Form – Individual Transition Plan (ITP)

The IEP Team may determine that consideration is appropriate for younger students. If the student is younger than age 16 and consideration of transition is not appropriate, skip IEP Forms 1A and 1B and go to IEP Form – 2 Present Levels of Academic Achievement and Functional Performance

1.            How The student Participated in the Process: Describe how the student participated in the process. If for some reason, the student was not able to attend, describe how the student’s interests were determined.

 

2.            Results of Age-Appropriate Transition Assessments: Measure the student’s interests, preferences, and skills related to education/training, employment and where appropriate, independent living skills.

 

3.            Student’s Postsecondary Goals: The team must include measurable postsecondary goals in education, training, and employment and if appropriate, independent living.

a.      Education/Training:  Document measurable goals in these areas.  (Example: Upon graduation the student will enroll in a community college class leading to certification as a welder.) (Upon receiving a Certificate of Completion, the student will participate in a food service training program supported by an adult service agency.)

b.      Employment: Document measurable goals pertaining to the student’s employment preferences. (Upon graduation, the student will work part-time in an automotive shop.) (Upon receiving a Certificate of Completion, the student will participate in a sheltered workshop program.)

c.      Independent Living (when appropriate): Document measurable goals in the area of independent living skills. (Upon receiving a Certificate of Completion the student will use public transportation to commute o his/her supported employment job.)

d.      Other: Include other measurable goals that the student needs for postsecondary transition. (Upon receiving a Certificate of Achievement the student will participate in a functional vocational evaluation through the adult education program.)

 

4.            Transition Services:  Include a description of transition services that will be provided to the student in order for him/her to work toward meeting his/her postsecondary goals in each of the areas: education/training, employment, independent living, and ‘other’ as appropriate. These are the services that are provided while the student is still in school to address the postsecondary goal.

 

5.            IEP Goal Number: Note the annual goal number from Form 4A, 4B, or 4C that was developed to work toward the postsecondary goal.

 

6.            Person/Agency Responsible: Specify the title of person or the agency responsible

 

 

[Excerpted from the State SELPA IEP Manual, July 2009. For the 2008-2009 form set.]