Allison is an 18-year-old junior who lives at home with her mom, dad, and six siblings. She enjoys spending time with friends during and after school; her favorite classes are ones with her friends. Allison was identified as having a specific learning disability that affects reading comprehension and written expression. In English Language Arts, Allison utilizes her content-specific accommodations and has maintained a B average. For written expression, she uses a word processor and receives extended time by an extra 50% for essays and tests. For reading comprehension, she listens to audio texts to improve her comprehension. Along with her interpersonal skills and friendly nature, Allison's oral expression skills are a strength for her. Allison is in all general education courses. Allison dedicated herself to meeting each of her IEP goals for the past year. Allison reported on her school's career planning survey administered to all juniors that her responsibilities at home include caring for younger siblings and doing light household chores. Her older sister, Jessie, graduated from college and is finishing up her first year of teaching at an elementary school, which is near the family home. For fun, Allison visits her sister's classroom and helps make materials for lessons. When her special education teacher interviewed Allison to prepare for her IEP meeting, Allison explained that she enjoys spending her free time with others. She has decided that she wants to work with preschoolers or kindergarteners, but she is not sure if she wants to be a classroom teacher. At the beginning of the school year, Allison completed the Career Employment Education Checklist, which indicated a preference for educational instruction and community and social service occupations and strengths with her interpersonal skills. After high school, Allison is planning to go to a four-year university, not a community college, which she also indicated on the school's junior year survey. Allison likes to work out at the gym with friends and play softball on a county league team. She loves movies and shopping with her sisters. On the school's parent survey, Allison's parents indicated they are concerned about how her lack of homework completion will affect her in college. They also reported that Allison has not been managing her time well this year. They are concerned that Allison does not have the organizational skills to effectively manage her study time and social life. Allison also reported that her organizational skills could be a barrier to achieving her postsecondary goals. Allison has begun making changes to be more organized; however, she has yet to use her planner successfully. She regularly submits assignments after their deadlines, according to progress notes from teachers for her case manager. Allison reports to each of her teachers about her disability and accommodation needs at the beginning of each semester. When in middle school Allison was "mortified" (her words) about having a disability. However, through a small group led by her guidance counselor for freshman with learning disabilities, Allison says she has gained an understanding about her disability and is proud about the challenges she has overcome. Nonetheless, on the AIR Self- Determination Assessment, Allison did not rate herself at the highest level on demonstrating skills at school. Because Allison wants to work with children, her parents are adamant that Allison attend a university that offers a degree in child development. In the parent interview, her

parents expressed concern about spending money on college if it is not related to her postsecondary plans. In the interviews with Allison's parents and Allison, her special education teacher explained that Allison will need to meet with disability services at the universities she's considering, so she can determine a good match for supports for her. While she is proud of her accomplishments, Allison views her disability as a challenge and is afraid her disability may stop her from being successful at college. She expressed concern in her meeting with her special education teacher that she needs to make a good decision about finding a college with the best major and the best supports. Her teacher suggested Allison make an appointment with the school's counselor to ensure her course of study aligns with her postsecondary goals. Her teachers believe that Allison will be successful, but they know she will need to meet assignment and project deadlines.

• Student Characteristics
• Summary of key characteristics related to transition
• Description of assessments
  • Name of assessment
  • Type of assessment
  • Publisher
  • Accommodations (if any)
  • How the assessment is administered
  • Who takes the assessment
  • Rationale
• Recommendations for transition planning and instruction