[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-242630-en":3,"detail-sidebar-cat-1-en-105":30,"doc-seo-242630-105":75},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":21,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":15,"update_tm":29,"read_time":11},242630,962075114765,"Quinn","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",1,21,"Paper Templates","Transition - Student’s Preferences, Needs and Interests - IEP Transition Plan","IEP transition planning content outlining how the student’s preferences, needs, and interests informed post-secondary education, employment, and independent living goals. Includes current functional performance evidence from administered assessments and course exam proficiency, plus identification of emotional/behavioral and learning-related areas. Provides a transition services matrix for ages 16–21 covering instruction, community experiences, employment supports, related services, and daily living needs. Lists measurable annual goals for shop safety, small business licensing application completion, and categorizing legal versus illegal activities.","Transition  \nStudent’s Preferences, Needs and Interests  \nWas the student invited to the IEP meeting? Yes Did the student attend the IEP meeting? Yes  \nIf no, describe the step taken to ensure that the student’spreference and interests were considered.  \n\n| Post-secondary Goals\u003Cbr>Based on student’spreferences, needs and\u003Cbr>interests | Present Levels of Functional Performance: |\n| --- | --- |\n| 1. Post-Secondary Education/Training Goal: (e.g.\u003Cbr>2 or 4 year college, vocational education, continuing and adult education, training program, or on-the job training):\u003Cbr>Upon graduation from high school, Jamarreo will attend Central Piedmont Community College and participate in the welding industry certificate program meeting the requirements to attain an Entry Level Welding Certificate. | Current Academic and Functional Levels in Preparation for Post-Secondary Education/Training:\u003Cbr>According to the WAIS-R administered on 09/10/2013, Jamarreo’s performance IQ is in the high average range while his Verbal IQ is in the low average range. He also performed in the high average range on the Differential Aptitude Test – Mechanical Comprehension and Spatial Reasoning subtests.\u003Cbr>These results suggest Jamarreo has potential of meeting his postsecondary goals of being a self-employed welder. According to the Woodcock Johnson, administered 9/15/11, his academic achievement in reading and written language is below average. His psychological report and placement paperwork has identified Jamerro has having an emotional and behavioral disorder as well as a specific learning disability in written expression, oral language processing, and reading. With the provision of the testing accommodations identified in Jamarreo’s IEP (extended time and separate testing location), he demonstrated proficiency on all end of course exams required for 10th and 11th grade. These findings suggest that Jamarreo may need time limited supports after graduation from high school as he transitions into a postsecondary educational setting and employment. |\n| 2. Post-Secondary Employment Goal:\u003Cbr>Upon graduation from high school, Jamarreo will work part-time as a shop helper in his uncle’s shop to gain experience in the welding industry and eventually own his own shop. | Current Job Skills in Preparation for Post-Secondary Employment:\u003Cbr>Jamarreo reported to his special education case manager on 3/22/14 during an informal interview that he has worked parttime in his uncle’s metal shop for the past year and is interested in welding as a career. Career Planning Survey completed in 2012 and then the Work Adjustment Inventory completed March, 2013 suggest Jamarreo has strengths in the area of mechanical work and will likely be a serious, dedicated employee. |\n| 3. Post-Secondary Independent Living Goal. If Needed:\u003Cbr>After graduation, Jamarreo will follow the laws of his community, demonstrating an understanding of the need for laws to ensure his and others’ safety. | Current Home/Independent Living Skills in Preparation for Post-Secondary Independent Living:\u003Cbr>An audiological report was completed as part of the three year reevaluation. A note from his pediatrician dated 8/15/09 states he continues to require use of a hearing aid and will need assistance with proper maintenance and care. In an informal interview with his family in preparation for the IEP meeting, mother noted concerns about Jamarreo’s lack of concern for legal consequences of his behavior. His uncle and mother are pleased that Jamarreo intends on furthering his education and are proud of the skills he has developed thus far. |\n\nTransition Services/Needs  \n(ages 16-21, or younger if appropriate)􀀀  \n\n| Transition Area | Services | Begin Date/End\u003Cbr>Date | Agency/Person\u003Cbr>Responsible |\n| --- | --- | --- | --- |\n| Instruction | Instruction related to on the job safety\u003Cbr>Instruction related to safety in the workplace\u003Cbr>Instruction related to workplace social behavior |  |  |\n| Community\u003Cbr>Experiences |  |  | ","cbCaiexgC1DNA59o","https://ap.wps.com/l/cbCaiexgC1DNA59o","pdf",92913,9,3,"English","en",105,"# Transition\n## Student’s Preferences, Needs and Interests\n### Post-secondary goals and present levels of functional performance\n### Transition services/needs\n## Measurable annual goals","[{\"question\":\"How were the student’s preferences and interests considered in the IEP transition planning?\",\"answer\":\"The plan documents that the student attended the IEP meeting. It also ties post-secondary goals to preferences and interests reflected in the student’s career interests and family input.\"},{\"question\":\"What are the student’s post-secondary education and employment goals?\",\"answer\":\"The student plans to attend a community college and participate in a welding certificate program, and to work part-time as a shop helper to gain experience and eventually own a shop.\"},{\"question\":\"What transition services and measurable annual goals are included for safety and independence?\",\"answer\":\"Services include instruction on job and workplace safety, work-based instruction with a local welder, referral for communication and hearing support, and self-determination training. Annual goals cover achieving 100% accuracy in shop safety skills, completing a small business license application with 100% accuracy, and categorizing legal versus illegal activities with 80% accuracy.\"}]","Transition - Student’s Preferences, Needs and Interests - IEP Transition Plan | PDF",1789192902,{"code":4,"msg":5,"data":31},[32,38,43,48,53,58,63,68,71],{"id":33,"doc_module":11,"doc_module_name":34,"category_name":35,"show_sort_weight":36,"slug":37},11,"Template","Presentations",90,"presentations",{"id":39,"doc_module":11,"doc_module_name":34,"category_name":40,"show_sort_weight":41,"slug":42},12,"Resumes",80,"resumes",{"id":44,"doc_module":11,"doc_module_name":34,"category_name":45,"show_sort_weight":46,"slug":47},14,"Invoices",70,"invoices",{"id":49,"doc_module":11,"doc_module_name":34,"category_name":50,"show_sort_weight":51,"slug":52},15,"Posters",60,"posters",{"id":54,"doc_module":11,"doc_module_name":34,"category_name":55,"show_sort_weight":56,"slug":57},16,"Social Media",50,"social-media",{"id":59,"doc_module":11,"doc_module_name":34,"category_name":60,"show_sort_weight":61,"slug":62},17,"Forms",40,"forms",{"id":64,"doc_module":11,"doc_module_name":34,"category_name":65,"show_sort_weight":66,"slug":67},18,"Letters",30,"letters",{"id":12,"doc_module":11,"doc_module_name":34,"category_name":13,"show_sort_weight":69,"slug":70},5,"papers-templates",{"id":72,"doc_module":11,"doc_module_name":34,"category_name":73,"show_sort_weight":4,"slug":74},158,"General","general-158",{"code":4,"msg":76,"data":77},"ok",{"site_id":25,"language":24,"slug":78,"title":14,"keywords":79,"description":15,"schema_data":80,"social_meta":135,"head_meta":137,"extra_data":139,"updated_unix":140},"transition-students-preferences-needs-and-interests-iep-transition-plan","",{"@graph":81,"@context":134},[82,97,117],{"@type":83,"itemListElement":84},"BreadcrumbList",[85,89,92,94],{"item":86,"name":87,"@type":88,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":90,"name":34,"@type":88,"position":91},"https://docshare.wps.com/template/",2,{"item":93,"name":13,"@type":88,"position":22},"https://docshare.wps.com/template/paper-templates/",{"item":95,"name":14,"@type":88,"position":96},"https://docshare.wps.com/template/transition-students-preferences-needs-and-interests-iep-transition-plan/242630/",4,{"url":95,"name":14,"@type":98,"image":99,"author":104,"headline":14,"publisher":106,"fileFormat":109,"inLanguage":24,"description":15,"dateModified":110,"datePublished":111,"encodingFormat":109,"isAccessibleForFree":112,"interactionStatistic":113},"DigitalDocument",{"url":100,"@type":101,"width":102,"height":103},"https://docshare.wps.com/thumbnails/transition-students-preferences-needs-and-interests-iep-transition-plan/242630.png","ImageObject",442,249,{"name":9,"@type":105},"Person",{"url":86,"name":107,"@type":108},"DocShare","Organization","application/pdf","2026-10-12","2026-09-12",true,{"@type":114,"interactionType":115,"userInteractionCount":21},"InteractionCounter",{"@type":116},"ViewAction",{"@type":118,"mainEntity":119},"FAQPage",[120,126,130],{"name":121,"@type":122,"acceptedAnswer":123},"How were the student’s preferences and interests considered in the IEP transition planning?","Question",{"text":124,"@type":125},"The plan documents that the student attended the IEP meeting. 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