Kern County SELPA

Individualized Transition Plan (ITP)

The Individuals with Disabilities Education Act (IDEA) requires public schools to develop transition service plans for older students who need to prepare for community living after leaving high school. Transition services are a set of coordinated activities that assist students with disabilities move from school into self-determined post-graduation activities. IDEA requires that schools provide transition services to students with disabilities beginning at age fourteen.
The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 04) includes more effective transition planning requirements to benefit teens with Individualized Education Programs (IEPs).
Transition services are activities that help students prepare for goals after graduation, including: Students with mild disabilities may only need limited services in one or two areas while students with severe disabilities may need extensive services in all areas.
The IEP team will determine the actual services each student will receive. These services can include an array of educational and vocational options both on campus and in the community. Available vocational options range from work-related high school classes to entry-level work in the community with assistance through a Transition Program. Transition services are based on students' needs, preferences, and interests and include: To begin transition services, the student will complete a Transition Planning Interview to identify his or her needs. The IEP team will then develop an individualized transition plan (ITP) based on the interview. The ITP is designed to accomplish the student's stated goals from the interview. The ITP is part of the students' IEP and includes important information about the student: The individualized transition plan (ITP) is a two- to four- year written plan identifying the progressive steps a student will take to meet post-graduation goals. Included in the ITP are the goals and benchmarks needed to achieve identified outcomes. The ITP may include related instruction in life and employability skills designed to maintain actual employment. Evaluations and assessments may be identified to assist the student in achieving his or her stated outcomes.
Essential elements of transition planning begin with the transition planning interview that leads to the development of the IEP by identifying required courses, electives, and vocational classes related to employment goals. The team also will identify essential activities needed to achieve transition goals. Such activities may include evaluations, when to apply for scholarships, when to identify trade schools or colleges, and setting up linkages to adult services and supports.
Agencies that can be contacted to be in the process: There are many other resources available within your community that will enhance the life of your child as he or she moves into adulthood. Your child's school and the Transition Team will assist you with referrals and resources. RESOURCES ORGANIZATIONS OTHER RELATED SELPA RESOURCES


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