Procedures for developing the Individualized Transition
Plan (ITP)
Requirements
A transition plan must be developed and initiated BEFORE
the student enters 9th grade or age 16 whichever is first or
earlier, if deemed appropriate and updated annually.
 A Transition plan must include Transition Related
Assessment/Inventory/Survey (Many students have
this when IGP is completed) and Course of Study
(Career Pathway/IGP)
 Post Secondary goals in the areas of:
Training/Education (required), Employment
(required), and if deemed appropriate, Independent
living.
 Measurable IEP Transition goals, activities and services
that are used to reach the post secondary goals in the
areas of Training/Education, Employment, Related
services, Community experiences, Post school and
Daily living skills if appropriate.
 The student must be invited to the meeting.
Procedures
 Obtain a copy of the student’s Graduation Plan (IGP)
from the counselor.
 Review the graduation plan with the student.
Conference with the student about post secondary
goals.
 Complete Student Transition Survey/Career Inventory
with student.
 Provide guidance when developing appropriate
vocational goals with student.
 Schedule IEP/ITP meeting to include the following
participants: Student, Parent, Sp Ed Teacher/s, General
Ed Teacher/s, LEA, and outside agency (Georgia
Vocational Rehabilitation Agency, if the student is
within one year of graduating) and any other outside
agency deemed appropriate.
Developing the Individualized Transition Plan (using
Clarity and the data collected from above)
*The examples noted below are provided as a reference. All
areas should be individualized and appropriate for the
student’s age, interest, and abilities.
 Complete the Projected Date of Graduation
 Complete the Date of the Initial Transition Program
Development/Transition Program Update Date
 Complete the Consideration of Course of Study
 Complete Transition Assessments (Include any career
inventories, interviews and surveys completed as a part
of the IGP)
 Complete Results of the Assessment and the Student’s
interests, Preferences and Strengths (Important to write
as much information as possible, include course of
study, interests, strengths, results from career
inventories and interviews associated with the IGP,
Student/Parent Survey)
Must be written as: “Based on the Student/Parent
Survey, Interest Profiler and Career Cluster Survey,
filled out on 3/2/2012; Joey has chosen Automotives as
his vocational field, which is appropriate and a realistic
option for him. With the help of the school counselor,
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Joey has registered on Georgia College 411 and
completed his Graduation Plan. Joey demonstrates
strengths in doing work with his hands and prefers to
work alone. He enjoys working on cars, riding his
motorcycle and playing computer games. Joey must
pass the GA Writing Assessment, meet the Carnegie
unit credit, and pass all seven of the End of Course
Classes. He has chosen to pursue a business course
pathway.”
Complete desired Measurable Post-Secondary
Education/Training Goal (Write only one specific
major the student will pursue After graduation
according to vocational assessments and IGP. Must
write as: After graduation, Joey will attend a post
secondary vocational college to pursue his chosen
vocational goal, automobile technician.)
Complete desired Post-Secondary Employment Goal
Must write as: After graduation, Joey will obtain and
retain employment as an automobile repairman.
(Again, must write a specific career interest)
Complete Independent Living Goal (Only if
determined necessary)
 Desired Measurable Post-Secondary
Education/Completion Goals must correlate with
the career interests that are documented in the
IGP and in the Preferences, Interests and Needs
sections. If a student’s interests are in the
Automotive Repair field, then his outcome goals
should correlate with that same career field
Complete Transition I.E.P. Goals and Transition
Activities/Services. The Transition I.E.P. Goals and
Transition Activities/Services will be worked on while
the student is in school to help achieve the Desired
Post-Secondary/Completion Goals. These goals have
to be written so the student can achieve them in one
year. They have to be more specific to the grade/age
the student is in when the Transition Plan is written.
Activities must be specific to the goal so when the
student does the activities, he will be able to achieve
that goal in one year. Be very specific – an example
would be: Joey will obtain information regarding postschool options from 2 post-secondary schools. *Writing
numbers will help make the goal measurable.
 Complete Transfer of Rights – At the I.E.P. meeting
before the student turns 18, the I.E.P must include a
statement that the student has been informed of the
student’s rights that will transfer to the student when
the student reaches the age of 18.
 Person/Agency Involved- Always put the student’s
name, not just student. If you put an agency such as
Georgia Vocational Rehabilitation Agency