The ITP & You

The information in these website page has been developed to help students with disabilities (beginning at age 14 or younger if appropriate) take part in the Individualized Education Program/Individual Transition Plan (IEP/ITP) team meeting. Members of the IEP/ITP team along with the studets will make important decisions about living, education, and career choices after high school. We hope this guide helps you.

We encourage you to read this guide and The IEP and You pocket guide before the IEP/ITP meeting. It is also important to review A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards), which you received with the notice of the IEP/ITP meeting.

A version of The ITP and You Pocket Guide, called The ITP and You Booklet, developed for students and parents with significant developmental delays, is also available.

If you have any questions about the IEP/ITP, Special Education, or the information contained in this pocket guide, please call your school.

Division of Special Education
District Office of Transition Services

CONTENTS

INTRODUCTION—What Are Transition Services?

1. What is transition planning?

2. What is documented in the Individual Transition Plan?

3. How are student interests and preferences determined?

4. How important is parent participation?

5. How important is student participation?

6. What are the stages of transition planning?

7. How are community linkages involved in the ITP?

8. How long do students receive transition services?

9. What are the graduation requirements for students with disabilities?

10. What if graduation requirements are not met?

11. What if this guide doesn’t answer all my questions?

INTRODUCTION- What are Transition Services?

Transition Services are a coordinated set of activities for students designed within an outcome-oriented process. These transition activities are designed for each student, based on his/her interests, needs and preferences. They are also designed to achieve certain results. Transition Services provide students with disabilities the opportunities to choose goals and activities that prepare them for the future. Services may include classroom lessons and planning for life after high school. Life after high school might include work training, jobs, adult services, independent living or help from public agencies. The District provides transition instruction and services to students with disabilities, beginning at age 14 (or younger, if determined appropriate by the IEP/ITP team).

TIP: Simply put, Transition Services help students and their families think about life after high school.

| top of page |

 

 

 

1. What is transition planning?

Students, beginning at age 14 (or younger if appropriate) and their parents need to start thinking and planning about life after high school. A team of parents, students, school and transition staff, and public agencies may take part in transition planning and the IEP/ITP. This IEP/ITP team will make informed decisions about the student’s future. These decisions are documented on the IEP/ITP.

TIP: Students and parents are key members of the IEP/ITP team.

| top of page |

 

 

 

2. What is documented in
the Individual Transition Plan?

The results of transition planning are documented on the ITP section of the IEP. The specific items documented are:

1. Instructional services
2. Related services
3. The role of community experience in the plan for employment, other post-school adult living objectives, and
4. The gaining of daily living skills and work evaluation, if needed.

TIP: Transition Services should be aligned with the student’s preferences, interests and needs.

| top of page |

 

 

 

3. How are student interests
and preferences determined?

Tests and/or informal assessments are used to determine a student’s interests, preferences and needs. The type of testing will be based on the same legal requirements for evaluating students with disabilities in all other areas. The results of this assessment process help the transition team plan transition activities for instruction.

TIP: The assessment process may include interviews, observations and tests. The results help the IEP/ITP team make informed decisions for the future. Assessment must be culturally, developmentally and linguistically appropriate.

| top of page |

 

 

 

4. How important is parent participation?

Parents are encouraged to be involved in educational planning and decision making in the IEP/ITP process. The law, IDEA (Individuals with disabilities Education Act), strengthens the role of parents. Parents must be notified of IEP/ITP meetings in writing.

Parents may take part in the following areas:

TIP: Parents should be active members of the transition team. They can help the student with their transition activities. These transition activities may include home, community and agency involvement. It is best to be as prepared as possible for the IEP/ITP meeting.

| top of page |

 

 

 

5. How important is student participation?

Student involvement is the most important part of transition planning. The student must be notified of the IEP/ITP meeting in writing.

Students may take part in the following ways:

- Take an active role in IEP/ITP meeting. Ask questions.
- Set goals and learn how to reach them.
- Get additional work experience. Volunteer or try to work part-time for pay.
- Find out about local resources and services.
- Understand the “age of majority”.

TIP: Students should learn good communication skills so they can tell people what they want. Students should also learn self-advocacy skills and how to make decisions.

| top of page |

 

 

 

6. What are the stages of transition planning?

Beginning at age 14 (or younger, if determined appropriate by the IEP Team), a statement of Transition Services will be documented on the student’s IEP/ITP. This statement focuses on the student’s course of study.

Beginning at age 16 (or younger, if determined appropriate by the IEP Team), a statement of Transition Services will be documented on the student’s IEP/ITP. The services may include connections to community agencies, if appropriate.

Beginning at least one year before the age of 18, the student and family must be informed about the “age of majority”. Parents make decisions about the students IEP/ITP until age 18. When the student turns 18, this right to make decisions transfers to the student. There are legal alternatives to this. Parents and students must be informed about this transfer of rights. This must be documented on the IEP/ITP beginning at least one year before the student’s 18th birthday.

TIP: Parents and students should start early to understand “age of majority” rights and responsibilities.

| top of page |

 

 

 

7. How are community linkages
involved in the ITP?

The District has found local agencies that help students with disabilities and their families receive Transition Services. The local agencies include:

1. Local institutions of higher learning
2. Local adult education agencies
3. Department of Rehabilitation
4. Local Regional Centers
5. Local social service agencies
6. Local health and mental health agencies
7. Culturally appropriate community-based organizations
8. Community job fairs
9. Other local adult services as appropriate to meet the transition needs of students in their geographical area

TIP: Parents and students can contact school site transition staff to help identify local agencies. They can explore the community for useful resources. They can find information about leisure, work, education and living options.

| top of page |

 

 

 

8. How long do students receive
Transition Services?

Transition Services are provided until the student:

· receives a diploma, or
· leaves the District, or
· receives a Certificate of Completion and leaves the District, or
· reaches the age of 22 while still attending school.

TIP: Special education services end at age 22. This includes Transition Services. A student may receive a Certificate of Completion, remain in school, and continue to receive Transition Services until the age of 22.

| top of page |

 

 

 

9. What are the graduation requirements
for students with disabilities?

TO RECEIVE A DIPLOMA THE STUDENT MUST:
· Pass the required classes
· Earn the required credits
· Pass the test requirements (proficiency tests)

The school may not deny the student a diploma if a student does not meet citizenship standards.

TIPS:
· District graduation requirements sometimes change. They should be discussed during every IEP/ITP team meeting. If you have any questions regarding the requirements, see your school special education staff.
· If a student needs accommodations and/or modifications to succeed in general education courses, they must be documented on the IEP/ITP. These accommodations and/or modifications must be permitted when the student is taking state or District-wide assessments.

| top of page |

 

 

 

10. What if graduation requirements are not met?

If a student does not earn a diploma, s/he may earn a Certificate of Completion.
TO RECEIVE A Certificate of Completion THE STUDENT MUST COMPLETE ONE OF THE FOLLOWING:
· Earn 230 credits in a course of study stated in the student’s IEP
· Meet the IEP/ITP goals and objectives during high school as determined by the IEP team
· Satisfactory high school attendance, participation in the instruction determined by the IEP team, and achievement of the goals of Transition Services.

The school may not deny a student a Certificate of Completion if a student does not meet citizenship standards.

TIP: Students receiving a Certificate of Completion may take part in graduation and graduation activities.

| top of page |

 

 

 

11. What if this guide doesn’t answer
all my questions?

Below is a brief list of resources for more information:

· The principal, special education and transition staff at school
· A Parent’s Guide to Special Education Services (Including Procedural Rights and Safeguards)
· The IEP and You pocket guide
· The Local District special education coordinator (name and phone number are available from the school administrator)
· Parent Resource Network (PRN) at 1-888-665-6601
· Community Advisory Committee (CAC) at 1-800-667-8366 or (213) 241-6708
· Special Education Multicultural Advisory Committee (SEMAC) at (213) 241-6708
· California Department of Education (CDE)
· CA Dept. of Education Transition Guide
· U.S. Department of Education
· LAUSD Special Education Web Site

TIPS:
· The Parent Resource Network (PRN) is available to answer questions about the IEP/ITP process before or after the IEP/ITP meeting.
The PRN will also lend parents audiotapes or videotapes, available in many languages, regarding the IEP/ITP process.
· Internet access is available free of charge to the public at any Los Angeles Public Library.

| top of page |