INDIVIDUALIZED TRANSITION PROGRAM ASSIGNMENT

NAME (CSULB STUDENT): Individual

Kim Matias Transition Plan

The student participated in the development of

the ITP via:
Presence at the IEP/ITP Meeting
Interviews prior to the meetings

Individuals to be invited in the ITP Meeting

1. Student
2. GE Teacher
3. Case Carrier/Special Ed. Teacher
4. Administrator
5. Mother
6. Grandmother
7. School Psychologist
8. School Nurse
9. Regional Services
10. Career Transition Specialist

On or before the student's 17'" birthday, he/she has been advised of his/her rights at age of majority
(age 18).
Date: Student's Initial: By whom: Parent's Initial:
Student < 17______________

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INDIVIDUALIZED TRANSITION PROGRAM ASSIGNMENT
1. Transition Assessment
Results of age appropriate transition assessments: (Summary)

Jackie B. is a sophomore at a high school in the Long Beach Unified School District. She will turn

seventeen in three months. As a student diagnosed with a Specific Learning Disability, she has an annual

review of her current IEP and has an ITP coming up.

Shes a native English speaker that lives with her mother. As far as Jackie knows, her family has been

in the United States for generations. While her mother has rights over her, the grandmother plays a large

role in her life. She has four brothers and sisters. Though she didnt mention how many of each, Jackie

mentioned that one or more may be half-siblings. One of them is a brother that she says shes never really

met. There wasnt much information on her father. Her family cultural values are what she called,

traditional. Males and females share the same expectations. However, age have more responsibilities.

Older siblings are expected to take care of younger siblings. She mentioned that there is a higher level of

expectations from older siblings.

According to Jackie, her friends play a large role in her life as well. Their opinions and well-being are

very important to her. Jackie is still learning about her IEP. Now that she knows how much of an impact

her IEP can have, shes become very strong-willed towards her education. She can be kind and assertive

when needed. She can be very independent and wants to become more independent after graduation. Her

future goal is to work in the medical field. Her responses to what her future plans dont vary much; they

run a common theme, I dont know, but I wanna be a nurse or something.

In the High School Career Interest Survey, Jackies top choice was Health Science and Medical

Technology. When I interviewed her about this Survey later in the school year, she was not surprised

about the outcome. She has been interested in the medical field for some time. She doesnt know where

this desire came from. After giving her a few minutes to research possible nursing positions, she became

interested in Labor and Delivery, so long as it is a job that will support her. Jackies goal is to attend

LBCC, then transfer to UC Irvine. She has not done much research on what she can study while in

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INDIVIDUALIZED TRANSITION PROGRAM ASSIGNMENT
college. A quick survey from earlier in the year shows that she knows very little about college, but it

appears that, apart from the crazy and wild parties, she knows the importance of going to college. She

expects college to help her get a good car, apartment, and career.

Jackie has shared much of this information with her mom. Ms. Jackies Mom clearly understands her

daughters needs and wants. She realizes that Jackie wants to be more independent. In order for Jackie to

achieve this goal, Ms. Jackies mom wants her daughter to increase her skills in time management and

money management. Though she fears that Jackies future living situation may have shady neighbors,

she does think that Jackie has strong social skills and may play a large role in the community.

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 INDIVIDUALIZED EDUCATION PROGRAM

14.1NDIVIDUALTRANSITION PLAN (cont)

' '
14c. Measurable Post-School Goals

A. TRAINING/EDUCATION Measurable Goal

(Post-Secondary,
Vocational, and/or
Continuing Education)

Jackie will obtain an Associates Degree in Nursing at Long Beach

City College within three years of graduation.

B. Employment Measurable Goal

Within one year of graduating high school, Jackie will be gainfully

employed at Long Beach City College as an administrative assistant
in the Nursing and Allied Health Center.

C. Independent/Adult Living Measurable Goal

After graduation from high school, Jackie will exhibit necessary time
management skills through the use of a planner.

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 INDIVIDUALIZED EDUCATION PROGRAM

MEASURABLE ANNUAL GOAL (S)

Area of Need: Post-Secondary Education

# __1__ MEASURABLE ANNUAL GOAL (s):

1. Given 4 of her current core classes (i.e. Math, Science, English, and History), Jackie will earn a C or
better by the end of her sophomore year.

2. Given the LBUSD High School Graduation Requirements, Jackie will orally recite these
requirements with her counselor with 80% accuracy in 3 out of 4 trials by May 2016 as measured
by a counselor checklist.

Area of Need: Employment

# __2__ MEASURABLE ANNUAL GOAL(s):

1. By the end of the 2015-2016 school year, Jackie B. will complete 40 hours volunteering at the Veteran
Affairs Hospital in Long Beach through the schools Workability program as measured by a sign-
in sheet.

2. Given a list of 4 types of nursing degrees (Licensed Vocational Nursing, Associates Degree in Nursing,
Bachelors of Science in Nursing, and Masters of Science in Nursing), will accurately summarize
the duration of each nursing degree with 80% accuracy in 3 out of 4 trials as measured by
teacher-made assessments.

Area of Need: Independent/Adult Living

# __3__ MEASURABLE ANNUAL GOAL(s):

1. When given a planner, Jackie will accurately list all assignments from her core classes and due dates
at least four times a week without adult assistance as measured by a daily weekly planner check
in her Strategies for Success class.

2. Given a three-ring binder, Jackie will accurately file classwork and homework in the appropriate
class sections within 20 minutes of entering her Strategies for Success class at least two times
each week as documented by the Biweekly binder checks in her Strategies for Success class.
 INDIVIDUALIZED EDUCATION PROGRAM

14.1NDIVIDUALTRANSITION PLAN

Transition Plan Services & Activities to Support Annual Goals Goals

Identify the transition service activities, education, personnel, or resources that can be utilized to help the student
achieve his/her desired post school goals.

(A) Transition Activities to Support Post-Secondary Education (Annual Goals):

Transition Activities/
Services (including
activities that link the
student to adult
services)
Instruction(Curriculu
m)
Responsible Individual/ Date to be
Describe Responsibilities Completed
Jackie will turn in a BiWeekly Progress Report to - Every two
her Case Carrier that includes grades and current weeks.
progress. This BiWeekly Progress Report includes - Two weeks
a detailed description of missing assignments or after
assignments which she needs extra help. December 5
Jackie will meet with teachers to discuss tutoring. IEP
Jackie will go to her counselor to retrieve the A-G - As soon as
Requirements documents. possible.
Given a list of 8 nursing positions (Registered
Nurse, Licensed Nurse, Nurse Practitioner, ICU
Registered Nurse, Homecare Registered Nurse,
Labor and Delivery Nurse, Staff Nurse, and
Emergency Room Nurse), Jackie will correctly
describe each job position with teacher
assistance.

Related Services Unless outside tutoring is needed, no related

services.
Community After a school day, Jackie will go on the bus to By the end
Experiences LBCC and visit the Nursing and Allied Health of January
Center before it closes at 5PM. She will collect 2016(Turne
any pamphlets concerning requirements for a d in before
nursing degree. the first
trial of her
Employmen
t Annual
Goal and
the end of
the first
semester.)
Family Participation Using the pamphlets she collected from LBCC, By May
Jackie will go over the qualifications for 2016
admittance into the Associates Degree in Nursing
 INDIVIDUALIZED EDUCATION PROGRAM
Transition Activities to support Employment (Annual Goals):
Transition Activities/
Services (including
activities that link the
student to adult
services)
Instruction
(Curriculum)
Related Services
Community
Experiences
Family Participation
for LBCC with her mom.
Jackie will research transfer requirements
between LBCC and UCI with her mom.
Responsible Individual/ Date to be
Describe Responsibilities Completed
Jackie will work with the school nurse to learn By June
more about the NCLEX-PN(Nursing Examination) 2016
and possibly receive the nurses old practice
handbook.
Jackie must schedule a conference with her high
school counselor to work as a student office
assistant for her Junior Year.
With the help of her Special Ed. Teacher, Jackie
will fill out the job applications she retrieved from
her community experience.
Jackie will start on her resume with the help of
her Special Ed. Teacher.
Jackie will finish her drivers education from the By March
DMV in order to obtain her drivers license and be 2016
more independent for transportation.
Jackie will collect at least 4 job applications from By the 2nd
her neighborhood that requires assistance with week of
clerical work around her current high school. January.
Jackie will go through www.discovernursing.com By May
with her mom to help develop her knowledge of 2016
nursing positions.
Jackie will drive with her mom or grandmother to
help practice her driving skills.
Transition Activities to support Adult/Independent Living (Annual Goals):

Transition Activities/
Services (including Responsible Individual/ Date to be
activities that link the Describe Responsibilities Completed
student to adult
services)
Instruction With her Special Ed. Teacher, Jackie will draw out By the end
(Curriculum) a template design in her school planner to help of January,
maximize user efficiency. The template will help before the
highlight assignment due dates. 2nd
With her counselor, Jackie will go over the due semester
dates for PSAT and SAT applications.

Related Services If outside tutoring is given (see Transition Activity If an

for Education), Jackie will make a calendar with outside
her tutor. tutor is
hired, as
soon as he
or she is
hired.
Community Jackie will sign up for a free class on any tangible By June
Experiences item that interests her (yoga, art, math, etc.) that 2016
is given at a specific time once a week or once a
month to help her get used to having a set
schedule.
Family Participation Jackies will go with her mom to buy a planner for Within two
Jackie to use at school. weeks of
her
December
5 ITP.
 Signature Assignment for EDSP 534
Rubric: Individual Transition Plan (ITP)

Student Learning Outcome Assessed:

Candidate will effectively plan for transition.

Description of Signature Assignment:

Write the transition portion of an IEP document that contains the following information:

Scoring Rubric
Criteria 4 = Exceeds 3 = Meets 2 = Meets some 1 = Does not meet 0 = Unable to score Final
expectations expectations expectations expectations or incomplete or Score
missing work
Transition The Assessment The Assessment The Assessment The Assessment Transition assessment
Assessment section includes: section includes: section includes: section includes: does not meet
(a)A comprehensive (a)A summary of (a)A summary of (a)A summary of expectation
summary of assessment results assessment results assessment results
assessment results written in a positive written in a positive written in a positive
written in a positive language. Summary language. Summary language. Summary
language. may not be may not be may not be
(b) At least 2 comprehensive comprehensive comprehensive
appropriate (b) At least 2 (b) At least 1 (b) At least 1 0 point
assessments used. appropriate appropriate appropriate
(c) Narrative is assessments used. assessment used. assessment used.
clearly written and (c) Narrative is (c) Narrative lacks (c) Narrative lacks
devoid of jargon. clearly written and clarity and has some clarity and has
(d) Family devoid of jargon. jargon. some jargon.
background (d) Family (d) Family (d) Little or no
information clearly background background evidence that
informed the information information informed family background
 assessment process informed the the assessment process information
assessment process informed the
5 points assessment process.
9pts 7 points

3 points

ITP and Post- There are 3 There are 3 There are 2 Only one No postsecondary
IEP secondar appropriate & appropriate appropriate postsecondary goal goals included
Documen y Goals measurable postsecondary measurable is appropriate and 0
ts postsecondary goals goals in the area of postsecondary goals in measurable
in the areas of education and the area of education
education and training, and training, 1 point
training, employment employment and, employment and,
and, independent independent living. independent living.
living. One goal is not 2 points
4 points measurable
3 points
Goals & There is strong There is some There is little evidence There is very little There is no evidence
Transitio evidence that the evidence that the that the measurable evidence that the that the measurable
n measurable goal(s) measurable goal(s) goal(s) were based on measurable goal(s) goal(s) were based on
Assessm were based on age- were based on age- age-appropriate were based on age- age-appropriate
ents appropriate transition appropriate transition assessment? appropriate transition assessment.
assessment? transition 2 points transition
4 points assessment? assessment? 0
3 points 1 point

Quality All transition services The majority (at Some (at least 50%) A few (less than No evidence that the
of in the ITP will least 75%) of transition services in 50%) of the transition services in
Transitio reasonably enable the transition services the ITP will transition services the ITP will
n student to meet in the ITP will reasonably enable the in the ITP will reasonably enable the
Services his/her postsecondary reasonably enable student to meet his/her reasonably enable student to meet
 goal(s) the student to meet postsecondary goal(s) the student to meet his/her postsecondary
4 points his/her 2 points his/her goal(s)
postsecondary postsecondary 0
goal(s) goal(s)
3 points 1 point

Courses Transition services Transition services Transition services Transition services No course of study
of Study include courses of include some include some courses include one course listed
study that will courses of study of study that may of study that may 0
reasonably enable that will enable the student to enable the student
the student to meet reasonably enable meet his or her to meet his or her
his or her the student to meet postsecondary goal(s) postsecondary
postsecondary goal(s) his or her Some courses have no goal(s)
postsecondary link to students post
4 points goal(s) school goals 1 point
3 points 2 points

Annual There are more than There are 3 There are 2 There are 2 No annual goals are
Goals 3 appropriate & appropriate & appropriate & measurable annual listed in the ITP
measurable annual measurable annual measurable annual ITP goals related to
ITP goals related to ITP goals related to ITP goals related to the students 0
the students the students the students transition transition service
transition service transition service service needs. All needs? Annual
needs. All annual needs. All annual annual goals are goals are not
goals are aligned with goals are aligned aligned with post aligned with post
postsecondary goals with post school school goals school goals.
goals 2 points 1 point
4 points 3 points

Family Meaningful family There is some There is little evidence There is very little No evidence of
Involve involvement is evidence of family of family involvement evidence of family family involvement
ment strongly reflected in involvement in the in the ITP. involvement in the
the ITP, particularly ITP Involvement may not ITP 0
 under transition 3 points be meaningful 1 point
activities 2 points
4 points

Subtotal: ________

Quality of Assignment is exceptionally Assignment is well written and Assignment meets Assignment is
Writing well written and contains meets expectations, with some writing very poorly
perfect punctuation, minimal errors (1-4) in expectations, but written and
grammar, spelling, punctuation, grammar, contains several contains
organization, and visual spelling, organization, and errors (5-9) in excessive errors
display. visual display. punctuation, (>10) in
grammar, spelling, punctuation,
organization, and grammar,
2 points 1 point visual display. spelling,
organization,
.5 point and visual
display
0

Total: ___________
Legend

Total Points College of Education Assessment Scale Equivalent

30-35 4 (Exceeds Expectations)
25-29 3 (Meets Expectations)
14-24 2 (Meets Some Expectations)
12-15 1 (Does Not Meet Expectations)
10-11 0 (Cant Score)