Form ITP 1A-2300 – Individual Transition Plan/Transition Services
Educational Benefit Reminder:
á
Is the transition plan
developed in accordance with the studentŐs post-school
preferences, interests, and goals?
á Are all areas of transition needs clearly specified, with corresponding activities and measurable goals and responsible persons/agencies identified as appropriate?
á Are the transition activities and services specifically designed to prepare the student for employment and independent living?
REMINDER: For all IEPs for students age 15 and up (or younger as appropriate), complete SELPA 1A & B (ITP) before academic and behavioral goals.
á How I Participated in the Process: Student describes how he/she participated in the process. If for some reason the student was not able to attend, describe how the studentŐs interests were determined and represented.
á Transitional/Vocational Assessments Completed and Date: The transition assessment information is used to identify the studentŐs preferences and interests for transition planning. List the assessments that were completed and the date they were completed. The results are to be listed on the Present Levels of Performance form.
á Postsecondary Goals: The student states what they plan on doing in the areas of vocational training or education, employment and independent living when they exit school. The CASEMIS input boxes must be checked for the data to import into the IEP CASEMIS data. The required postsecondary goals are employment, education (college) OR training (vocational) and, if appropriate, independent living. The rest of the Transition Plan and IEP are developed to move the student toward these goals.
á Transition Components: These are the areas in which activities to move students toward their goals will be developed. Please check the boxes that apply, write a short description on the available lines and write the activity, linkages and related services to support the component in the next column.
á Activities/Linkages/Related Services: Be specific enough so that next steps to move toward the postsecondary goals are clear. The activities, linkages, and/or related services that are listed relate to ŇTransition ComponentsÓ checked.
á Person/Agency Responsible: Specify the title of person responsible or the agency responsible. The person responsible may be the student or parent. The special education case carrier is responsible to follow up at progress report times to see if the activities have been completed. If there is no progress toward the stated activities, it is the case carrierŐs role to evaluate and determine if another IEP meeting is needed to revise the goals or activities.
á Timeline: The dates by which the activities are expected to be completed (e.g. by 6/12/09). This date would be no later than the next annual IEP date.
á Date Completed: The date the activity, linkage or related service was completed.
[Source: Mendocino County SELPA, 8.25.2008]