**1. PII check** No identifying information found. The profile uses "the student," a general age and grade, and a state only. **2. Transition assessment summary** The student is a kind, patient 14-year-old who works well with animals and younger children, follows routines once learned, and has good attendance. A career interest inventory showed highest interest in animal care and agriculture, and in an interview the student said they want to "work with dogs." The student learns best with hands-on tasks, picture or step-by-step directions, quiet spaces, and one or two people at a time. Areas of need include reading comprehension (about 3 grade levels below), anxiety in new places and with new adults, and remembering to ask for help. A parent survey shows concern about independence and transportation. **3. Measurable postsecondary goals** - **Education/Training:** After high school, the student will complete a training program or certificate course in animal care, such as dog grooming or veterinary assistant training. - **Employment:** After high school, the student will work part-time or full-time in an animal-related job, such as groomer's assistant, kennel attendant, or veterinary assistant. - **Independent Living:** After high school, the student will use a chosen transportation option to get to work or training independently while living at home. (TEAM INPUT NEEDED: transportation options available in the student's area.) **4. Annual IEP goals** 1. *(Supports Employment)* Given a picture or step-by-step task list for an animal-care task (such as feeding or cleaning a kennel area), the student will complete all steps in order with no more than one adult prompt in 4 of 5 trials, measured by a staff task checklist, within 12 months. 2. *(Supports Independent Living and Employment)* When working in a new setting or with an unfamiliar adult, the student will ask for help using a practiced script or help card in 4 of 5 observed opportunities, measured by a staff data sheet, within 12 months. 3. *(Supports Education/Training)* Given a short animal-care text at the student's instructional reading level, the student will answer comprehension questions with 80% accuracy on 3 consecutive probes, measured by teacher-made probes, within 12 months. **5. Transition services and activities** | Activity | Type | Who | When | |---|---|---|---| | Career exploration unit on animal-care jobs and the training each requires | Instruction | Case manager / special ed teacher | Fall semester | | Direct instruction and practice in asking for help (scripts, help card) | Instruction | Special ed teacher | Ongoing this IEP year | | Job shadow at an animal-related business, with photos of the site shared beforehand | Community Experience | Case manager, family (TEAM INPUT NEEDED: site) | Spring semester | | Keep a simple log of tasks done at the relative's farm stand | Employment or Adult Living | Student, family | Ongoing | | Learn about local transportation options and practice one route with an adult | Daily Living | Family, case manager (TEAM INPUT NEEDED) | This IEP year | **6. Course of study** The student will follow a regular diploma path toward a May 2030 exit, with core classes and reading support (TEAM INPUT NEEDED: specific supports). If the school offers them, the team should consider agriculture or animal science electives, an agriculture-related career pathway, or FFA. Later years could include work-based learning in an animal-care setting. **7. Agency connections to discuss** - Is the student eligible for Pre-Employment Transition Services through Kansas Vocational Rehabilitation, and when should the team discuss a referral? - Are there local transportation programs or travel training options the family could explore? - Would the student qualify for any other adult services based on eligibility information not in this profile? (TEAM INPUT NEEDED) **8. Timeline flags** - Kansas requires transition planning starting at age 14 (K.S.A. 72-3429(c)(8)), so this IEP needs measurable postsecondary goals and transition services now. Federal IDEA requires them by 16 (34 CFR 300.320(b)). - The student must be invited to this meeting (34 CFR 300.321(b)). Document the invitation, and if the student does not attend, document how their preferences and interests were included. - Transfer of rights is not due yet. Note that the student must be told which rights will transfer at least one year before the age of majority (34 CFR 300.320(c)), which is set by state law. **9. Questions for the IEP team** 1. What transportation options exist where the family lives? 2. Which agriculture or animal-related electives or pathways does the school offer? 3. What reading supports does the student currently use, and which ones work best? 4. What tasks does the student already do at the farm stand, and with how much help? 5. Between grooming and vet assistant work, which does the student prefer when asked directly? Draft only. Review with the IEP team, the student, and the family before anything goes into the IEP.