Improving Student Outcomes Through Transition Planning:From Institutional Care

to Public Schools

Improve Transition by• Establishing cooperation among agencies.• Communicating frequently.• Transferring necessary records.• Facilitating school reentry.

• Providing academic continuity.• Developing Individualized Education Programs

(IEPs).• Ensuring access to services.

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Develop coordinated agreements between Local Education Agencies (LEAs) and institutions.

• Exchanging records.• Establishing eligibility.• Writing Individualized Education Programs

(IEPs).• Supervising school work.

• Books and assignments

• Assigning grades.• Maintaining communication.

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Establish contacts at the LEA and institution.• Assign one person at the LEA to communicate

with one person at the institution.• Consistency• Continuity• Accountability

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• School records can generally be exchanged without parental consent between the LEA and• State Board-governed schools and • State agency schools.

• A consent for records release is generally required for exchange of records between the LEA and private institutions.

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• The “receiving” agency should send a written request for records to the “sending” agency.

• Be specific about the records requested.– Copy of cumulative record– Copy of discipline records– Copy of special education records

• Eligibility report(s)• Current IEP

– Discharge Summary– Results of Psychological Evaluation

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• Academic Continuity• Determine which agency will

• Make assignments,• Provide materials, and • Grade assignments.

• Determine what kinds of information will be exchanged regarding educational services.

• Establish timelines.• Hold joint meetings or use conference calls to

establish expectations.

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Special Education• Determine if the student needs to be initially

evaluated or reevaluated.• Agree on the responsibilities of each agency.

• If the student is currently eligible, adopt, develop or revise the IEP.

• Seek input of the sending agency.

• Determine whether a surrogate parent is needed for students who are in State custody.

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• Begin transition planning as soon as possible.

• Plans must be flexible and subject to change.

• Determine which supports are needed for successful transition.• Provide staff training, if necessary.• Include guardians and personnel from both

agencies in meetings and communication.

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Many students and families will need multi-agency support.

• IEP Teams• Teacher Support Teams• School Psychologists• Counselors• Positive Behavior Specialists• School Nurse• Mental Health Services• Making a Plan (MAP) teams• Other community-based supports

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• LEAs must be cautious when making decisions for students returning to school from institutional care.

• LEAs should not make decisions based solely on the fact that students have been in institutional care.• Self-contained placements• Alternative school• Home-based programs• Documentation requirements that appear biased

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• Students with disabilities have procedural safeguards and due process rights.

• IEP Committees make placement decisions in most instances.

• For violations of school rules, weapons, drugs and dangerous behavior, discipline procedures under the Individuals with Disabilities Education Act (IDEA) should be followed.

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• Mandatory medications as a condition of enrolling in school, attending school, receiving an evaluation or receiving services are not allowed by IDEA. • CFR §300.174

• Not all students with mental health issues or diagnoses are dangerous. • Decisions are based on facts, behaviors and

needs, not on stereotypes, personal fears/biases or perceptions.

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LEAs must be careful not to discriminate against students who have disabilities or who are perceived as having disabilities.

• Refusal of enrollment or reentry• Placements that violate Least Restrictive Environment

(LRE) provisions• Unnecessary segregation• Harsh treatment• Guarantees by families or health care providers• Unnecessary paperwork or records• Violations of Family Education Rights and Privacy Act

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