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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ing, and effective strategies to manage a 
budget, money, and credit. 
‘‘(iv) Knowledge about self-direction 
and person-centered planning processes. 
‘‘(D) ASSIGNMENT.—A transition broker 
of the TPS administrative unit shall be as-
signed to an individual upon— 
‘‘(i) the individual or the individual’s 
family or guardian selecting the broker; 
and 
‘‘(ii) the State intellectual and devel-
opmental disabilities agency approving the 
selection. 
‘‘(3) SELF-ADVOCACY, 
SELF-DETERMINATION 
SKILLS, AND PEER MENTORING.—The TPS adminis-
trative unit shall offer strategies and training to in-
dividuals with developmental disabilities and their 
families regarding self-advocacy, self-determination 
skills, and peer mentoring to improve the ability of 
such individuals to advocate and negotiate on their 
own behalf. 
‘‘(4) 
EFFECTIVE
INFORMATION
AND
RE-
SOURCES.—The TPS administrative unit shall pro-
vide information to individuals with developmental 
disabilities and their families on Federal and State 
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services, supports, and regulations, including with 
respect to asset development, insurance and benefit 
programs, financial savings tools, and asset or in-
come limits that affect eligibility for Federal and 
State means-tested services, supports, or programs. 
Such information shall be easily understood and up-
dated on a quarterly basis each year. 
‘‘(c) FOSTERING MULTIAGENCY COLLABORATION.— 
The State intellectual and developmental disabilities agen-
cy of each State that receives assistance under this subtitle 
shall facilitate memoranda of understanding among key 
State agencies for the purpose of coordinating and improv-
ing the services and supports provided by such agencies 
to individuals with developmental disabilities during the 
transition into adulthood. 
‘‘SEC. 175. ANNUAL REPORT. 
‘‘Not later than the end of fiscal year 2014, and an-
nually thereafter, the Secretary shall submit a report to 
the Congress containing an evaluation of the implementa-
tion and effectiveness of this subtitle, including an evalua-
tion of— 
‘‘(1) the number of individuals in each State 
who had an ITP developed on their behalf over the 
past fiscal year; 
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