‘‘(1) make grants on a competitive basis to 
States that agree to carry out the activities required 
of States under this subtitle; and 
‘‘(2) among the States receiving grants under 
paragraph (1), allocate payments pursuant to a for-
mula that— 
‘‘(A) is established by the Secretary, acting 
through the Commissioner; and 
‘‘(B) takes into consideration an estimate 
of the number of individuals to be served under 
this subtitle in each State. 
‘‘SEC. 173. INDIVIDUALIZED TRANSITION PLANS. 
‘‘(a) IN GENERAL.—Each State that receives assist-
ance under this subtitle shall, with respect to each indi-
vidual with a developmental disability in the State who is 
making the transition from the secondary school system 
into adulthood, develop, and assist in the implementation 
of, an individual transition plan to coordinate transition 
services intended to assist the individual in achieving the 
outcomes of integrated employment, postsecondary edu-
cation, independent living, and community engagement. 
‘‘(b) FORMULATION.—An ITP shall be— 
‘‘(1) coordinated with any pre-existing transi-
tion services being provided to the individual as a re-
sult of an individualized education program devel-
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oped for the individual prior to exiting secondary 
school pursuant to the Individuals with Disabilities 
Education Act; 
‘‘(2) developed not later than 30 days after the 
date on which the individual graduates from or oth-
erwise exits the State’s secondary school system; and 
‘‘(3) applicable through the date on which the 
individual attains 26 years of age; 
‘‘(4) reviewed annually and updated as needed; 
and 
‘‘(5) developed during in-person meetings 
that— 
‘‘(A) are led by the TPS administrative 
unit of the State intellectual and developmental 
disabilities agency established under section 
174; and 
‘‘(B) at a minimum, include the following 
stakeholders: the individual, the individual’s 
family, a transition broker (as described in sec-
tion 174), a representative of the State voca-
tional rehabilitation agency, relevant service 
providers that are contracted by the State or 
chosen by the individual and the individual’s 
family or guardian to provide transition serv-
ices, the transition coordinator of the local edu-
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cational agency (where available, during the 
first year the individual exits the secondary 
school system), assistive technology experts (as 
appropriate), and representatives of the work-
force development sector. 
‘‘(c) CONTENTS.—An ITP shall include strategies for 
the implementation of service models and practices with 
documented effectiveness that— 
‘‘(1) address and emphasize the 5 areas of post-
secondary educational experiences, career prepara-
tion and work-based learning experiences, develop-
ment and leadership, connecting activities, and fam-
ily involvement and supports; 
‘‘(2) identify the needs of the individual in each 
of these 5 areas and articulate how the State and 
its agencies will meet those needs; and 
‘‘(3) will advance economic self-sufficiency with 
specific asset development goals and identify specific 
tools for advancing economic self-sufficiency, such as 
favorable tax benefits, work incentives, matched sav-
ings plans, education financing, and effective strate-
gies to manage a budget, money, and credit. 
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‘‘SEC. 174. TRANSITION PLANNING AND SERVICES ADMINIS-
TRATIVE UNIT. 
‘‘(a) ESTABLISHMENT.—Each State that receives as-
sistance under this subtitle shall establish and maintain 
a transition planning and services (TPS) administrative 
unit within the State intellectual and developmental dis-
abilities agency. 
‘‘(b) RESPONSIBILITIES.—The primary focus of a 
TPS administrative unit shall be to assist individuals with 
a developmental disability in the State to make the transi-
tion from the secondary school system into adulthood. The 
responsibilities of the TPS administrative unit shall in-
clude the following: 
‘‘(1) INDIVIDUAL TRANSITION PLAN.—The TPS 
administrative unit shall have responsibility for de-
veloping and assisting in the implementation of 
ITPs. 
‘‘(2) TRANSITION BROKERS.— 
‘‘(A) IN GENERAL.—The TPS administra-
tive unit shall employ or otherwise secure the 
services of transition brokers. 
‘‘(B) ROLE.—A transition broker of the 
TPS administrative unit shall— 
‘‘(i) facilitate coordination among 
State agencies in the development of ITPs; 
and 
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‘‘(ii) provide assistance to individuals 
with developmental disabilities, consistent 
with the individual’s ITP, in navigating the 
complex system of supports and services 
available through Federal and State pro-
grams. 
‘‘(C) QUALIFICATIONS.—To be eligible to 
serve as a transition broker of the TPS admin-
istrative unit, an individual shall possess two or 
more of the following qualifications: 
‘‘(i) Expertise relating to individuals 
with developmental disabilities, benefits 
planning, the provision of transition serv-
ices, employment and job development, and 
negotiating among various State stake-
holders. 
‘‘(ii) Experience with and knowledge 
of the generic workforce development sec-
tor, vocational rehabilitation, and job de-
velopment. 
‘‘(iii) Knowledge and expertise in the 
use of tools to advance asset development 
and economic self-sufficiency, including fa-
vorable tax benefits, work incentives, 
matched savings plans, education financ-
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