Posted: August 1st, 2022

Strategy File

Please use the IEP and Transition plan to complete the strategy file worksheet

Handout 2.10

Page 1

CONNECT – 2010

http://community.fpg.unc.edu/connect-modules

Transition Plan

Child’s Name

IFSP DATE

Is this the official Transition Conference? yes no

Transition Plans and
Activities

Specific Action
Person

Responsible
Date

Started
Date

Completed

1. Explore options for
Tamiya at age 3
including preschool
special education,
community
programs.

Tamiya’s mom will contact the school
district and 2 other programs– FPG &
Kidscope to get more specific information
about the programs, schedule and process
for referral.

Mom with
support from
Early
Intervention
Service
Coordinator
(EISC)

5/7/xx 6/7/xx

2. Make program
referral decision

Tamiya’s mom is interested in Preschool
Services (Part B) and will follow-up with
school district after she has made contacts
with all programs.

Mom with
support from
EISC

6/7/xx 6/15/xx

3. Send specified
information to Part
B and/or other
community program
with parental
consent.

Yes  No 

Tamiya’s mom will work with EI staff to sign
appropriate consent and referral forms
once a decision has been made (e.g.,
authorization to disclose health information;
CDSA referral to public school system);
Develop a plan with the new program for
transfer of records.

EISC &
mother

6/15/xx 6/17/xx

4. Support Tamiya in
learning new skills
she will need to
adjust to a group
setting and help her
and her family
prepare for changes
in services.

A. Tamiya will participate in group
activities such as the neighborhood
playground and library story time.

B. Identify specific activities to help
Tamiya adjust to new foods and group
activities that she may participate in
when she gets to preschool
(sand/water table).

EISC,
mother, PT,
OT & SPL

5/7/xx 8/28/xx

Tamiya

5/6/20XX

X

Handout2.11

Page 1

CONNECT – 2010

http://community.fpg.unc.edu/connectmodules

Tamiya’s Individualized Education

Program (IEP)

Note: This is only a sample section of Tamiya’s IEP. Her actual IEP contains more goals, and other forms such
as Anticipated Frequency and Location of Related Services, Nonacademic Services & Activities, as well as other
consent and signature forms.

Check Purpose:
Initial
Annual Review
Reevaluation
Addendum

Transition Part C to B

Duration of Special Education and Related Services: From 1/4/20XX To 1/3/20XX

Student: Tamiya DOB: 1/13/20XX School: _________ Grade: PreK

Primary Area of Eligibility – Developmental Delay

Student Profile

Consideration of Special Factors

Student’s overall strengths: Tamiya loves music, dancing, she has a great smile. She is showing
interest in her peers.

Parents’ concerns, if any, for enhancing the student’s education: Support feeding and interaction
with peers.

Parents’/Student’s vision for student’s future: They would like to see her not be so fearful and to be
more adaptable.

Consideration of Transitions

What information is known about the student that will assist in facilitating a smooth transition process?

Tamiya is very shy and fearful in new settings and with new people. She needs adult support to adjust

in new settings and in getting involved in activities, especially with her peers. She trusts adults more

than other children.

Tamiya’s parents have major concerns around her eating a wider variety of foods, becoming more self-

sufficient in feeding and eating. She will need support to be part of the class during mealtimes.

Handout 2.11

Page 2

CONNECT – 2010
http://community.fpg.unc.edu/connectmodules

Present Level(s) of Academic and Functional Performance
Include specific descriptions of what the student can and cannot do in relationship to this area. Include current academic and functional
performance, behaviors, social/emotional development, other relevant information, and how the student’s disability affects his/her
involvement and progress in the general curriculum.

Annual Goal

 Academic Goal  Functional Goal

Does the student require assistive technology devices and/or services? No_
If yes, describe needs: ____
Is this goal integrated with related service(s)? Yes_
If yes, list the related service area(s) of integration: OT

Short Term Objectives

Describe how progress towards annual goals will be measured

Tamiya has a hard time fully participating with other children and she can get very upset when her
“safe” people are not in the room with her. She does better with adults than with peers so an important
aspect for preschool will be to foster interactions and for Tamiya to participate more in sharing and
playing with her peers.

The classroom teacher would like to see her participate in activities both in whole group and small group
and to be less attached to specific people.

Tamiya is often overwhelmed with new sensory and emotional experiences. Her strengths are in
registration of input and sensation seeking, while her needs are in the area of sensory processing,
sensitivity to stimuli and sensation avoiding. She needs environmental adaptation to minimize random
or alerting types of sensation.

Tamiya will participate in preschool activities (circle time, sharing and turn taking with 1 to 2 peers,
independent time, transition time) when given consistent, predictable sensory strategies in the daily
routine.

1. Tamiya will explore a variety of sensory play and sensory toys including but not limited to: play

dough, soft textures, therapy putty, koosh balls, dried bean/lentils, sand without emotional

outbursts/crying, 4 of 5 times.

2. Tamiya will be able to spend time with a variety of adults and peers while engaging in activities and

being able to focus her attention on the task at hand with out emotional outbursts/crying, 4 of 5

times.

Teacher and therapist observation and documentation

Handout 2.11

Page 3

CONNECT – 2010
http://community.fpg.unc.edu/connectmodules

Present Level(s) of Academic and Functional Performance
Include specific descriptions of what the student can and cannot do in relationship to this area. Include current academic and functional
performance, behaviors, social/emotional development, other relevant information, and how the student’s disability affects His/her
involvement and progress in the general curriculum.

Annual Goal

 Academic Goal  Functional Goal

Does the student require assistive technology devices and/or services? No_
Is this goal integrated with related service(s)? Yes_
If yes, list the related service area(s) of integration: speech therapy, education,

Short Term Objectives

Describe how progress towards annual goals will be measured

Least Restrictive Environment – General Education Program Participation

Tamiya is a sweet, well-behaved child. She does not typically use words, except for “mama.” Tamiya
communicates at home more than she does in other settings.

Tamiya will use words, signs or pictures to interact with teachers or peers at least 10 times a day.

1. Tamiya will place personal items in cubby upon entering the classroom 4/5 days

2. Given two choices, Tamiya will choose an activity or center and engage in play for 2-3 minutes 4/5

opportunties

3. Tamiya will participate in teacher directed activities for 2-3 minutes 4/5

opportunities.

4. Tamiya will engage and interact with a peer sharing similar materials for 2-3 minutes, 4/5

opportunities.

5. Tamiya will clean up during transitions and bus her plate/cup after meals in 4/5 opportunties.

Classroom observation and progress notes

Activity 2.13a

Identify activities to support transition

Name

Date

Instructions

Complete the Transition Activities Worksheet below for Tamiya given your recommendation on the transition practices in Step 4.B. Use the practices outlined in Step 3.A as a guideline. Tamiya’s Child Transition Profile (

Handout 2.2

) and her IEP (

Handout 2.11

) will provide valuable insights as well.

List the transition practice or general activity in the first column. In the second column provide details on how that activity will be individualized for Tamiya’s unique situation. In the third colum, list the team member(s) responsible for the activity (teacher, mother, or therapist). See the example in the first row.

1. Create at least three meaningful activities to prepare Tamiya for entering her new classroom (before she starts school).

Preparing for new setting

Transition Practice

Activity Description

Person Responsible

Start & End Dates

Identify the individual needs of the child and family

Create a quiet place in the classroom where Tamiya can go when she is frightened or overwhelmed.

Melanie A. (teacher)

Completed on 10/20/xx

2. Create at least four meaningful activities to help Tamiya adjust to her new classroom (after she starts school).

Adjusting to new setting

Transition Practice

Activity Description

Person Responsible

Start & End Dates

To complete this activity form electronically, remember to first save your file. �If you need further assistance, see the �HYPERLINK “http://community.fpg.unc.edu/connect-modules/help-faq” \t “_blank”�Help & FAQs on pdfs�.

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