(*Please note that this activity will build upon the knowledge base developed in Instructional event # 3 & this power point presentation)
Using the resource above and the guidelines set forth by both federal and state mandates, it is imperative to understand the importance of the Individual Transition Planning process for our students identified with disabilities. To assist you in this task, it will be helpful to locate a copy of your school corporation or special education cooperative’s Individual Transition Plan (ITP). If you do not have access to an Individual Transition Plan, you may link to the following word file: Individual Transition Plan Template. Please print a copy of this plan to complete the following activities.
Activity 1: Read and Complete: Introduction to Individual Transition Plans (ITP)
The required components of the Individual Transition Plan are outlined in IDEA 97 and Article 7 at 511 IAC 7-28-3. How those pieces are interpreted, formatted, and evaluated is determined by the local education agency. Regardless of the choice of “forms” the spirit and intent of the Individual Transition Plan is the same – to support and move students in the direction of their choice.
The ITP is intended to drive the Individual Education Plan (IEP). Article 7 (511 IAC 7-28-3) specifically identifies the responsibilities of the education agency regarding transition:
“Beginning at fourteen (14) years of age, or earlier if determined
appropriate by the case conference committee, and updated
annually, the individualized education program shall include a
statement of the student’s transition service needs under the
applicable components of the student’s individualized education
program, based on career considerations and focused on the student’s
course of study. (Sec. 3 (a) ).
Article 7 goes on one step further…
“Beginning at the case conference prior to the student’s entry
into high school or sixteen years of age, whichever comes first…
the student’s individualized education program shall include a
statement of needed transition services that guides the development
of the special education and related services and the student’s
course of study, goals, benchmarks, and short term objectives…”
(Sec. 3 (b) ).
Not only does the law spell out when transition has to begin, it spells out what steps it needs to take.
“1) a coordinated set of activities designed within an outcome-
oriented process that promotes movement from the public agency
to postsecondary school activities, including postsecondary
education, vocational training, integrated employment, continuing
adult education, adult services, independent living, or community
participation…” (Sec. 3 (b) (1) ).
In essence, after age 14, student goals and objectives should be written with the student’s desired outcomes in mind. If a student wants to be an auto mechanic upon graduation, obtain a drivers license, and live in an apartment, class selection and supplemental activities should support these goals. Likewise, if a student requires full time support educationally and/or medically, transition outcomes should be directed toward meeting the highest quality of participation and care that is possible.
If you were able to locate a copy of a blank Individual Transition Plan used in your school corporation or system, please review it. If not, review the one attached for you. Answer the following questions:
- How are the directives required by the law addressed in the planning process?
- How are the student’s interests and concerns included? Is there a specific place on the form to address student and parent input?
- Is the ITP formatted in a way that documents that the goals and objectives are connected with the desired outcomes of the student?
When you feel comfortable with the format, continue on to Activity 2.
Activity 2: Review Sample Completed Individual Transition Plans
Sample 1: Learning Disability (word file)
Sample 2: Mild Disability (word file)
Sample 3: Moderate Disability (word file)
Sample 4: Severe Disability (word file)
Sample 5: Emotional Disability (word file)
After you have reviewed the collective ITP’s answer the following questions:
- How and where did the ITP’s address the students identified interests and/or desired outcomes?
- How did the Projected Course Outline on ITP page 2 reflect identified strengths, needs, and goals?
- On ITP pages 3 and 4, were goals connected with areas of need? If so, did they connect back to interests and strengths? Discuss the process.
As you review the components of the ITP, and respond to the questions above, keep in mind the issues or domains that must be addressed, who will be responsible, and appropriate timelines for activities or outcomes. The ITP should drive the Individualized Education Program (IEP). When students enter high school, the planning team should always be looking at the student’s desired outcomes. The Individual Transition Plan becomes the road map to meeting those goals.
