Present Level Area: Transition Needs
Beginning in the student’s 8th grade year or when the student has reached the age of 14, whichever occurs first, and each year thereafter, the ARC develops, reviews (and revises if necessary), the student’s multi-year course of study in alignment with the student’s Individual Learning Plan (ILP). The ARC documents the discussion of the multi-year course of study in the Conference Summary. 707 KAR 1:320 § 7 (1), 34 CFR 300.320 (b)(2)By age 16, the focus is also on the transition services which assist the student in reaching postsecondary goals. By the student’s 16th birthday, or younger, if appropriate, the ARC develops postsecondary goals. In the space provided, write a postsecondary goal for employment and a postsecondary goal for education/training. Also, if the transition assessment supported needs in the area of independent living, write a postsecondary goal for independent living. Postsecondary goals must be measurable and intended to occur after the student graduates from high school. 707 KAR 1:320 § 7 (2)(a), 34 CFR 300.320 (b)Transition needs must include one or more of the following areas:
- instruction
- related service
- community experience
- development of employment
- post school adult living objectives
- acquisition of daily living skills, if appropriate,
- provision of a functional vocational evaluation
Transition Needs
Not an area of concern at this time (Checking this box is not an option when the student is in the 8th Grade or 14 years or older because transition must be addressed for these students.)
X Instruction Related Service
Community Experience Employment
Daily Living Skills Post School Adult Living Objectives
Functional Vocational Evaluation
Garnet is 15 years old in the 10th grade. Garnet’s Course of Study is outlined through completion of high school. Based on informal interviews with Garnet and completion of her ILP, Garnet’s needs are in the area of interpersonal and intrapersonal skills.
Based on an interview with Garnet, teacher and parent observations, and an interest inventory. She excels in sports, especially basketball, and she has a competitive edge. Garnet prefers activities that move at a fast pace and enjoys outside activities. Her preferences are activities that she can do alone, such as computer games, riding her bike. Garnet likes coming up with unique ideas and being in charge. Garnet is a starter on the varsity basketball team.
Instruction:
Based on teacher and parent input, statewide and local assessments, Math is an area of strength for Garnet. Her state assessment math score is 20 and benchmark 19. Her fall school-wide universal screener score is 254 which is above her grade level peer cut score of 251. Garnet is performing commensurate with her peers on understanding and applying mathematical processes. Based on teacher observation, Garnet has difficulty participating in collaborative discussions during cooperative learning activities and collegial discussions that require accepting views that are different from her own.
Social skills deficits result in frequent confrontations and verbal and physical aggression toward peers (see baseline data in Social Emotional Section). Specially designed instruction and supplementary aids and services emphasize skill building to foster friendships and interpersonal skills. Garnet’s deficits in social skills negatively impact positive peer interactions in structured settings (e.g., classroom, athletic events) and non-structured settings (e.g., hallway, lunchroom, bus, community, home) which adversely affects Garnet’s progress in achieving her postsecondary goal of a career in coaching basketball.