ITP ASSIGNMENT INSTRUCTIONS
dw50
ITPTemplate.docx
Focus learner’s name:
Transition Planner’s name (your name):
Date:
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Student Information:
Student Strengths (Include at least 4):
Student Interests (Include at least 4):
Transitional Assessments (Include at least 4):
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Course of Study
Consider:
· Appropriate post-secondary instruction such as college, adult education, technical schools, specific vocational training and placement programs, community-based adult day programs.
· The related services the student will require such as counseling, physical and occupational therapy, speech language pathology and audiology, recreational therapy, orientation and mobility services, school health services, social work services.
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Goal |
Desired Outcome* |
Action Plan ** |
Special Education *** |
Agencies Responsible **** |
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· * Desired Outcome - What is the vision for the student in this area? What would you like for the student to be working on?
· ** Action Plan - What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc.)
· *** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? What is the prerequisite for this goal? If so, identify the type of skill the IEP goal should address and write goal in IEP.
· **** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
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Employment
Consider options such as competitive employment, supported job placement, etc.
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Goal |
Desired Outcome* |
Action Plan ** |
Special Education *** |
Agencies Responsible **** |
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2 |
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3 |
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4 |
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· * Desired Outcome - What is the vision for the student in this area? What would you like for the student to be working on?
· ** Action Plan - What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc.)
· *** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? What is the prerequisite for this goal? If so, identify the type of skill the IEP goal should address and write goal in IEP.
· **** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
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Community Experiences
Consider the needs of the student in the community as related to residency options, recreational experiences, social relationships and independent living.
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Goal |
Desired Outcome* |
Action Plan ** |
Special Education *** |
Agencies Responsible **** |
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1 |
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2 |
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3 |
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4 |
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· * Desired Outcome - What is the vision for the student in this area? What would you like for the student to be working on?
· ** Action Plan - What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc.)
· *** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? What is the prerequisite for this goal? If so, identify the type of skill the IEP goal should address and write goal in IEP.
· **** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
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Daily Living Skills and Needs
Consider needs such as insurance, benefits/income, Supplemental Security Income, Medicaid, guardianship, food stamps, money management, citizen responsibilities, self-care, etc.
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Goal |
Desired Outcome* |
Action Plan ** |
Special Education *** |
Agencies Responsible **** |
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1 |
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|
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2 |
|
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|
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|
3 |
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|
|
|
4 |
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|
|
· * Desired Outcome - What is the vision for the student in this area? What would you like for the student to be working on?
· ** Action Plan - What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc.)
· *** Special Education - Are there skills (disability related) necessary for the student to achieve the outcome? What is the prerequisite for this goal? If so, identify the type of skill the IEP goal should address and write goal in IEP.
· **** Agencies Responsible – Which agencies/ organizations/ individuals are primarily responsible for executing the action plans for each goal?
