date)
2
(date)
3
(date)
4
(date)
Georgia Department of Education
Model Form July 2011
1.
Category: MATH Area: Algebra Annual Goal: By October 2024, Berry will demonstrate comprehension of math skills involving multi-step tasks with a minimum average of 75% 4 out of 5 trials.
Objective 1: Given a multi-step problem (using rational of irrational numbers, integers, and/or exponents), Berry will determine the needed operations, solve the problem, and interpret the solution with 75% accuracy on 4 of 5 work samples.
75 % Accuracy
4 out of 5 trials
75 % Accuracy
4 out of 5 trials
Data
Collection
Data
Collection
10/4/2024
10/4/2024
2.
Category: READING Area: Early Literacy Annual Goal: By the end of the IEP date, Berry will improve basic reading/ decoding skills by mastering the following short term objectives. Objective 1: Given 15 non contextualized CVC, CCVC, CVCC and/or CVCe words at Berry's instructional level, she will correctly decode 80 percent 8 out of 10 trials based on teacher notes and charting. Objective 2: Berry will utilize decoding and context clue strategies to understand unfamiliar words when reading (orally/silently) content area texts with decreasing adult assistance in 8 out of 10 with 80% accuracy.
80 % Accuracy
8 out of 10 trials
80 % Accuracy
8 out of 10 trials
80 % Accuracy
8 out of 10 trials
Data
Collection
Data
Collection
Data
Collection
10/4/2024
10/4/2024
10/4/2024
3.
Category: READING Area: Comprehension Annual Goal: By October 2024, Berry will comprehend an upper elementary level text when read aloud to her by scoring a minimum of 80% on 4 of 5 work samples as measured by teacher of record.
Objective 1: Given an upper elementary level appropriate text,
student will use evidence to answer comprehension questions by scoring a minimum of 80% on 4 of 5 work samples as measured by teacher of record.
80 % Accuracy
4 out of 5 work
samples
80 % Accuracy
4 out of 5 work
samples
Data
Collection
Data
Collection
10/4/2024
10/4/2024
Georgia Department of Education
Model Form July 2011
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4.
Category: SOCIAL/EMOTIONAL/BEHAVIORAL Area: Behaviors related to successful learning Annual Goal: By October 2024, Berry will independently stay on task as directed by teacher on 9 of 10 observations per 9-
week period as documented on teacher assigned data sheets.
Objective 1: When given an independent task to complete, Berry will demonstrate on task behavior (keeping her head up,
following directions, writing (or typing) information related to the material when the teacher instructs the class to do so; having out all appropriate materials) 90% of the time, for all classes, as measured by a momentary time sampling procedure, for 9 consecutive weeks.
90 % Accuracy
9 out of 10
observations
90 % Accuracy
Time sampling
over 9 consecutive
weeks
Data
Collection
Data
Collection
10/4/2024
10/4/2024
5.
Category: WRITTEN LANGUAGE Area: Paragraph Development Annual Goal: By October 2024, Berry will improve her written language by mastery of the following short term objective.
Objective 1: When given a writing prompt, Berry will write a 4 to 5 sentence paragraph with a main idea, supporting details, and complete sentences using speech to text 4 out of 5 work samples as measured by the content area teacher each 9 weeks.
60 % Accuracy
4 out of 5 work
samples
60 % Accuracy
4 out of 5 work
samples every 9
weeks
Data
Collection
Data
Collection
10/4/24
10/4/24
REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
Every 9 weeks with report card.
IV.
MEASURABLE ANNUAL GOALS & SHORT TERM OBJECTIVES/BENCHMARKS
Academic and/or functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum or to meet each of the child’s other educational needs that result from the disability.
MEASURABLE ANNUAL GOAL:
_______
1) By October 2024, Berry will demonstrate comprehension of math skills involving multi-step tasks with a minimum average of 75% 4 out of 5 trials. 2) By the end of October 2024, Berry will improve basic reading/ decoding skills by mastering the following short term objectives. 3) By October 2024, Berry will comprehend an upper elementary level text when read aloud to her by scoring a minimum of 80% on 4 of 5 work
Georgia Department of Education
Model Form July 2011
samples as measured by teacher of record. 4) By October 2024, Berry will independently stay on task as directed by teacher on 9 of 10 observations per 9-week period as documented on teacher assigned data sheets. 5) By October 2024, Berry will improve her written language by mastery of the following short term objective.
Short term objectives/benchmarks: Measurable, intermediate steps or targeted sub-skills to enable student to reach annual goals.
Criteria for Mastery
Method of
Evaluation
Progress At Reporting Period
1
(date)
2
(date)
3
(date)
4
(date)
MATH - By October 2024, given a multi-step problem (using rational of
irrational numbers, integers, and/or exponents), Berry will determine the needed operations, solve the problem, and interpret the solution with 75% accuracy on 4 of 5 work samples
75 % Accuracy
4 out of 5 trials
Data
Collection
10/4/2024
READING LITERACY - Objective 1: Given 15 non contextualized CVC, CCVC, CVCC and/or CVCe words at Berry's instructional level, she will correctly decode 80 percent 8 out of 10 trials based on teacher
notes and charting. Objective 2: Berry will utilize decoding and context clue strategies to understand unfamiliar words when reading (orally/silently) content area texts with decreasing adult assistance in 8 out of 10 with 80% accuracy.
80 % Accuracy
8 out of 10 trials
Data
Collection
10/4/2024
READING COMPREHENSION - Objective 1: Given an upper elementary level appropriate text, student will use evidence to answer comprehension questions by scoring a minimum of 80% on 4 of 5 work samples as measured by teacher of record.
80 % Accuracy
4 out of 5 work
samples
Data
Collection
10/4/2024
SOCIAL/EMOTIONAL/BEHAVIORAL - Objective 1: When given an independent task to complete, Berry will demonstrate on task behavior
(keeping her head up, following directions, writing (or typing) information related to the material when the teacher instructs the class
to do so; having out all appropriate materials) 90% of the time, for all classes, as measured by a momentary time sampling procedure, for 9 consecutive weeks.
90 % Accuracy
9 out of 10
observations
Data
Collection
10/4/2024
Georgia Department of Education
Model Form July 2011
WRITTEN LANGUAGE - Objective 1: When given a writing prompt, Berry will write a 4 to 5 sentence paragraph with a main idea, supporting details, and complete sentences using speech to text 4 out of 5 work samples as measured by the content area teacher each 9 weeks.
60 % Accuracy
4 out of 5 work
samples every 9
weeks
Data Collection
10/4/2024
REPORT OF STUDENT PROGRESS
When will the parents be informed of the child’s progress toward meeting the annual goals?
Every 9 weeks with report card
Georgia Department of Education
Model Form July 2011
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V.
STUDENT SUPPORTS
To advance appropriately toward attaining annual goals; to be involved and progress in the general curriculum; to be educated and participate with other children in academic, nonacademic and extracurricular activities, the following accommodations, supplemental aids and services and/or supports for school personnel will be provided:
Instructional Accommodations
* Audio Text to Speech (TT-S)/Read directions and items only in English following guidelines and requirements. * Test administered by certified educator familiar to student * Extended time up to 1.5 times (time and one half) the time typically allotted
* Small group * Extended time on assignments and to be turned in without penalty
* Allow speech to text or oral response to writing prompts * Reduce number of questions needed to show mastery on standard * Check work frequently for understanding * Preview/review new vocabulary words * Break large amounts of information into chunks * Graphic organizers for writing * Use of a calculator * Use lots of praise and encouragement.
Classroom Testing Accommodations
* Audio Text to Speech (TT-S)/Read directions and items only in English following guidelines and requirements. * Test administered by certified educator familiar to student * Extended time up to 1.5 times (time and one half) the time typically allotted * Small group
Supplemental Aids and Services
* Speech to text and word prediction software, such as Read & Write, should be incorporated into daily academic assignments and tasks.
Supports for School Personnel
None needed
VI.
ASSESSMENT DETERMINATION FOR DISTRICT AND STATEWIDE ASSESSMENTS FOR GRADES K-12
a)
The student will participate in the following regular required assessments (Each state mandated test and subtest must be considered individually and documented below).
Specific Testing Accommodations (Accommodations used for assessment must be consistent with accommodations used for classroom instruction/testing and specified in the IEP. Some accommodations used for instruction may not be allowed for statewide assessment. Refer to the GaDOE Student Assessment Handbook for the only allowable accommodations. Conditional accommodations are only allowable for students who meet eligibility criteria.) All subtests must be considered individually. If the CRCT-M is considered, the Participation Guidelines for the CRCT-M must be completed and attached.
Test
Subtest
Setting
Timing/Scheduling
Presentation
Response
None, Standard or Conditional
GA Milestones End of Grade Small group
Extended time
up to 1.5
Audio Text to
Speech
Standard
Georgia Department of Education
Model Form July 2011
Online/English Language Arts (ELA)
(Standard)
times (time
and one half)
the time
typically
allotted
(TT-S)/Read
directions and
items only in
English following
guidelines and
requirements.
Test administered
by certified
educator familiar to
student
GA Milestones End of Grade Online/High
School Physical Science(Standard)
Small group
Extended time
up to 1.5
times (time
and one half)
the time
typically
allotted
Audio Text to
Speech
(TT-S)/Read
directions and
items only in
English following
guidelines and
requirements.
Test administered
by certified
educator familiar to
student
Standard
GA Milestones End of Grade Online/Mathematics (Standard)
Small group
Extended time
up to 1.5
times (time
and one half)
the time
typically
allotted
Audio Text to
Speech
(TT-S)/Read
directions and
items only in
English following
guidelines and
requirements.
Test administered
by certified
educator familiar to
student
Standard
Georgia Department of Education
Model Form July 2011
GA Milestones End of Grade Online/Social Studies(Standard)
Small group
Extended time
up to 1.5
times (time
and one half)
the time
typically
allotted
Audio Text to
Speech
(TT-S)/Read
directions and
items only in
English following
guidelines and
requirements.
Test administered
by certified
educator familiar to
student
Standard
b)
The student will participate in the Georgia Alternate Assessment (GAA)
Yes
No
If yes, provide a statement of why the child cannot participate in regular required assessment.
SPECIAL EDUCATION:
Instruction/Related Services in General Education Classroom/Early Childhood Setting
Options
Considered
Frequency
Initiation of Services
(mm/dd/yy)
Anticipated
Duration
(mm/dd/yy)
Provider Title
Content/Specialty Area(s)
Consultative
Collaborative
Co-teaching
x
Supportive Services
Supportive Instruction
5 - 1Hr sessions Weekly
10/6/2023
7/31/2024
Paraprofessional
Social Studies
Related Services
Georgia Department of Education
Model Form July 2011
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VII.
SPECIAL EDUCATION: Instruction/Related Services Outside of the General Education Classroom
Options
Considered
Frequency
Initiation of Services
(mm/dd/yy)
Anticipated Duration
(mm/dd/yy)
Provider Title
Content/Specialty Area(s)
Separate Class
5 - 1Hr sessions Weekly
10/6/2023
7/31/2024
Sp Ed Teacher
Mathematics
5 - 1Hr sessions Weekly
10/6/2023
7/31/2024
Sp Ed Teacher
Science
5 - 45Min sessions Weekly
10/6/2023
7/31/2024
Sp Ed Teacher
Reading
1 - 45Min sessions Weekly
10/6/2023
7/31/2024
Sp Ed Teacher
Social Skills/Study
Skills
5 - 1Hr sessions Weekly
10/6/2023
7/31/2024
Sp Ed Teacher
Language Arts
Separate School
Home Instruction
Residential
Hospital/Homebound
Supportive Services
Related Services
VIII.The explanation of the extent, if any, to which the child will not participate with peers without disabilities in the regular class and/or in nonacademic and extracurricular activities:
Berry will spend the remainder of 8th grade in small group Math, Science, Language Arts, ELT, and Reading to better address her goals and objectives. In 9th grade, she will be in small group for Math, Science, Language Arts, Reading, and Social Studies.
Georgia Department of Education
Model Form July 2011
Transition Plan
Name:
Berry Rogers
Projected date of Graduation:
5/26/2028
Date of Initial Transition Program
Development: 10/6/2023
Update: 10/4/2024
Preferences, Strengths, Interests and Course of Study based on Present Levels of Performance and Age Appropriate Transition Assessments
(
Areas for consideration include course of study, post-secondary education, vocational training, employment, continuing education, adult services and community participation)
Berry is a 13 year old 8th grader at West Juniper Middle School. She is currently taking Math, Science, Social Studies, Language Arts, Advanced Conditioning, and Reading Connections. Berry is interested in taking her core classes in high school along with PE, Health, and Weight Lifting. Berry would like to graduate high school with a general education diploma. Berry is interested in attending a four year university to become a veterinarian or entrepreneur once she graduates high school. Berry is concerned about the transition to high school. She would like help with making good grades, completing her classwork, following her new schedule, learning new procedures, and lunch. Berry stated she has an IEP because she needs support with Reading. She stated the accommodations that help her best in the classroom are "read to write, the teacher reading to me, spelling the word for me, extra time for tests and classwork, smaller groups and not such a big class." Berry feels her strengths are in Math, understanding what she reads, communicating with others, behavior, and organization. She feels her weaknesses are in Math, Reading, and Writing. Over the next year, Berry would like to improve her reading skills and learn more about animals and cooking. Outside of school, Berry enjoys participating in wrestling, soccer, and track. Her favorite activities are gaming and to sleep. She likes to attend school events such
as wrestling matches, soccer games, and basketball games. She also likes to attend community events such as fairs. Berry stated she completes chores at home
such as cleaning her room and bathroom, doing the dishes, and cleaning the stairs. She stated she can do these chores independently. Berry stated she can also
cook meals such as hamburgers, and seafood, lasagna, and fried chicken, rice and salmon.
Georgia Department of Education
Model Form July 2011
Desired Measurable Post-Secondary/Outcome Completion Goals (These goals are to be achieved after graduation and there must be a completion goal for Education/Training and Employment )
Education/Training
– After graduation, Berry will attend a four year college to study in the veterinary program. Employment - After graduation, the student will Berry will obtain a job as a veterinarian.
Independent Living (as appropriate) – After graduation, Berry will live in an apartment with one or more roommates.
Based on age appropriate transition assessments, in the spaces below, include measurable Transition IEP Goals and Transition Activities/Services appropriate for the child’s post-secondary preferences, strengths and needs. Note: There must be at least a measurable Transition IEP Goal to help the child reach each of the desired Measurable Post-Secondary/Outcome Completion Goals.
Education/Training
(Goals based on academics, functional academics, life centered competencies or career/technical or agricultural training needs and job training.)
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1: During high school registration, Berry will identify
two elective classes of interest in which to register for next school year.
Goal 2: During high school registration, Berry will identify
which career pathway she would like to complete and register for the classes needed from that career pathway.
1a. Meet with a case manager to review and discuss classes available.
1b. Investigate requirements of each class of interest.
1c. Register for class.
2a. Meet with a case manager and counselor to discuss career pathways available.
2b. Investigate requirements for each career pathway.
2c. Register for required classes of chosen pathway.
1. Student, Case Manager
2. Student, Case Manager, Counselor
Goal 1 Target Completion: 8/2024
Goal 2 Target Completion: 8/2024
Development of Employment (Goals based on occupational awareness, employment related knowledge and skills and specific career pathway knowledge and skills.)
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1: Berry will identify 3 jobs of interest and list 4 prerequisites of each
Goal 2: Berry will visit local veterinary offices and inquire
about volunteer opportunities. 1a. Access Internet and search for occupations of interest. 1b. Identify 3 job titles and create a chart.
1c. For each job, list the qualifications needed to become employed (education level, skills needed, job outlook, etc.).
1d. Print out all information found on computer, enter information in chart, and share with case manager and
family.
1a. Student, Counselor 1b. Student, Counselor
1c. Student, Counselor
1d. Student, Parents, Case Manager
2a. Student, Parent
Goal 1 Target Completion: 3/2025
Goal 2 Target Completion: 4/2025
Georgia Department of Education
Model Form July 2011
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2a. Visit and tour local veterinary offices.
2b. Inquire about volunteer opportunities. 2c. Request a volunteer application if available and interested.
2b. Student
2c. Student
Community Participation (Goals based on knowledge and demonstration of skills needed to participate in the community (e.g., tax forms, voter registration, building permits, social interactions, consumer activities, accessing and using various transportation modes.))
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1: At the beginning of her 9
th
grade school year, Berry will identify 3 clubs that she may be interested in joining next school year and join 1 chosen club.
Goal 2: Berry will identify 3 local organizations that she may be interested in volunteering and volunteer at one chosen organization. 1a. Locate description of clubs available at school.
1b. Choose 3 that are of the most interest.
1c. Contact the club sponsor to obtain more information about each club.
1d. Attend the first informational meeting of the school year for one club.
1e. If interested, join the club.
2a. Research local organizations of interest who need volunteers.
2b. Choose 3 that are of the most interest.
2c. Contact the organization to obtain more information
about each organization.
2d. Choose 1 organization and volunteer.
1. Student, Parent, Case Manager
2. Student, Parent
Goal 1 Target Completion: 9/2024
Goal 2 Target Completion: 12/2024
Adult Living Skills & Post School Options (Goals based on skills for self-determination, interpersonal interactions, communication, health /fitness and the knowledge needed to successfully participate in Adult Lifestyles and other Post School Activities (e.g. skills needed to manage a household, maintain a budget and other responsibilities of an adult.)
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1: After graduating high school, Berry will develop a monthly budget for herself to be able to maintain independently. Goal 2: Berry will prepare one meal a week for her family.
1a. Write a list of must haves each month including electricity, water, housing etc.
1b. Estimate with the assistance of an adult the cost per item within the budget.
1c. Practice writing checks and paying bills within a timely fashion.
2a. Identify recipes/ingredients needed to complete the
meal.
2b. Make a grocery list of needed ingredients
2c. Go grocery shopping.
2d. Prepare the meal.
1a-c. Student, Case Manager, Parent
2a. Student, Parent
2b. Student 2c. Student, Parent
2d. Student
Goal 1 Target Completion: 3/2028
Goal 2 Target Completion: 11/2024
Georgia Department of Education
Model Form July 2011
Related Services (Goals based on Related Services that may be required now to help a child benefit from regular and special education and transition services (e.g., speech/language, occupational therapy, counseling, vocational rehabilitation training or the planning for related services that the individual may need access to as an adult.)
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1. Berry will meet with the occupational therapist to
discuss a plan for continued services once she graduates from high school.
Goal 2. Berry will have an initial meeting with the Vocational Rehabilitation coordinator to discuss post-
graduation options and what services are available to her. 1a. Make a list of questions
1b. Meet with the occupational therapist
2a. Contact the coordinator to set up a meeting time.
2b. Make a list of questions.
2c. Meeting with the Vocational Rehab Coordinator
1a-b. Student, Occupational Therapist, Parent
2a-c Student, Parent, Case Manager, Vocational Rehab Coordinator
Goal 1 Target Completion: 5/2025
Goal Target 2 Completion: 1/2025
Daily Living Skills (Goals based on adaptive behaviors related to personal care and well-being to decrease dependence on others.)
Transition IEP Goal(s)
Transition Activities/Services
Person/Agency Involved
Date of Completion/
Achieved Outcome
Goal 1: Berry will develop a daily schedule to help with her transition to high school.
Goal 2: Berry will identify and complete 3 daily chores without reminders at home.
1a. Make a list of tasks that must be completed daily.
1b. List the time needed to complete each task.
1c. Develop a schedule that will provide the needed time to complete each task.
1d. Display the schedule in Berry’s room. 2a. Identify 3 chores for which Berry would like to be responsible.
2b. Add the completion time for the chores in the daily schedule.
3b. Complete chores daily without reminders.
1a. Student, Case Manager, Parent
1b. Student, Case Manager, Parent
1c. Student, Case Manager
1d. Student, Parent
2a. Student, Parent
2b. Student, Parent
2c. Student
Goal Target 1 Completion: 8/2024
Goal Target 2 Completion: 9/2024
TRANSFER OF RIGHTS (Required by age 17):
Berry Rogers
was informed on
10/5/2023
of his/her rights, if any, that will transfer at age 18.
Name
Date
RIGHTS WERE TRANSFERRED (Required by age 18):
Berry Rogers
was informed on
2/4/2027
of his/her rights.
Name
Date
Georgia Department of Education
Model Form July 2011
Georgia Department of Education
Model Form July 2011
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