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

1. The Transition Focused IEP/ITP: A tool for building lives The District Office of Transition Services 333 So. Beaudry Avenue – 17th floor Los Angeles, California 90017 (213) 241-8050

2. Remain Focused for Transition What does it look like? • Evaluate, through assessment, which essential skills and abilities are needed • Connected to the student’s post secondary goals • Build transition language throughout the IEP • Develop annual goals connected to the post secondary goals

3. Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) • PLP • (Where are you now?) Transition Focused Secondary Education and the IEP Dreams Preferences Interests (What do you want to be?) Measurable Postsecondary Goals (After High School, what will you do?) Assessment (How do you fit?) Transition Activities (Action-oriented growth activities) Supports and Services (Who and what can help you?)

4. You need Transition Assessments in Education/Training, Employment, and Independent Living Skills (as needed) An interview alone is not acceptable!

5. Assessment:15 year old Student • 15 year old students must receive a “commercially produced” transition assessment – (9th or 10th grade depending on the age of the student) • Ages 16+, annually update student’s ITP with assessments to support the planning process

6. Examples of tools used to support the ongoing Planning Process

7. Let your DOTS teacher help you choose an appropriate assessment

8. Interests and Assessment Results go on Page 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

9. Identify the Student’sPost-secondary Goals(Enter this Information on Pages 2 & 3 of the ITP) • Education/training • Does the student want to go to higher education or a vocational training program? • Employment • Does the student want to get a job? Does the student have a job preference? • Independent Living (As needed) • What living arrangement does the student envision as an adult?

10. Page 2: Post Secondary Goals After leaving school, what is the student planning? More than one is acceptable. The expectation is that the student will eventually leave school with which one?

11. Page 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?

12. 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

13. Course of Study • General Education Curriculum • Alternate Curriculum In which course of study does the student need to participate to attain post-secondary goals?

14. Annual Goals Annual goals are written to support; • Student areas of need as identified in PLP • Identified post-secondary goals

15. IEP 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

16. Supports and ServicesTransition Activities • What action-oriented transition activities will support the post secondary goals in: • Education/Training • Employment • Independent Living Skills EXAMPLE: Robert wants to become a mechanic. Activities to support his post-secondary goal may include: Education/Training: Research post-secondary programs specializing in auto-mechanics Employment: Participation in the Department of Rehabilitation – TPP work experience program

17. Page 2: Transition Activities Check 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.

18. Page 3: addresses personal growth needs of the student To meet this… What activities are needed to assist the student in meeting the post living goals? Indicate what needs to be done here. Who will monitor/support the activity? Who will monitor/support the activity? What activities will assist the student in preparing for the goals? Who will monitor/support the activity?

19. If you need additional information to understand and develop a meaningful IEP/ITP for the student? Complete Page 3

20. Page 3a: (when appropriate) Complete only if further assessment is needed. Is additional assessment needed to assist the student in “Functional Vocational Activities?” Is additional assessment needed to assist the student in “Independent living skills?” Completed by the assessor. Completed by the assessor.

21. Course of Study (How are you getting there?) Develop Measurable Annual Goals to support MPSG (What are the steps to get you there?) • PLP • (Where are you now?) Transition Focused Secondary Education and the IEP Dreams Preferences Interests (What do you want to be?) Measurable Postsecondary Goals (After High School, what will you do?) Assessment (How do you fit?) Transition Activities (Action-oriented growth activities) Supports and Services (Who and what can help you?)

22. You are a key player in the transition process… District Office of Transition Services 333 South Beaudry Avenue Los Angeles, California 90017 (213) 241-8050