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:
  • Post-secondary education
  • Vocational training
  • Independent employment
  • Supported employment
  • Continuing and adult education
  • Adult services
  • Independent living
  • Community participation
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:
  • Instruction
  • Related services
  • Community experiences
  • Employment and adult living objectives
  • Daily living skills
  • Functional vocational evaluation when appropriate
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:
  • Goal after graduation
  • Interests, strengths, and career goal
  • Activities to help reach goals in the areas of career, self-advocacy, interpersonal/social, independent living
  • School and post-school services that can help reach goals
  • Notice of rights a year before reaching Age of Majority
  • Recommendations for next year
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:
  • Community Colleges
  • County Mental Health Services
  • Department of Rehabilitation
  • Employment Development Department
  • Medi-Cal
  • Regional Centers
  • Regional Occupational Programs
  • Social Security Administration
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

ORGANIZATION

Local

  • Bakersfield ARC (BARC)
    BARC's mission is to build a stronger community by helping people with developmental disabilities achieve individual goals for a better life.
  • Desert Area Resources & Training (DART)
    Since 1961, DART, a private, not-for-profit corporation, provides services and opportunities to people who have developmental disabilities or other special needs, so they and their families can pursue the dreams and lifestyles they choose. DART is a provider of services for Regional Centers, Department of Rehabilitation, and Sierra Sands Unified School District.
  • Independent Living Center of County of Kern (ILCKC)
    ILCKC offers a wide range of services to a growing population of persons with disabilities. These services are designed to empower persons with disabilities to grow creatively, professionally, personally, and to educate the community on disability issues. For more information, please contact 661.325.1063.
  • Ruggenberg Career Center
    RCC provides vocational training for students in Special Education. The program, located at 610 Ansol Lane, has been in existence since 1972. Over 6,500 students have received job specific training during this time.
  • Transition to Independent Living Program (TIL) at Taft Community College
    An educational experience for developmentally disabled adults emphasizing learning independent living skills. The program stresses the importance of teaching people to accept responsibility for decisions and choices they make. Participants for the program are selected from referrals made primarily by California Regional Centers, the Department of Rehabilitation, and high schools. National
  • Disabilities Studies and Services Center
    This site links to multiple organizations that improve futures for all youth transitioning from school to employment, postsecondary experiences and independent living, and to bridge between agencies responsible for providing transition services and the lessons learned from people in the disabilities field.
OTHER RELATED SELPA RESOURCES

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