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