INDIVIDUAL TRANSITION PLAN

SY 2022-2023

I. PERSONAL INFORMATION
Name: Date of Birth: LRN:
06-18-2003 129717
Name of Parents/Guardian: Current Level of Name of Previous School
Education: (if there is)
TRANSITION_____ DCSS
Religion: No. of Year/s in school:
CHRISTIANITY Gender:
_________________________________ ________Male ___̸___ Female

Current Address: Phone/Contact No.:

MATINA , DAVAO CITY 09
Exceptionality: With Assessment: _____ Date:________ Without Assessment ______

Intellectual Name of Institution:/ Doctor

Disability

Allergy Other Medical Concerns

Point of Entry: Please check the point entry appropriate to the status of the learner.
____ Transition from home to school
____ Transition from school to functional life
____ Transition from self contain class to Mainstream ( regular ) class
____ Transition from SPED Center/SPED Classes to Inclusion Classes
____ Transition from one grade level to the next grade
__√_ Transition from school to employment or entrepreneurship
___ Transition level from one class to another in the same grade level
 II. TRANSITION TEAM
Contact Details Date started
Team Members Name (mail and/or working with
phone) team

ITP Coordinator
School Head VIOLA S. ESPARAGOZA
SPED Teacher MARILYN D. PENA
Parent/Guardian
Learner
Regular/Guidance
Teacher
Linkages

Instruction: List down learner’s current strengths, interests, talent and skills as observed. Give
recommendations based on the learner’s potentials and needs.
Strengths: _exhibits common and basic knowledge in gardening________________________
Interests: _farm tools and _planting______________________________________________
Talents: _using farm tools ____________________________________________________
Skills: _knows to segregate delicate different kinds of seeds___________________
Needs: _Perform crop production correctly__________________________________
Recommendations
She / He is recommended to be engaged in livelihood skills development and enhanced skills on proper
procedure in crop production

The table below shows option for provision of specific transition program to targeted levels of entry/exit points.
Type of Learner based on Functional Pre- Life Enrichment Livelihood Care Career
Entry/Exit Point in the Academics Vocational Skills Skills Skills Skills Skills
Transition Program Skills
Transition from school to
functional life
Transition from home to school

Transition from one class to

another in the same grade
level/program option
Transition from SPED center to
inclusion classes
Transition from one grade level
to the next grade level
Transition from school to √
employment and
entrepreneurship
 INDIVIDUAL TRANSITION GOAL PLAN
Goal: 1. Provide functional academic skills which help to pass the criteria for
mainstreaming program.
2. give smooth and speedy transition from learning into mainstream program.
Entry Point: Transition from one class to another in the same grade level/program option
Learning Package/s: _FUNCTIONAL ACADEMIC________
Program COMPETENCY ACTIVITIES TIME PERSONS REMARKS
RESPONSIBLE
FRAME

Non Graded Provide Learners With Disabilities ● Group Sped Adviser

( LWDs) to acquire the basic skills
Intervention instruction Resource
necessary for mainstream program
Plan ● Individual 6 months Teacher Implemented
instruction
SCIENCE Provide Learners With Disabilities ● Group Sped Adviser
( LWDs) to acquire concepts of living
instruction 6 months Resource Implemented
and non-living skills including their
environments and recognize the ● Individual Teacher
physical changes within and around
instruction
them.
ENGLISH Provide Learners With Disabilities ● Group
( LWDs) to improve and effectively use
instruction 6 months Sped Adviser
their communicative , as well as social ,
skills through learning opportunities in ● Individual Resource
oral and written communication
instruction Teacher
Provide Learners With Disabilities ● Group Sped Adviser
( LWDs) to apply the skills in numbers
MATH instruction 6 months Resource
values, arithmetic operations ,
sequences and patterns in their daily ● Individual Teacher
experiences to make them ready for instruction
mainstreaming program.
Recommendations:
Conduct periodic evaluation of __________`s functional academic skills and collaborate the Results to the
other Sped Teacher.
Prepared by: Noted:

MARILYN D. PENA, MT 1 VIOLA S. ESPARAGOZA, P2

Adviser School Principal
 INTERVENTION ASSESSMENT GUIDE

PACKAGE FUNCTIONAL ACADEMIC

Duration Time Started: Time Accomplished

Instruction:
 Read each of the questions in the left-hand column of the chart.
 Place a check in the appropriate box opposite each competency to indicate your answer
TOPIC Very Poor Acceptable Good Very
poor good
(1) (2) (3) (4) (5)
MYSELF 1.) Introduce one`s self ( TP_EFP-Olf-NG-2)

2.) Identify proper expressions when

introducing one`s self.(TP_EFP-olf-NG-1)
Talk about Topics of interest ( likes and
dislikes) . (TP_EFP-olf-NG-4)
COLORS 3.) Identify physical properties of objects
such as colors ( TP_SFP-po-NG-1)
4.) Group objects according to colors.
( TP_SFP-po-NG-3 )
5.) Trace, copy and write letters of
different strokes ( TP_EFP-w-NG-1)

FAMILY 6.) Recognize oneself as part of the family

7.) Names members of the family ( TP_EFP-

ak-NG-3)
8.) Describes how each family is different
and similar
SHAPES 9.) Identify the basic shapes
( TP_MFP-ge-NG-1)
10.) Match objects and pictures based on
its properties.(TP_MFP-ge-NG-3)
11.) Draw the basic shapes (TP_MFP-ge-
NG-4)

VOWELS 12.) Identify letters of the alphabet.

( TP_EFP-ak-NG-2)
13.) Name the initial sounds of the
alphabet .(TP_EFP-ak-NG-2)
14.) Identify the sounds of orally given
letter .(TP_EFP-pa-NG-1)
 PARTS OF 15.) Identify different body parts, its
THE BODY functions and uses.(TP_SFP-bp-NG-1)
16.) Describe the different body parts , its
functions and uses. (TP_SFP-bp-NG-2)
17.) Use the different parts of the body in
everyday life such as in sports/ games
etc. (TP_SFP-bp-NG-3)

SECOND QUARTER

Community 18.) Identify community helpers and its

Helpers function

19.) Distinguish the functions of different

community helpers

20.) Spell words used in different disciples.

(TP_EFP-vd-NG-)
Trace, copy and write letters of different
strokes ( TP_EFP-w-NG-1)
Consonant B 21.) Identify the initial letters of the given
& P; L & M object. (TP_EFP-ak-NG-3)

22.) Recognize common sight words

(TP_EFP-pwr-NG-3)
23.) Spell words used in different disciples.
(TP_EFP-vd-NG-)
24.) Trace, copy and write letters of
different strokes ( TP_EFP-w-NG-1)
Big and 25.) Classify objects according to
Small common characteristics . ((TP_MFP-ge-
NG- 1)
26.) Distinguish big from small objects

27.) Describe the relationship of objects

(TP_MFP-me-NG-8)
Food 28.) Identify the basic needs of the body
(TP_SFP-bn-NG-1)
29.)Name the basic needs of the body
(TP_SFP-bn-NG-1)
30.)Discuss the importance of the basic
needs of the body . (TP_SFP-bn-NG-2)
ACTION 31.) Identify action words (TP_EFP-pwr-
WORDS NG-3)

32.) Trace, copy and write letters of

different strokes ( TP_EFP-w-NG-1)
 33.) Spell words used in different disciples.
(TP_EFP-vd-NG-)

34.) Perform simple dance steps or body

exercises using different kinds of
movements (TP_SFP-fd-NG-1)

Numbers 35. )Route count up to 10 (TP_MFP-nv-NG-

1)
1- 10
36.) Count objects with one-to-one
correspondence up to quantities of 10
(TP_MFP-nv-NG-2)

37.) Identify numerals up to 10 (TP_MFP-nv-

NG-3)

38.) Read / trace and write numerals up to

10 in symbols and in words (TP_MFP-nv-NG-
4)

Teachers Recommendation

I agree to undertake assessment in the knowledge that information gathered will only be used for
professional development purposes and can only be accessed by concerned assessment
personnel and my manager/supervisor.
Pupil’s Name and Signature: Date:
Teacher’s Name and Signature: Date:
Principal’s Name and Signature: Date:
 Data Analysis and Interpretation
Below is the rating scale used to interpret the data:

Mean Frequency Description

1 – 1.8 Very Poor This means that

student engagement is never observed.

1.7 – 2.6 Poor This means that

student engagement is rarely observed.

2.5 – 3.4 Acceptable This means that student

engagement is sometimes observed.

3.5 – 4.2 Good This means that student engagement

is often observed.

4.3 – 5 Very Good This means that students

engagement is always observed
Items: 1st semester 2nd semester
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
 26
27
28
29
30
31
32
33
34
35
Mean:
Overall
Mean:

Prepared by: Noted:

MARILYN D. PENA, MT 1 VIOLA S. ESPARAGOZA, P2

Adviser School Principal