1. Beyond Programs and Placements Chapter 5

2. Basic Steps to Accomplishing Person-Centered ITP Convene IEP Teams, Individualized around the wants and needs of each transitioned-age student Convene IEP Teams, Individualized around the wants and needs of each transitioned-age student Team reviews assessment data and conducts additional assessments Team reviews assessment data and conducts additional assessments Team develops service and support plans Team develops service and support plans Transition team implements plans and evaluates accomplishments Transition team implements plans and evaluates accomplishments Transition team updates the IEP or ITP annually and implements follow-up procedures Transition team updates the IEP or ITP annually and implements follow-up procedures Team holds an exit meeting during last year in school Team holds an exit meeting during last year in school

3. Convene IEP Teams Questions to consider in choosing appropriate members of the team: Questions to consider in choosing appropriate members of the team: Who knows you best?Who knows you best? Who do you trust and feel comfortable around?Who do you trust and feel comfortable around? Who do you look to for advice and support?Who do you look to for advice and support? How can these people best help you?How can these people best help you?

4. Circles of Support Networks of formal and informal supports Networks of formal and informal supports Typically meets at student’s home and can help guide the development and implementation of the IEP/ITP Typically meets at student’s home and can help guide the development and implementation of the IEP/ITP

5. Review Assessment Data Go beyond typical assessments that focus on deficits Go beyond typical assessments that focus on deficits See Table 5.3 for person-centered assessment activities See Table 5.3 for person-centered assessment activities Think about the student’s dreams, gifts, capabilities, and preferences Think about the student’s dreams, gifts, capabilities, and preferences

6. Person-Centered Assessment Tools - Mapping Uses color, symbols, words, and pictures to gather information Uses color, symbols, words, and pictures to gather information Use interactive group process and recorded on large sheets of paper for the entire team to view Use interactive group process and recorded on large sheets of paper for the entire team to view Maps discover the unique preferences, experiences, skills, and support needs of each student Maps discover the unique preferences, experiences, skills, and support needs of each student

7. Develop IEPs/ITPs Schedule IEP meeting Schedule IEP meeting Conduct IEP meeting Conduct IEP meeting Opening meeting with introductions and future vision statement and desired outcomesOpening meeting with introductions and future vision statement and desired outcomes Discuss desired outcomes and available support servicesDiscuss desired outcomes and available support services Identify transition goalsIdentify transition goals Determine objectives and steps to accomplish goalsDetermine objectives and steps to accomplish goals Devise services referral checklistDevise services referral checklist

8. Implement IEP/ITP Those agencies that are designated as responsible for goals or specific steps in the ITP should implement the plans as prescribed Those agencies that are designated as responsible for goals or specific steps in the ITP should implement the plans as prescribed Circles of support can also assist in implementing the goals of the ITP Circles of support can also assist in implementing the goals of the ITP