[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-240992-105":53,"doc-detail-240992-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","transition-plan-template-school-transition-planning-record","Transition Plan Template - School Transition Planning Record","","Transition Plan Template for school-to-adult planning that records a student’s post-school aspirations, preferences, needs, and interests, then links these to current academic, functional performance, and job or living preparation levels. It includes structured sections for post-secondary education/training, employment goals, independent living, leisure and community activities, and required adult and health services. 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Name* has a diagnosis of autism and a mild General Learning Disability. Name* has a special interest in cars including a very detailed knowledge of makes and models and ideally would like to find employment where he can make simple repairs under supervision or do some type of work that involves cars. He is not interested in a sales role in a car showroom as he lacks confidence and does not yet have the pragmatic and communication skills necessary for this role, however, he is open to working on these which will provide him with two areas of work opportunities. Name* would like to live in an apartment in his local area close to people he knows and amenities that he can access comfortably such as the cinema and shops. His Transition Plan will identify the key skills and knowledge to be developed over the next two years.  \n\n| Post-school aspirations and goals Based on student’s Preferences, Needs and Interests | Present Levels of Functional Performance: |\n| --- | --- |\n| 1. Post-Secondary Education/Training Goal: (FE / HE, vocational education and training, continuing and adult education, on-the job training): | Current academic and functional levels in preparation for transition to FET: |\n| 2. Post-secondary Employment Goal: | Current Job Skills in Preparation for employment: |\n\n\n|  |  |\n| --- | --- |\n| 3. Independent living goal (family, community, independent: | Current home/independent daily living skills in preparation transition: |\n| 4. Future leisure and community activities: | Current leisure and community activities: |\n| 5. Adult services and health services required: | Current support services: |\n| Self-awareness, self-determination, and selfadvocacy required in context: | Current self-awareness, self-determination, and self-advocacy: |\n\nCurrent post-primary curriculum  \nProgramme: (e.g. LC, LCA. LCVP, ASDAN, other)  \n\n| Year | Subjects to be taken each year |\n| --- | --- |\n| TY |  |\n| 5th |  |\n| 6th |  |\n\nGrades / points estimation: School leaving date:  \nAdult Services  \n\n| Transition Area | Services | Begin\u003Cbr>Date/End\u003Cbr>Date | Agency/Person Responsible |\n| --- | --- | --- | --- |\n| Education support |  |  |  |\n| Community engagement |  |  |  |\n| Employment |  |  |  |\n| Health /\u003Cbr>Disability\u003Cbr>Services |  |  |  |\n| Independent living |  |  |  |\n| Daily Living |  |  |  |\n| Functional Vocational Assessment |  |  |  |\n| Selfawareness, selfdetermination, self-advocacy skills |  |  |  |\n\nEducation and Training Needs  \n\n| Transition Area | Details | Begin\u003Cbr>Date/End\u003Cbr>Date | Agency/Person Responsible |\n| --- | --- | --- | --- |\n| Education provider |  |  |  |\n| Courses |  |  |  |\n| Qualifications needed |  |  |  |\n| Health /\u003Cbr>Disability\u003Cbr>Services support |  |  |  |\n| Independent living skills required |  |  |  |\n| Access routes |  |  |  |\n| Access resources e.g. DARE / HEAR / SUSI / other |  |  |  |\n| Costs |  |  |  |\n| Disclosure |  |  |  |\n| Self-advocacy skills |  |  |  |\n\nEmployment Needs  \n\n| Transition Area | Details | Begin\u003Cbr>Date/End\u003Cbr>Date | Agency/Person Responsible |\n| --- | --- | --- | --- |\n| Employment area |  |  |  |\n| Employment role |  |  |  |\n| Qualifications required |  |  |  |\n| Skills required |  |  |  |\n| Jobshadowing opportunities |  |  |  |\n| Work\u003Cbr>experience |  |  |  |\n| Travel\u003Cbr>requirements |  |  |  |\n| Self-advocacy skills |  |  |  |\n| Functional Vocational Assessment |  |  |  |\n\nSMART GOALS  \n\n| Area of Need: | Implementation Personnel/Position Responsible: |\n| --- | --- |\n| Short-term goal:\u003Cbr>To.. |  |\n| Medium term goal:\u003Cbr>To   |  |\n| Annual goal:\u003Cbr>To   |  |\n\n\n| Short-Term Objectives or Activities toward meeting these goals |  | Beginning Date |\n| --- | --","cbCaisOQty4JnOmZ","https://ap.wps.com/l/cbCaisOQty4JnOmZ","pdf",139519,"English","# Student Preferences, Needs and Interests\n## Post-school aspirations and goals\n## Present levels of functional performance\n# Curriculum and School Leaving Information\n## Current post-primary curriculum\n# Adult Services and Support Plan\n## Transition area services and responsible agencies\n# Education and Training Needs\n## Courses, qualifications, costs and disclosure\n# Employment Needs\n## Employment area, role, skills and work experience\n# SMART Goals\n## Short-, medium- and annual goals\n## Objectives, beginning dates, evaluation and reporting","[{\"question\":\"What information should be captured about post-school aspirations and goals?\",\"answer\":\"The template collects post-secondary education/training goals, post-secondary employment goals, independent living goals, future leisure and community activities, and adult/health services required.\"},{\"question\":\"How does the document record a student’s current functional performance for transition?\",\"answer\":\"It provides fields for current academic and functional levels for preparation for transition to FET, plus current job skills, home/daily living skills, current leisure/community activities, and existing self-awareness and self-advocacy.\"},{\"question\":\"How are SMART goals organized in the template?\",\"answer\":\"It includes short-, medium- and annual goals, then lists short-term objectives or activities with beginning dates, followed by measurable evaluation methods and reporting to a parent/carer via termly progress reports.\"}]","Transition Plan Template - School Transition Planning Record | PDF",1789168626]