Form 1A – 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 studentŐs interests were determined.
2.
Results of
Age-Appropriate Transition Assessments: Measure the studentŐs interests,
preferences, and skills related to education/training, employment and where
appropriate, independent living skills.
3.
StudentŐs 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 studentŐs 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 ÔotherŐ 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
[Source: State SELPA IEP Manual, December, 2007]