FORM 1A INDIVIDUAL TRANSITION PLAN (ITP)

 

This form must be completed in time to be in effect when the student reaches 16 years of age or sooner if appropriate or will reach 16 years of age before the next annual review.

 

1.  Student was invited: The student is to be invited on the meeting notification form. When the student is invited mark YES on the transition page. Keep the documentation of the meeting notification in the studentÕs file.

 

2.  Agency was invited: When appropriate support agencies need to be invited on the meeting notification, with the parent/guardian/students permission.  If an agency is invited mark YES, when it is Ònot appropriateÓ mark N/A.  You should never need to mark NO. Keep the documentation of the meeting notification in the studentÕs file.

 

3.  How the Student Participated in the Process: Describe how the student participated in the process by choosing the best answer. Note:  IEP teams may choose more than one option.

 

4.  Age-appropriate transition assessments/instruments were used:   Age-appropriate transition assessments/instruments are to be used and drive the ITP portion of the IEP. When used mark YES. The next step is to record the transition assessment information/results used to identify the studentÕs preferences and interests for transition planning as they relate to his/her post-secondary goals Assessment needs to be comprehensive NOT JUST Vocational. This information serves as Present Levels for the transition section of the IEP.  The post-secondary goals are what the student plans on doing upon graduation/completing school. The gap between the results of the transition assessment and the studentÕs interests is the basis for the post-secondary goals.

 

Describe what the student is interested in and wants to pursue in areas of education, career and living based on the information you get from the transition assessments. Be sure this is documented on Form 1A.

 

5.  StudentÕs Postsecondary Goals: The team must include measurable postsecondary goals in Training or Education, Employment and if appropriate, Independent Living.

Document what the student plans on doing upon exiting school (post-secondary goals) in

each of these areas.

 

EXAMPLES

 

Education/Training:

¥    Upon completion of school, I will join the Army.

¥    Upon completion of school, I will enroll in the local Community College.

¥    Upon completion of school, I will learn independent living skills from the Regional

Center.

 

Employment:

¥    Upon completion of school, I will work as a mechanic.

¥    Upon completion of school, I will work as a teacher.

¥    Upon completion of school, I will work at the Opportunity Center.

¥    Upon completion of school, I will work in competitive employment.

¥    Upon completion of school, I will work in supported employment.


 

 

Independent Living

¥    Upon completion of school, I will live on my own.

¥    Upon completion of school, I will live with friends in a home or apartment.

¥    Upon completion of school, I will live on my own with help from my family.

 

A.  Make sure you link the post-secondary goal to an annual goal that will support the skills needed to reach the students post-secondary goals.

 

B.  Person/agency responsible: Put in the studentÕs name and then whoever else will also be responsible.

 

 

6.  Transition Services Codes:  Chose an appropriate Transition Service Code that will be used to support the studentÕs post-secondary goal. (Please see 800 code descriptions).

 

7.  Activities to Support Transition Service:  Identify different activities that will be employed to help the student achieve his/her post-secondary goals. (Ex. career research paper, college application, job applications, resume writing, self-help unit on cooking, WorkAbility training etc.)

 

8.  Community Experiences as Appropriate: Identify any activities in the community in which the student will be participating in the community. (Ex. Job shadowing, community based instruction, service learning, community service, youth group, scouts, and ballet)

 

9.  Related Services/DIS as Appropriate: Include any related services the student may need based on their disability that will help the student achieve his/her post-secondary goals. (ex. Speech and Language,  Deaf and Hard of Hearing services, Orientation and Mobility Transportation, Career Counseling, etc.)

 

 

 

 

 

 

 

 

 

[Excerpted from the State SELPA IEP Manual, July 2013]