FORM 1B – INDIVIDUAL TRANSITION PLAN (ITP)

 

 

 

1.  Course of Study: Courses of study are defined as a multi-year description of coursework which explicitly connect to the studentÕs desired post-school goals, from the studentsÕ current to anticipated exit year.  Here are options for conveying this information:

 

EXAMPLE 1

 

Mild Ex. Junior: Post-Secondary Goal of working as a mechanic.

The course of study would then be: Junior Year Eng 3, PE, US History, Life

Science, Algebra 1, Learning Center.

Senior Year Eng 4, Work based learning, Govt/Econ, Senior Project, Small

Engines.

 

Severe Ex. Junior: Post-Secondary Goal is to attain a supported employment job.

The course of study would then be: Junior Year Cooking, Functional Math, Functional Communication, Work Crew, PE.

Senior Year Cooking, Budgeting, WorkAbility Training, Functional Math, Vocational Skills.

 

EXAMPLE 2

 

Diploma: Attach a form with all diploma coursework presently being completed and all required future coursework that needs to be completed.  Be sure to include the names of the specific electives that are being taken and will be taken.

 

Certificate: Describe the functional areas being worked on currently and future areas to be addressed prior to Exit from school.

 

2.  Units/Credits: Update the units/credits the student has completed up to this meeting and then the units/credits the student still has to complete or has pending for a diploma/certificate including what the student will take in the next IEP cycle.

 

3.  California High School Exit Exam: Enter the date and score on the ELA and Math section of the CAHSEE and indicate if the student passed or failed. In the CAHSEE Other section you can put if the student is getting an exemption, waiver, or taking the CAPA.

 

4.  Transfer of Rights: On or before the studentÕs 17th birthday, the teacher is to explain that he and/or she will assume all special education rights and protections upon turning 18 (unless a conservator has been appointed by the court). Review the Notice of

Procedural Safeguards with the student. Have the student and parent sign this section.

 

 

 

NOTE: After you have completed all the information on the transition pages and checked to make sure you have supporting annual goals and services you need to go to CASEMIS A 47-54 and make sure that the transition questions in CASEMIS A are marked YES (agency invited can be YES or N/A). The questions are in a different order that they appear on the forms.  The following is a definition for each CASEMIS Transition item:


A-47 TRAN_REG 1 = measurable post-secondary goals

A-48 TRAN_REG 2 = updated annually

A-49 TRAN_REG 3 = age appropriate assessments

A-50 TRAN_REG 4 = transition services

A-51 TRAN_REG 5 = course of study A-52 TRAN_REG 6 = annual IEP goal A-53 TRAN_REG 7 = student invited

A-54 TRAN_REG 8 = agency representative

 

 

 

 

   Educational Benefit Reminder   

 

-   Is there an appropriate measurable post-secondary goal or goals that covers education or training, employment, and as needed, independent living?

-   Are the post-secondary goals updated annually?

-   Are the post-secondary goals based on age appropriate transition assessments?

-   Are there transition services in the IEP that will reasonably enable the student to meet his/her post- secondary goals?

-   Does the course of study reasonably enable the student to meet their post-secondary goals?

-   Is there an annual IEP goal related to the studentÕs transition services needs?

-   Was the student invited and involved in their transition planning?

-   Was a representative of any participating agency invited to the IEP Team meeting with prior consent from parent, guardian, or student?

 

 

 

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