Fillable Printable Individual Transition Planning Guide
Fillable Printable Individual Transition Planning Guide
Individual Transition Planning Guide
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Individual Transition Planning
(ITP) Guide
The ITP guide was written so that people with developmental disabilities and their
parents can become more involved in writing their own transition plan.
Find out about the transition plan process in the local school district and get
involved.
This ITP guide will be useful even if there is no formal process. Information devel-
oped in this workbook can be written into the IEP if there is no Individual
Transition Plan.
An audiotape of the individual or parent ideas for the ITP could be made for those
who are nervous about speaking to a group. Include time to review the guide
during the ITP meeting.
You can complete the planning guide
or checklist in this section online:
Click in the text box next to the
question and type in your answer;
OR
Click in the box in front of a
statement or question.
The completed guide or checklist can
be printed out. You can also save or
update your answers; you MUST save
the file to your computer to save or
update. Go to the last page of this
section for complete directions.
How to Use the
Guides and Checklists
The ITP Planning Guide
The ITP planning guide is designed to help students and their families in planning
for the future. It should be used to help you get ready for your transition plan
meeting.
The language of this guide is meant to encourage:
n people with disabilities to fill it out on their own;
n families and advocates to explain it to people with disabilities who cannot
fill it out on their own.
Each activity is an important step in preparing for the ITP meeting. Families,
advocates and students should work together when filling it out. It will help:
n identify personal strengths and interests
n identify goals for the future
Ideas on how to use your ITP
ASK, OBSERVE, ASK OTHERS
First, try asking people who can read or
understand words or sign to complete the
transition activities on their own or with help.
Second, observe people who do not read or
understand words or sign very well and act
as their advocate (or choose someone else)
in completing the transition activities.
Third, ask others who know the person well
(like a friend or relative or service coordinator)
to help complete the transition activities.
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What is an Individual
Transition Plan?
The Individual Transition Plan is a written plan
which outlines what a student will need to live,
work and play as an adult. It should be written
at least four years before someone is leaving
school. The ITP is written with the help of the
student, parent, teacher, social worker or service
coordinator and adult service provider. It spells
out what everyone needs to do in order to
provide the training and services needed for a
smooth ‘transition’ from school. It is a bridge
between the Individual Education Program and
other plans – like the Individual Program Plan.
Some words and terms you should know
Goal: This tells the general direction a person is going in, like “living in an apart-
ment or working in the community or attending classes at the community college.”
Individual Education Program: The IEP is written for students who
receive special education services. This is a written plan which tells a student’s
present strengths as well as educational goals and objectives for the school year.
It contains specific plans for teaching skills that will help people be more
independent.
Individual Program Plan: The IPP is a written plan which provides general
goals in areas other than education like work and recreation/leisure.
Special Education: Services for students who are not succeeding in regular
education and need additional educational experiences in order to become
independent and productive adults.
Transition: A carefully planned process which help students move from school to
adult life in the community.
If there are other words or terms that you want to ask someone about, just write
them down:
Word or term What it means
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Your interests, likes and dislikes
Take a few moments to think about the things that you like to do best (like
swimming or listening to music) and things you don’t like to do. Get someone to
help you with this, if you need it.
What do you like to do best?
At home: At school:
At work: In the community:
For fun on your own: For fun with others:
Are there things you don’t like to do?
At home: At school:
At work: In the community:
Thinking about the future
Name:
Date:
When do you plan to graduate?
Employment and education: A place to work
and train after graduation
1. Where do you work or go to school now?
2. Where do you want to work or go to school
after you leave high school?
Living arrangements: A place to live
1. Where do you live now?
oat home oon my own owith a roommate
oother:
2. Where do you want to live after you leave
school?
oat home oon my own owith a roommate
oother:
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Community recreation and leisure
activities: Things for fun
1. What kinds of things do you do for fun at
home, in the neighborhood, community?
2. What kinds of things would you like to do for
fun at home, in the neighborhood, community
after you leave school?
Now it’s time to start thinking about what things
should be written into your transition plan.
The best way to do this is to think about what
will help you most to live and work where you
want to and to enjoy your free time.
Your family, teacher and social worker can help
you with this, but you need to look at the follow-
ing list below and place an “X” next to the 3
things that you want to talk about the most at
your transition meeting. If you want to talk about
more things, then just say so at the meeting.
Employment and education: A place to work and train after graduation
n What kinds of jobs would you like?
n Would you like to work on your own or with others?
n Are there training services that would help you after high school, such as the
community college or adult education?
n How will you get to and from work or school?
n Things you might want more information about (please check as many
as you want):
o supported work
o competitive employment
o community colleges
o community based education and training
n What kinds of help do you need from others?
Living arrangements: A place to live
n Where do you want to live (in the city, in the country)?
n How do you want to live (with other people, on your own)?
n Things you might want more information about (please check as many
as you want):
o home of your own
o adult foster care
o supported living
n What kinds of help do you need (none or do you need help with cooking and
cleaning) from others?
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Community recreation and leisure activities: Things for fun
n What kinds of things will you do for fun at home, in the neighborhood,
community?
n Things you might want more information about (please check as many
as you want)
o parks and recreation
o community center
o hobby clubs
o sport or social clubs
n What kinds of help do you need from others?
Personal management: Other things to lear n
n Taking the bus?
n Doing the laundry?
n Things you might want more information about (please check
as many as you want)
o social skills
o money management
o personal care
o household management
n What kinds of help do you need from others?
Health and medical: Staying healthy
n Do you need special medicines?
n How will you get to the doctor?
n Things you might want more information
about (please check as many as you want):
o dental care
o health insurance
n What kinds of help do you need from
others?
Financial and income: Money matters
n How much money will you need to live on
(for rent, food, fun)?
n What about insurance, benefits, taxes,
SSI/SSDI?
n Things you might want more information
about (please check as many as you want):
o other benefits
o social security benefits
n What kinds of help do you need from
others?
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Family life and social relationships:
Doing things with other people
n Where do your friends live?
n Will there be chances for you to have fun
with people at work, home, with family and
friends?
n Do you need information or training about
family life or dating?
n How will you get to see your friends?
n Things you might want more information
about (please check as many as you want):
o personal attendant/assistant
o respite service
o churches
n What kinds of help do you need from
others?
Advocacy, legal and long-term support:
Someone who can be there when you need it
n Do you need an advocate, counselor,
support group?
n Things you might want more information
about (please check as many as you want):
o trusts and wills
o conservatorships
o legal assistance
n What kinds of help do you need from others?
n Other things that you need to learn about:
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Your transition planning meeting
Here are some things to do before the meeting:
n Review what you have written in this workbook.
n Review your plans from last year.
n Talk to your transition plan coordinator (that’s probably your teacher) to make
sure that you know what will happen at the meeting.
n Write down any questions you want to ask.
n Ask who else will attend the meeting and make sure that no one is left out.
Please invite everyone who will be helping you work on this plan – families,
brothers and sisters, future service providers, service coordinator and so on.
n If you need special help at the meeting (like an interpreter), then ask for
someone to be there.
n If you want help from someone else during the meeting, then ask for it.
Here are some things to do at the meeting:
n Show people this workbook and talk about the things you want to do after you
leave high school.
n Be positive, this is your meeting and everyone there wants to help.
n Ask questions.
n Take notes, bring a tape recorder or bring someone to take notes for you.
n Remind people that you’re here to write a plan that will help you be more
independent at home, at work and in the community.
n Ask for help if you do not agree with the things that are written into your
Individual Transition Plan.
How to tell if the planning
meeting went well
When your transition plan meeting is over, fill out
this worksheet.
YES NO
1. Were all of the people that
you wanted at the meeting? cc
2. Did everyone look at the
things that you wrote in this
workbook? cc
3. Did you and your family,
advocates, friends help
decide what was written on
the ITP? cc
4. Did you get information
about the kinds of services
you might need after graduation? cc
5. Did you talk about all of the
things on – Your Interests, Likes
and Dislikes, Thinking About
the Future? cc
6. Did you get to ask questions? cc
7. Did all of your questions
get answered? cc
8. Are there transition goals for
everything you marked on
A Checklist for Your Meeting? cc
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YES NO
9. Are there dates for completing
your transition goals? cc
10. What were the best things
about the meeting?
11. What could have been better?
If there are a lot of “no” answers to these
questions, then you should ask to
have another transition planning meeting.
How to tell if the transition plan
is working
About every six months, you should look at your Individual Transition Plan to
see if things are going the way they were written.
YES NO
You should ask, if you have not graduated:
1. Am I learning to be more independent? cc
2. Am I lear ning to work and live with people who are
not disabled. cc
3. Does some of my training take place in the
community? cc
You should ask, if you have graduated:
1. Am I working where I want to? cc
2. Am I living where I want to? cc
3. Do I get to see my friends? cc
4. Do I need any special help? cc
Are there things that could be going better? cc
If there are a lot of “no” answers to these questions or if things could be going
better, then you should ask to have another transition planning meeting.
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Some things we know about how people
learn best
n People learn things best in the places where they happen Ð like buying things at
a store or shaving in the bathroom.
n People learn things best when they use the real item-like using real money
when learning how to count.
n People learn things best when they do them at the time they are usually done Ð
like brushing teeth after a meal or before going to bed.
n People learn best from other people-like learning how to work in places where
other people work.
n People learn best when the things that they learn are useful-like using
the telephone or taking the bus or writing a check.
n It is important to think about things to learn that will help you become
more independent where you live and work right now and where you
will live and work in the future.
The law
For students who receive special education, the
law says that everyone has the right to get the
kind of education that they need. If students
need training in different types of community
work before they graduate, this is something to
ask for in the ITP and the IEP meeting. The law
also says that all students must have an ITP by
the age of 14.
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