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

Remain Focused for TransitionRemain Focused for Transition

What does it look like?What does it look like?

Evaluate, through assessment, which essential skills Evaluate, through assessment, which essential skills and abilities are neededand abilities are needed

Connected to the student’s post secondary goalsConnected to the student’s post secondary goals

Build transition language throughout the IEPBuild transition language throughout the IEP

Develop annual goals connected to the post Develop annual goals connected to the post secondary goalssecondary goals

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 need Transition Assessments in You need Transition Assessments in Education/Training, Employment, and Education/Training, Employment, and Independent Living Skills (as needed)Independent Living Skills (as needed)

An interview alone is An interview alone is not acceptable!not acceptable!

Assessment:Assessment:

15 year old Student15 year old Student

15 year old students must receive a “commercially 15 year old students must receive a “commercially produced” transition assessment – (9produced” transition assessment – (9thth or 10 or 10thth grade grade depending on the age of the student)depending on the age of the student)

Ages 16+, annually update student’s ITP with Ages 16+, annually update student’s ITP with assessments to support the planning process assessments to support the planning process

Examples of tools used to support the Examples of tools used to support the ongoing Planning Processongoing Planning Process

Education/TrainingEducation/Training Employment Employment Independent Living Independent Living (as needed) (as needed)

Transition Planning Inventory (TPI)Transition Planning Inventory (TPI)

College Survival and Success Scale College Survival and Success Scale

COPS IICOPS II

IDEASIDEAS

Checklist for Adaptive Living Skills Checklist for Adaptive Living Skills

TPI Modified Form Significant Disabilities TPI Modified Form Significant Disabilities

Brigance InventoryBrigance Inventory

District/State AssessmentsDistrict/State Assessments Periodic AssessmentsPeriodic Assessments Curriculum-Based MeasurementsCurriculum-Based Measurements Informal Assessments for Transition: Informal Assessments for Transition:

Postsecondary Training and EducationPostsecondary Training and Education Take I Take I

Transition Planning Inventory (TPI)Transition Planning Inventory (TPI)

COPS IICOPS II

IDEASIDEAS

JANUSJANUS

Transition-to-Work Inventory Transition-to-Work Inventory

Work Preference MatchWork Preference Match

Job Survival and Success ScaleJob Survival and Success Scale

Reading-Free InventoryReading-Free Inventory

Picture Interest Career Survey (PICS)Picture Interest Career Survey (PICS)

Checklist for Adaptive Living Skills Checklist for Adaptive Living Skills

TPI Modified Form Significant Disabilities TPI Modified Form Significant Disabilities

Brigance Employability Skills InventoryBrigance Employability Skills Inventory

Informal Assessments for Transition:Informal Assessments for Transition: Employment and Career PlanningEmployment and Career Planning

Pre-Employment ChecklistPre-Employment Checklist Career CruisingCareer Cruising Career Locker Career Locker Minnesota Careers Minnesota Careers Take ITake I

Checklist for Adaptive Living Skills Checklist for Adaptive Living Skills

TPI Modified Form Significant DisabilitiesTPI Modified Form Significant Disabilities

Brigance Life Skills InventoryBrigance Life Skills Inventory

Informal Assessments for Transition: Informal Assessments for Transition: Independent Living / Community ParticipationIndependent Living / Community Participation

Take I Take I

* * Tools underlined and highlighted in yellow may be used for the Tools underlined and highlighted in yellow may be used for the 15 year old assessment15 year old assessment

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

appropriate assessmentappropriate assessment

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/training Education/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?

Employment Employment 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

In which course of study does the student need In which course of study does the student need to participate to attain post-secondary goals?to participate 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 action-oriented transition activities What action-oriented transition activities will support the post secondary goals in:will support the post secondary goals in:

Education/TrainingEducation/Training

EmploymentEmployment

Independent Living SkillsIndependent 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

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?

If you need additional information to If you need additional information to understand and develop a meaningful understand and develop a meaningful

IEP/ITP for the student?IEP/ITP for the student?

Complete Page 3

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