SEFB 420

Transition Plan: Christina Hayes

November 2015

Student Summary
Meet the student
Christina Hayes is a senior at High School. This 17 year old loves to be at
home, watch TV, and talk on the phone. Christina is a lover of all things related to
art and family. Living independently and art are some of Christinas talents.
Christina not only cooks dinner, but also does her own laundry and drives around
town. This typical teen has multiple talents that were easily identifiable.
Family
Christina has a supportive and loving family, with whom she currently
resides. The Hayes family consists of Christinas mother, Ethel Mejia, her brother,
Christopher, and her sister, Cat. Ms. Mejia, has a Masters degree from Texas
A&M and currently works for the University. Christinas mother is extremely
supportive of Christinas goals. Christopher is currently a sophomore at High
School; he loves to read and play football. Cat is a sixth grade student at Middle
School and loves to watch TV. Christinas close-knit family is a reliable support
system that will be supportive throughout her transition process. Christina is

expected to live at home, and assist her mother with living expenses after
graduation.
Education
Christina has a Specific Learning Disability in written expression, reading
fluency skills, and reading comprehension. Christina is in general education
classes, but receives appropriate supports in all subject areas. The methods of
support Christina receives include: copies of teachers notes, one-day extensions
on assignments, preferential seating, and constant confirmation of
understanding. English II and U.S. History provide small group testing for
Christina. Currently, Christina is taking interior design, art II, and credit retrieval
for her electives. These electives allow her to explore possible career
opportunities.
In her present level of academic achievement and functional performance,
PLAAFP, Christina reads at an 11th grade level. Currently, Christina is set to
graduate on a recommended degree plan that requires 26 credit hours, with a
GPA 1.75/4.00. In addition to her Specific Learning Disability, Christina has a
difficulty with self-advocacy and decision-making. These difficulties are apparent
when reading her IEP/ARD paperwork and also when speaking with her. When
speaking with Christina, one may think she is unengaged and uninterested. Her

lack of social skills and decision-making skills makes simplistic conversations

difficult. Teaching Christina how to self advocate and make decisions is a vital
process for creating a successful transition plan.
Goals
Christina has few goals for her future. Attending Texas A&M is one goal
Christina has expressed interest in. She is passionate about art, but is unsure of
what she would like to study. Christina has no previous work experience and
lacks urgency to gain employment. She hopes to work in a clothing store after
graduation in order to develop experience in the work place. Living
independently, at 25, is another hope for Christina. Mrs. Mejia wants Christina to
live at home throughout her post secondary education. Attending Texas A&M,
working at a clothing store, living independently, and volunteering in the
community are all goals Christina has shown interest in.

Informal Transition Assessments

Assessment Name &
Explanation:
Life Skills for
Effective Living
Activity
Publisher:
Hartley. (2001). A

Rationale for
assessment:
This assessment was
chosen for because it
highlighted her personal
thoughts on independent
living skills, and healthy
eating habits. Christina is

Results & Analysis:

Importance:
5=highest level of importance
1=lowest level of importance
Competencies:
5=understandings skills

Strength-Based
Communication Model:
Interpersonal Skills for
the Helping
Relationship.

Explanation:
Life Skills for Effective
Living Activity allows
students to identify
strengths and
weaknesses in
independent living
skills and healthy
eating habits.

self aware of her skill sets 1=struggles with skill

in: body-related skills,
Body-related skills:
learning-how-to-learn
Level of importance: 4
skills, skills related to
values, self- management Average of her competencies: 3.875
skills, communication
Christina said she knows how to put
skills, and small group
together nutritious meals, control body
skills.
weight, use basic grooming skills, and can
use skills related to sexual expression.
Christina struggles with her athletic skills,
and finds that athleticism is unimportant.
Learning-How-to-Learn-Skills:
Average level of importance: 4
Average of his competencies: 3.2
Christina feels she is good at basic
mathematics, using the computer, and
using the library. She struggles with history
used to understand todays events and
studying efficiently.
Skills related to Values:
Level of importance: 3
Average of his competencies: 3
Christina knows how to clarify her own
values, but does not know the values that
are pushed by her social system.
Self-Management Skills:
Level of importance: 2.7
Average of his competencies: 2.3
Christina does not know how to set realistic
goals, delay gratification, or make
decisions. She feels confident when
managing her emotions.
Communication Skill Level of importance: 5
Average of his competencies: 4.7
Christina feels she is at a very high level
when communicating and listening to
others. She feels comfortable speaking in

Daily Spending Diary

Publisher:
(Source unavailable,
no date)
Money Matters. (n.d.).
FDIC Money Smart.

front of peers, understanding others and

exploring relationships. Christinas biggest
struggle is to challenge others reasonably.
Skills Related to Small Groups:
Level of importance: 3
Average of his competencies: 2.5
Christina positively expressed her feeling
toward designing, leading and working in
small groups. She does not know how to be
implement team- building skills.
Christina was given this Daily Spending Diary has made it evident that
assessment because she Christina does not have a strong concept of
is rarely mentions
how much items cost. Her mother typically buys
spending or saving
groceries, clothes, and gas. Christina does not
money. Daily Spending
spend money independently because she does
Diary was given to
not have her own income. Christina is not
Christina to gain a deeper expected to have a job after graduation,
understanding of her
therefore, has less of an understanding of the
concept of money.
concept of money.

Explanation:
The Daily Spending
Diary evaluates a
persons weekly
spending.
Self Determination
and Self Advocacy
Skills Questionnaire
Publisher:
Planning Transition
and IEP Development
for Youth with Mild
Disabilities by Robert
J. Miller, Richard C.
Lombard, and

This assessment was

administered because it
allows Christina to rate
their self-determination
and self -advocacy skills.
Christina does not
understand the concept
of self- advocacy.
Therefore, I thought it
was beneficial for
Christina to rate her own

Competencies:
6=all the time
3=some of the time
1=not at all
Student Form:
List and discuss academic
accommodations in High School setting:
4
List and discuss support services
needed in job setting: 1

Stephanie A. Corbey,
2007, Boston, MA;
Pearson Education.
Explanation:
This assessment
measures the students
self-determination and
self -advocacy skills.

skills.

Independently request and effectively

use academic accommodations in High
School: 6
List and discuss academic
accommodations in job setting: 1
List and discuss rights for academic
accommodations under law: 1
Identify myself as a person with a
disability in postsecondary education: 6
Identify state accommodations needed in
work place guaranteed by the law: 1
Identify myself as a person with a
disability in my job: 4
I lead all of my own IEP meetings: 6
I state my goals and aspirations in IEP
meetings: 6
Independently request and effectively
use academic accommodations in a job
setting: 2
Identify long term employment goals: 1
Identify and discuss the amount and type
of post secondary training I need for
long- term employment goals: 1

Parent Form:
The parent form was sent home with Christina
and was not returned.
Conclusion:
Christina is able to list the accommodations she
needs in high school and post secondary
education settings. These accommodations
include: copies of class notes and extra time to
complete assignments. Christina does not have
any long- term employment goals. When
Christina answered questions when
employment was mentioned, she often circled a

low number. The reason why she scores herself

low is because she has no previous experience
in this setting.

Career Cruising
Website:
Career Cluster Interest
Survey. (2015).
Retrieved October 21,
2015.
http://www.iseek.org/
careers/clusterSurvey

Christina was given this

assessment to narrow
down occupation choices.
Christina is able to read
and choose options that
best fit her likes and
dislikes.

Christina need a lot of guidance in when

completing the Career Cruising. The results of
this assessment listed, photography, journalism,
and graphic design. Christina was uninterested
in all of these options, and thought the
journalism was unreachable because of her
Specific Learning Disability in English language
arts. Christina is slightly interested in interior
design and wants to do more research on this
occupation.

Explanation:
This assessment uses
the students likes and
dislike, as well as,
strengths and
weaknesses, to lessen
occupation choices.
Self-Advocacy Plan
Summary:
Christinas biggest difficulty in school is her lack of self-advocacy and
decision making skills. She has a low grade point average and struggles in
reading and writing. Christina may seem uninterested when spoken to;
often times it is because she is very shy. Christina plans to take time off of
school after graduation. Once she returns to post-secondary education,

she hopes to study art. Christina plans to live at home with her family and
work at a local clothing store. She will need multiple supports in her postsecondary education, independent living, and employment. These
conclusions were made after conversing with Christina and multiple
informal assessments.

Post-secondary education:
There are multiple supports that Christina will need throughout her post
secondary education. Christina will need to tell her professor about her
Specific Learning Disability in English Language Arts. She must
advocate for herself by asking for extra time on assignments, acquiring
copies of notes, and having her tests read aloud. Christina must state
these needs to her English, History, and Science professors. This
student learns best through discussion, as well as relating content to
previous experiences. Christina best learns when she has context of
information and when information is verbally analyzed. To be successful
in school, Christina needs to gain confidence in her self-advocating
skills. Although she is reluctant to discuss her needs, Christina is fully
aware of the supports she needs to be successful.

Employment:
Christina will need to ask for supports during the employee training
process. She must tell her employer that she needs assistance reading
training manuals, contracts, and expectations in the handbook. It is not
necessary for Christina to discuss her Specific Learning Disability with
her co-workers. If Christina needs assistance at her job, she must ask
the employer for more specific instruction and examples of what the
expectation may look like.
Independent Living:
Christina will need to ask her mom for assistance when learning
independent living skills. Some of the skills that require self-advocating
are budgeting, grocery shopping, cooking, and contacting companies.
Christina must ask for instruction on how to pay bills and learn the
difference between wants and needs at the grocery store. Christina
would benefit from a list of recipes and instruction on how to cook
meals, as well as a list of people to call for certain situations. Some
situations may include difficulties with cable, power, water, or broken
appliances. Christina will need some support from her mother when
acquiring independent living skills that are necessary for her future.

Recreation and Leisure:

Christina must tell her friends that she is indecisive. She can explain this
difficulty by saying that she has a hard time making executive decisions
for herself and groups of people. Christina can ask her friends to give
her two options when making decisions. Two options would allow create
a choice easier with less pressure.

Transition Outcomes and Supporting IEP Goals

Education:
Desired Outcome:

After graduating high school, or up to two years with no post secondary

education, Christina will apply and attend a two-year college with a major that
relates to the art industry.
Rationale:
This outcome was developed based on Christinas wants and career
assessments. The career cruising stated that Christina would excel in an art
related occupation. Christina is interested in interior design or photography. After
combining these results, she will apply for a two-year college that offers a major
in the art industry.
Timeline/steps to achieve outcome:
1. Graduate high school
2. Decide on must-have qualities for a two-year college and make a list of

3.
4.
5.
6.
7.

these
Search for a two-year college that fits that criteria
Choose a two-year college that fits that criteria
Apply to two-year college
Claim a major that relates to the art industry
Apply for FASFA

IEP Goal:

Given a list of two-year colleges that have prestigious art programs, Christina will
independently research and choose a two-year college by accepting admission
and registering for her first semester. (By January (2016))

Employment:
Desired Outcome:
After graduating college and gaining prerequisite training, Christina will practice
using the skills learned to obtain a full-time job in the art industry.
Rationale:
Christina has shown interest in the art industry, and gaining knowledge through
post secondary education. After much consideration, Christina would like to
obtain full time employment so she is able to support herself. Christina currently
takes multiple electives that align with her future career path. All of her current
electives highlight her interest in the art industry. She has set goals to seek full
time employment that play a role in her future.
Timeline/steps to achieve outcome:
1.
2.
3.
4.

Graduate high school

Gain prerequisite training for a two-year college
Apply for a part-time job in the art industry
Apply for a full-time job in the art industry

5. Gain experience to become a Interior Designer in the art industry

IEP Goal:

Christina will apply and accept a part-time employment in the art industry, after
completing applications and interviewing with multiple companies that are
measured by accepting a part time position in the art industry. (By college
graduation)

Independent Living:
Desired Outcome:
Christina will learn how to budget and how to pay the house, water, and electricity
bills, all while living at home with her family.
Rationale:
Christina is expected to live at home after graduation. Currently, Christina does
not possess any independent living skills. Ms. Mejia, Christinas mother,
understands her daughters needs and is willing to teach basic living skills. Ms.
Mejia will teach her budgeting skills and how to pay the house, water, and
electricity bills. Christina must learn these skills in order to live independently.

Timeline/steps to achieve outcome:

1. Christina will review the monthly budget with her mother
2. Christina will assist/ watch her mother when she pays monthly bills
3. Christina will write down the steps to pay bills.
4. Christina will pay the bills with supervision of her mother
5.Christina will independently the pay bills
IEP Goal

Given three bills and instruction by Mrs. Mejia, Christina will add up the house,
electric, and water bill and pay the statements by writing and mailing checks to
the appropriate vendors. (2 months after graduation)

Recreation and Leisure:

Desired Outcome:
Christina will select and consistently participate in a community volunteering
opportunity within two months after graduation.
Rationale:
This outcome was based on multiple interviews with Christina. Christina has
stated that she would enjoy volunteering in her community. Therefore, she would

like to join a group in the Bryan/College Station area. This will promote
involvement in her community, as well as create a social environment with
individuals her age.
Timeline/steps to achieve outcome:
1.Learn about volunteering opportunities in the community
2. Decide which volunteer opportunity to participate in
3. Sign up for the volunteering opportunity
4. Regularly attend volunteering opportunity
IEP Goal:

Given that she has joined a community volunteering opportunity of her choosing,
Christina will consistently participate in a volunteering opportunity measured by
attending one volunteering opportunity a week. (2 months after graduation

Job Analysis Form

Narrative:
Christina has expressed interest in working in a clothing store after
graduating high school. Christina does not have any work experience and is
unsure of the requirements that are necessary when working in the retail industry.
Two months after graduation, Christina will apply for her first job. Obtaining a job
in a local clothing store would provide her with basic skills of employment and
offer greater responsibility. The job analysis gave Christina deeper knowledge of

the requirements when working in a clothing store. This section provided her with
a great wealth of information that is necessary for a successful transition into the
real world.
Christinas interest in this job industry has led to an analysis of Norma
Manglonas work. Norma Manglona was asked to complete this form based on
her experience as an employee in the customer service industry. She has been
working at To Good To Be Threw for many years as a shift leader/supervisor.
Working at a clothing store would allow Christina to gain work experience and
enjoy her work environment. Christina wants to obtain a job that allows her to fold
clothes, organize racks, and work with customers.
The results of the job analysis were parallel to Christinas wants of
employment. Christinas interests matched well with the realistic characteristics of
this job setting. Christina prefers easier jobs where she can frequently interact
with others. She is not concerned about the noise level of the work place. She
would enjoy working inside on the weekend with co-workers that are around the
same age. Fortunately, Christina does not have to dress professionally and can
utilize her detail-oriented skills. Based on the similarities between the reality of
working in a clothing store and Christinas interests/preferences, working in a
clothing store would be a good employment opportunity. After determining that a

job in a clothing store would be a good fit for Christina, her next step would be to
complete a resume and apply for the job. The resume will be used when applying
for a job in the mall and can highlight her positive attributes for employment.
All in all, after interviewing Norma Manglona, Christina was able to better
understand the requirements and responsibilities associated with working in a
clothing store. Christina found that working in a clothing store is something she
would enjoy. The reality of the job and Christinas likes are closely correlated.
Christina will now need to draft a resume and apply for a job at a clothing store in
the mall.

Recorder: Natalie Hayes

Date of Analysis: November 10, 2015

Company: Too Good To Be Threw (clothing store)

Job Title: Employee (Shift Supervisor)
Supervisors Name/Title: Norma Manglona
Salary: $7.25
Hours/Week 40 hrs.
Employee Benefits: n/a

Telephone: N/A

Work Schedule: dependent on the week

1. PERSONAL REQUIREMENTS
Personal Appearance
0 ( ) Grooming unimportant
required

2 (X) Neatness/ Cleanliness

1 ( ) Only hygiene required

3 ( ) Grooming very important

(The employee must look acceptable and neat.)

Behavior
0 ( ) Wide Variety accepted
2 ( ) Unusual behavior not acceptable
1 (X) Unusual behavior accepted if infrequent
(All employees are individuals and originality is accepted.)
Communication
0 ( ) Non/minimal
2 (X) Sentence/impaired speech
accepted
1 ( ) Key words needed
3 ( ) Sentences/clear speech
required
(Employees will communicate with customers daily.)
Attention
0 ( ) Frequent prompts available
2 ( ) Intermittent prompts/low
supervision
1 (X) Intermittent props/ high
3 ( ) Infrequent prompts/low
supervision
supervision
Change in Task/Routine
0 ( ) No changes
1 ( ) 2-3 changes/day

2 ( ) 4-6 changes/day
3 (X) More than 7 changes/day

Interactions
0 ( ) Minimal
1 ( ) Polite responses only

2 ( ) Social interactions infrequent

3 (X) Frequent social

2. TIME/TRAVEL FACTORS
Work Schedule
0 ( ) Negotiable days/hours
2 ( ) Part-time M-F/days
1 (X) Part-time nights/weekends
3 ( ) Full-time M-F/days
4 ( ) Full-time/nights/weekends

(Employee must be flexible and will work long shifts)

Transportation
0 (X) On bus route
2 ( ) Car pool/van pool available
1 ( ) Off bus route
3 ( ) Other _____________________

Time Telling
0 ( ) Time skills unimportant
1 (X) Must identify break times only
required

2 ( ) Time telling to hour required

3 ( ) Time telling to minute

(You have to track your own breaks. You must be able to tell time.)
Mobility
0 ( ) Sitting/Standing in one area
2 (X) Stairs/minor obstacles
1 ( ) Moderate mobility required
3 ( ) Rigorous ambulation
required

3. WORK TOLERANCE
Endurance
0 ( ) Short day/many breaks
1 (X) Short day/few breaks
Strength
0 ( ) Not important
1 (X) Little strength needed
needed

2 ( ) Full day/many breaks

3 ( ) Full day/few breaks

2 ( ) Moderate strength needed

3 ( ) Great strength

4. PERFORMANCE SKILLS
Initiation of Work
0 ( ) Staff will prompt to next task

2 (X) Some prompts to next task

1 ( ) Some prompts to initiate work

required

3 ( ) Independent initiation

Task Sequencing
0 ( ) Single task
2 ( ) 4-6 tasks in sequence
1 (X ) 2-3 tasks in sequence
3 ( ) 7 or more tasks in
sequence
(Employee must be able to complete multiple tasks without prompting.)
Work Speed
0 ( ) Slow rate acceptable
2 (X) Occasional fast pace
required
1 ( ) Moderate, steady pace
3 ( ) Constantly fast pace
required

5. FUNCTIONAL ACADEMIC SKILL REQUIREMENTS

Reading
0 ( ) None
2 ( ) Simple texts
1 (X) Simple words/signs/symbols
3()
Newspapers/magazines
Math
0 ( ) None
1 ( ) Simple Counting
2 ( ) Addition/subtraction/whole
numbers
3 (X) Multiplication/division/whole numbers
4 ( ) Decimal/fraction/mixed # operations
( This is an important skill if the employee is at the cash register.)
Money Skills
0 ( ) None
1 (X ) Coin/bill recognition
2 (X) Coin/bill values
3 (X) Money counting
4 (X) Change making from $1
5 (X) Change making from $10
Writing
0 ( ) None
1 ( ) Manuscript name
2 ( ) Cursive signature
3 (X) Simple lists/notes
4 (X) Phone messages
5()
Letter/composition

6. EMPLOYER CONCERNS
Employers Attitude Toward Workers with Disabilities
(X) Very Positive
( ) Indifferent
( ) Somewhat positive
( ) Negative

Employers Financial Requirements

( ) No financial incentives requested
( ) Tax credits/incentives requested
wage

(X) Minimum wage offered

( ) Salary below minimum

7. ENVIROMENTAL FACTORS
Safety of Work Area
( ) Safe work area
( ) Some safety concerns
(X) Moderately safe area
( ) Many safety concerns
Atmosphere
(X) Friendly/open
( ) Busy/relaxed
( ) Slow/relaxed

( ) Unfriendly/indifferent
( ) Busy/tense
( ) Slow/tense

Cleanliness/Orderliness
( ) Very dirty/disorderly
( ) Fairly clean/orderly

(X) Very clean/neat/orderly

( ) Meticulously clean/orderly

8. JOB ANALYSIS/SPECIFIC INCREMENTS OF WORK

Work Area: Cash Register

The employee must have the skills to speak to customers. Customers will
constantly ask questions about where clothes are located, different sizes the
clothes come in, and prices of different items. The employee is required to
respond to all questions honestly, politely, and promptly. Along with interacting
with customers, the employee must have basic money skills. The employee must
be able to make change from a dollar, and count by fives, tens, and twenty-fives.
These skills are vital for a well-balanced cash register.
Work area: Fitting rooms
Multitasking is a skill that is necessary when working in fitting rooms. The
employee must manage customers while organizing clothes. The employee must
hang clothes properly and set each item on the correct rack, dependent on
section of the store. Multi tasking is an important quality of an employee that is
working in fitting rooms.

Task Sequence:
The ability of task sequencing is dependent of position and their place of
employment. The employee must be able to complete multiple tasks in a
sequence at the cash register, in the fitting rooms, and on the floor. With new

employee training and direction from management, the employee will be required
to complete multiple tasks in a sequence.

Expected Work Speed:

The work speed is dependent on how busy the store is. All employees must have
a since of urgency. The urgency that is required will make a difference between a
good and great employee. Individuals that are fast workers are more likely to
excel in the customer service industry. A fast worker must also be cautious of
their performance and be aware of making mistakes. To prevent any mistakes, an
employee must be quick and attentive to detail.

Time in this area (in/out)

9:00-2:00 or 11:00- 4:00 or 3:00- close
Adapted from: Fadely, 1987.

JOB CHARACTERISTICS I LIKE

NAME: Christina Hayes

JOB SITE:
DATE: November 2015

Clothing store

WHAT IS HERE

WHAT I LIKE

MATCHES?

Work Alone
Lots of People Around

Work Alone
Lots of People Around

YES/NO

Quiet Workplace
Noisy Workplace

Quiet Workplace
Noisy Workplace

YES/NO

Work Close to Home

Distance to Job Doesnt
Matter

Work Close to Home

Distance to Job Doesnt
Matter

Weekdays Only
Weekends Too

Weekdays Only
Weekends Too

YES/NO

Easy Job
Challenging Job

Easy Job
Challenging Job

YES/NO

Dress Up for Work

Do Not Dress Up

Dress Up for Work

Do Not Dress Up

YES/NO

Standing Up
Sitting Down
Moving Around

Standing Up
Sitting Down
Moving Around

YES/NO

Working Morning
Working Afternoons
Working Nights

Working Morning
Working Afternoons
Working Nights

YES/NO

Co-Workers My Age
Co-Workers Age Doesnt
Matter

Co-Workers My Age
Co-Workers Age Doesnt Matter

YES/NO

Thinking Work
Physical Work

Thinking Work
Physical Work

YES /NO

Detail Important
Detail Not Important

Detail Important
Detail Not Important

YES/NO

Job Same Every Day

Job Difference Every Day

Job Same Every Day

Job Difference Every Day

YES/NO

Work With People

Work With Things

Work With People

Work With Things

YES/NO

YES/NO

Important to Work Fast

Not Important to Work Fast

Important to Work Fast

Not Important to Work Fast

YES/NO

Little Supervision
A Lot of Supervision

Little Supervision
A Lot of Supervision

YES /NO

Work Outside
Work Inside

Work Outside
Work Inside

YES /NO

Adapted from: Martin & Marshall 1992.

Summary of Student Progress

Throughout the semester, Christina has been learning about the skills that
she must acquire in order to be successful in the future. The learned skills
include: decision-making, self-advocating, and goal setting. If Christina worked
on decision-making, self-advocating, and goal setting skills, she could excel in
the four domains of her life. The four domains she has set goals in are
employment, education, residential, and recreation and leisure. Christina has
slightly improved in these skill sets, but understands the progress that needs to
be made in order to be successful.
At the beginning of the semester, Christina had the expectations of
graduating high school and immediately attending Texas A&M University.
Recently, Christina has expressed that she will take time off of school in order to
prepare for college. This is an example of a decision-making skill that she has

developed. To continue to prepare to college, Christina will register for the SAT
and research art programs in nearby colleges. Although some progress has been
made, there is more research and decision-making that needs to be done before
applying for a program.
Christina had little knowledge about the process of acquiring a job. The
process of deciding on a job, applying, and interviewing has been thoroughly
explained throughout the semester. Christina now understands why it is important
self advocate during the process of obtaining employment, so she thoroughly
understands the training process and what is expected of her. Next, she will need
to complete her resume and fill out applications. This process will require
Christina using her self- advocating skills such as, asking her mother to help her
read the applications.
In the past, there was no discussion of what Christina wanted for to do
residential and recreation and leisure after graduation. Christina has used her
goal setting skills to set goals in both domains. Christina has stated she would
eventually like to move out. Setting a budget and understanding the daily
functions of living independently are steps she needs to take in order to live on
her own. Christina has set a goal to start volunteering after graduation. She must

research where she would like to volunteer and if the opportunity fits her
schedule.
The next steps in the transition planning process are very clear. Christina
will need to continue to use her decision-making, self-advocating, and goalsetting skills in order to be successful. Fortunately, Christina has a supportive
and consistent family presence that will help her complete her future goals.
Overall, she has made little progress in her transition planning, but better
understands what is expected of her following graduation.