The Transition Focused IEP/ITP: The Transition Focused IEP/ITP: A tool for building livesA tool for building lives

The District Office of Transition Services

333 So. Beaudry Avenue – 17th floor

Los Angeles, California 90017

(213) 241-8050

ObjectivesObjectives

The participant will:The participant will:

Learn the steps of developing a Learn the steps of developing a compliant Transition Focused compliant Transition Focused Individualized Education Program (IEP)Individualized Education Program (IEP)

The linkThe link

Secondary Education

Adult Life

The transition focused secondary IEP is the first step in building the link between secondary education and adult life.

Transition Focused Transition Focused Secondary Education Secondary Education

and the IEPand the IEP

Supports and

Services(Who and

what can help you?)

Dreams Preferenc

es Interests(What do you want to

be?)

PLP(Where are you

now?)

Course of Study

(How are you getting there?)

Develop Measurable

Annual Goals to support

MPSG(What are the steps to get

you there?)

Transition Activities(Action-oriented growth activities)

Assessment (How do you fit?)

Measurable Postsecondary

Goals

(After High School, what will you do?)

Assess the student’s interests, Assess the student’s interests, preferences, and strengthspreferences, and strengths

At age 13, we actively seek to catch the At age 13, we actively seek to catch the dreams of the studentdreams of the student

Let your DOTS teacher Let your DOTS teacher help you choose an help you choose an

appropriate assessmentappropriate assessment

Reminder:

Interview Only is Not Acceptable

Interests and Assessment Results go on Interests and Assessment Results go on Page 1 of the ITPPage 1 of the ITP

Enter career pathway. (Dropdowns)Choose the appropriate assessment and ‘click’ to enter it into the dialog box.Choose ‘Other’ and indicate the title of tool in parentheses within narrative

Identify strengths, interests and abilities based on assessment. Sample phrase “Results indicate student interests in…Abilities supporting these interests include…”

Enter appropriate response if required.DETAIL

DETAIL

DETAIL

Identify the Student’sIdentify the Student’sPost-secondary GoalsPost-secondary Goals

(Enter this Information on Pages 2 & 3 of the ITP)(Enter this Information on Pages 2 & 3 of the ITP)

Education/trainingEducation/training Does the student want to go to higher education Does the student want to go to higher education

or a vocational training program?or a vocational training program?

EmploymentEmployment Does the student want to get a job? Does the Does the student want to get a job? Does the

student have a job preference? student have a job preference?

Independent Living Independent Living (As needed)(As needed) What living arrangement does the student What living arrangement does the student

envision as an adult?envision as an adult?

Page 2: Post Secondary GoalsPage 2: Post Secondary Goals

The expectation is that the student will eventually leave school with which one?

After leaving school, what is the student planning? More than one is acceptable.

Page 3 Post Secondary GoalsPage 3 Post Secondary Goals

After leaving school, what are the planned living arrangements for the student?

What is the student’s plan for employment?Education?

The Present Level of Performance

(PLP)

When writing the PLP in any area, keep in mind the postsecondary goal of the student.

Strengths, needs and impact of disability should support the end goal

Course of StudyCourse of Study

General Education CurriculumGeneral Education Curriculum

Alternate CurriculumAlternate Curriculum

Which course of study does the student need to Which course of study does the student need to be in to attain post-secondary goals?be in to attain post-secondary goals?

Annual GoalsAnnual Goals

Annual goals are written to support;Annual goals are written to support;

Student areas of need as identified in PLPStudent areas of need as identified in PLP

Identified post-secondary goalsIdentified post-secondary goals

IEP Page 5 - Annual GoalsIEP Page 5 - Annual Goals

Robert wants to be a mechanic

The PLP identified a need in reading comprehension

In developing your reading goal, address the need and keep in mind how this goal connects with Robert becoming a mechanic

Supports and ServicesSupports and ServicesTransition ActivitiesTransition Activities

What transition activities will support the What transition activities will support the

post secondary goals in:post secondary goals in:

Education/TrainingEducation/Training

EmploymentEmployment

Independent Living SkillsIndependent Living Skills

ACTION-ORIENTED GROWTH

ACTIVITIES

Page 2: Transition ActivitiesPage 2: Transition ActivitiesCheck if the student currently receives related services

Did the IEP team discuss any other related services that may be required for transition?

Think of this section as a sentence completion.“To work toward the goals above, the student should…”

Who will support the activity? (Dropdowns) When will the activity be completed?

Identify meaningful activities that will assist the student in preparing

for the goals above.

Page 3: addresses personal growth needs of Page 3: addresses personal growth needs of the studentthe student

To meet this…

Indicate what needs to be done here.

Who will monitor/support the activity? Who will

monitor/support the activity?

Who will monitor/support the activity?

What activities will assist the student in preparing for the goals?

What activities are needed to assist the student in meeting the post living goals?

Page 3a: Page 3a: (when appropriate)(when appropriate)Complete only if further assessment is needed.

Is additional assessment needed to assist the student in “Independent living skills?”

Completed by the assessor.

Completed by the assessor.

Is additional assessment needed to assist the student in

“Functional Vocational Activities?”

Transition Focused Transition Focused Secondary Education Secondary Education

and the IEPand the IEP

Supports and

Services(Who and

what can help you?)

Dreams Preferenc

es Interests(What do you want to

be?)

PLP(Where are you

now?)

Course of Study

(How are you getting there?)

Develop Measurable

Annual Goals to support

MPSG(What are the steps to get

you there?)

Transition Activities(Action-oriented growth activities)

Assessment (How do you fit?)

Measurable Postsecondary

Goals

(After High School, what will you do?)

You are a key player in the transition You are a key player in the transition process…process…

District Office of Transition Services

333 South Beaudry Avenue

Los Angeles, California 90017

(213) 241-8050