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]