Documente Academic
Documente Profesional
Documente Cultură
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
1|Page
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.
2|Page
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.
3|Page
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.
4|Page
5|Page
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.
6|Page
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
7|Page
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
8|Page
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
9|Page
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
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
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.
10 | P a g e
11 | P a g e
12 | P a g e
stay on her current path towards getting certified to become a cosmetologist and living
independently with a roommate.
13 | P a g e