texas statewide transition parents and the transition process where do you fit into the picture ?

Texas Statewide TransitionTexas Statewide Transition

Parents and the Parents and the Transition ProcessTransition Process

Where Do You Fit into theWhere Do You Fit into the PicturePicture??


Welcome toWelcome to “Parents and “Parents and the the Transition Transition Process”Process”


By the end of this By the end of this presentation you will know:presentation you will know:

Transition requirements and Transition requirements and processprocess

ARD/IEP processARD/IEP process How to participate meaningfully in How to participate meaningfully in

the IEP developmentthe IEP development When and why students must be When and why students must be

includedincluded Who develops an IEPWho develops an IEP


What is the intent What is the intent of Transition of Transition Services?..Services?..(in Federal Law)(in Federal Law)

IDEA 2004


One of the primary purposes of the Individual One of the primary purposes of the Individual with Disabilities Education Act (IDEA) is to:with Disabilities Education Act (IDEA) is to:

““Ensure that Ensure that allall children with disabilities children with disabilities have available to them a free appropriate have available to them a free appropriate public education that emphasizes special public education that emphasizes special education and related services designed to education and related services designed to meet theirmeet their unique needsunique needs and prepare them forand prepare them for further education, employmentfurther education, employment and and independent livingindependent living.. (34CFR(34CFR§300.1 (a))§300.1 (a))


Transition in the LawTransition in the Law

Transition services means a coordinated set of Transition services means a coordinated set of activitiesactivities(1) designed within a results-oriented (1) designed within a results-oriented processprocess

focused on improving academic and focused on improving academic and functional achievement andfunctional achievement and

facilitates child’s movement to post-facilitates child’s movement to post- school activitiesschool activities

IDEA 2004: IDEA 2004: §300.43§300.43



Transition services means a coordinated set Transition services means a coordinated set of activitiesof activities(2) Based on child’s needs, taking into (2) Based on child’s needs, taking into account the child’s strengths, preferences, account the child’s strengths, preferences, and interests, and includes—and interests, and includes—instruction,instruction, related services, community experiences, related services, community experiences, development of employment and other post-school living development of employment and other post-school living objectives, objectives, acquisition of daily living skills and provision of functional acquisition of daily living skills and provision of functional vocational evaluation (if appropriate)vocational evaluation (if appropriate)

IDEA 2004: IDEA 2004: §300.43§300.43


The The child must be invitedchild must be invited to the ARD to the ARD committee meeting if a purpose is the committee meeting if a purpose is the discussion of:discussion of: Postsecondary goalsPostsecondary goals and/or and/or Transition servicesTransition services needed to assist child needed to assist child

in reaching goals in reaching goals

IDEA 2004: IDEA 2004: §300.321 (b)§300.321 (b)




For a child whose eligibility under this part For a child whose eligibility under this part terminates under circumstances described in terminates under circumstances described in clause (i), a local education agency shall clause (i), a local education agency shall provide the child with a provide the child with a summary of the child’s summary of the child’s academic achievement and functional academic achievement and functional performanceperformance, which shall include , which shall include recommendations on how to assist the child in recommendations on how to assist the child in meeting the child’s postsecondary goals meeting the child’s postsecondary goals IDEA IDEA

2004: 2004: Sec. 614c(5)(B)(ii)Sec. 614c(5)(B)(ii) §300.305§300.305


Transition Requirements from Transition Requirements from IDEA provide the opportunity IDEA provide the opportunity to:to: Think about the future and plan for life after Think about the future and plan for life after

high schoolhigh school Plan a course of study to make high school Plan a course of study to make high school

experience relate directly to student’s experience relate directly to student’s dreams and goals for the futuredreams and goals for the future

Assist in making linkages to services after Assist in making linkages to services after high schoolhigh school

Increase chances for every student to be Increase chances for every student to be successful after exiting high schoolsuccessful after exiting high school


Texas State LawTexas State Law

How does it affect my student?

TEC 29.011


Components of Components of TTEC 29.011EC 29.011

Texas state law follows the federal law. The ARD Texas state law follows the federal law. The ARD committee must consider and, if appropriate, address committee must consider and, if appropriate, address

the following issues:the following issues:

• Student involvement • Appropriate parental

involvement •Before age 18•After age 18

• Post-secondary education options

• Functional vocational evaluation

• Employment goals and objectives

• Availability of age-appropriate instructional environments (students at least age 18)

• Independent living goals and objectives

• Referral to a governmental agency for services


Commissioner’s RulesCommissioner’s Rules

In the Commissioner Rules, all students In the Commissioner Rules, all students graduating with IEPs will receive a graduating with IEPs will receive a summary of performancesummary of performance

As appropriateAs appropriate Consider views of parents and studentConsider views of parents and student Written recommendations from adult service Written recommendations from adult service

agenciesagencies

§89.1070(e)§89.1070(e)


Commissioner’s RulesCommissioner’s Rules

An evaluation is required for students An evaluation is required for students graduating under graduating under §89.1070(c)§89.1070(c)

Results should be included in the Results should be included in the summary of performance. summary of performance.


As a parent, I’m ready to As a parent, I’m ready to move on…move on…

• What do I need to know to help my What do I need to know to help my student gain the knowledge and skillsstudent gain the knowledge and skills

to be successful in life after high to be successful in life after high school?school?


IEPIEP in relation toin relation to ARDARD

IEPIEP Individual Education Individual Education

ProgramProgram Formal, written, Formal, written,

legally binding legally binding plan for providing plan for providing special education special education servicesservices

Federal definitionFederal definition

ARDARD Admission, Review Admission, Review

and Dismissaland Dismissal The meeting The meeting

during which IEPs during which IEPs are developed and are developed and reviewedreviewed

State processState process


Transition planning Transition planning is an ARD is an ARD committee committee

responsibility.responsibility.


Transition in the IEPTransition in the IEP Postsecondary goalsPostsecondary goals Review of EvaluationsReview of Evaluations

Functional vocational Functional vocational evaluation, if appropriateevaluation, if appropriate

Present Levels of Academic Present Levels of Academic Achievement and Functional Achievement and Functional PerformancePerformance Student needs, taking into Student needs, taking into

account strengths, account strengths, interests, preferencesinterests, preferences

Annual goals and objectivesAnnual goals and objectives AcademicAcademic Transition needsTransition needs

ServicesServices Course of studyCourse of study Transition services and Transition services and

activitiesactivities Interagency responsibilitiesInteragency responsibilities

Least Restrictive EnvironmentLeast Restrictive Environment Access to general curriculum Access to general curriculum Access to district and Access to district and

statewide assessmentsstatewide assessments Age-appropriate Age-appropriate

environmentsenvironments


TTransition in the IEPransition in the IEP Student Vision Student Vision (Postseco(Postsecondary Goalsndary Goals))

What are the student’s dreams for adult What are the student’s dreams for adult life in the areas of…life in the areas of…

Training/educationTraining/education

Postsecondary educationPostsecondary education

Independent living skillsIndependent living skills, where , where appropriate?appropriate?

IDEA 2004 – §300.320(b)IDEA 2004 – §300.320(b)


Transition in the IEPTransition in the IEPFunctional Vocational EvaluationFunctional Vocational Evaluation

ARD committee decisionARD committee decision If appropriate, based on individual If appropriate, based on individual

needs of the studentneeds of the student Defined, with timelines, by ARD Defined, with timelines, by ARD

committeecommittee May be done at any age or gradeMay be done at any age or grade May include interest, aptitude, May include interest, aptitude,

situational assessment, etc., as situational assessment, etc., as determined by the ARD committeedetermined by the ARD committee


Transition in the IEPTransition in the IEP AssessmentAssessment

On-going assessments are On-going assessments are used to help students identify used to help students identify strengths and interests and strengths and interests and to better define vision and to better define vision and post-school outcomes.post-school outcomes.


TransitionTransition in the IEP in the IEPPresent Levels of Academic Achievement Present Levels of Academic Achievement and and Functional Functional PerformancePerformance

Student competenciesStudent competencies Knowledge and skills Knowledge and skills

AcademicAcademic Vocational/TechnicalVocational/Technical

Competence in the communityCompetence in the community Student needs for transition to Student needs for transition to

adult lifeadult life


Transition in the IEPTransition in the IEPStrengths,Strengths, Interests. Interests. PreferencesPreferences

Involve the student Involve the student Include Include student’s vision for the futurestudent’s vision for the future Needs, strengths, preferences, and interests.Needs, strengths, preferences, and interests.

Focus on courses of studyFocus on courses of study Relevant to student’s goals for the futureRelevant to student’s goals for the future Access to general curriculumAccess to general curriculum Access to state and district-wide assessmentAccess to state and district-wide assessment Plan for graduationPlan for graduation

Update annually Update annually


Transition in the IEPTransition in the IEP

GoalsGoals to be worked on to be worked on this year.this year. Steps to accomplish thoseSteps to accomplish those

goals (objectives/benchmarks)goals (objectives/benchmarks) StudentStudent ParentsParents SchoolSchool Others – agencies, community, Others – agencies, community,

etc.etc.

Measurable Annual Goals


Transition in the IEPTransition in the IEPWhat is included in a coordinated set of What is included in a coordinated set of activities in the IEP?activities in the IEP?

InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences The development of The development of

employment and other post-employment and other post-school adult living objectivesschool adult living objectives

If appropriate, daily living skills If appropriate, daily living skills and provisions of a functional and provisions of a functional vocational evaluationvocational evaluation


Transition in the IEPTransition in the IEP

Involve the studentInvolve the student• Needs, taking into account strengths, Needs, taking into account strengths,

preferences, interestspreferences, interests Review transition service needsReview transition service needs Statement of needed transition servicesStatement of needed transition services

• Develop a Develop a coordinated set of activities, identify coordinated set of activities, identify measurable annual goals and objectivesmeasurable annual goals and objectives

• Include Include interagency responsibilities and interagency responsibilities and linkageslinkages as appropriate as appropriate

• Update annually Update annually

Coordinated Set of Activities


Access to the Access to the General CurriculumGeneral Curriculum

Allowing students opportunity to Allowing students opportunity to participate with their non-disabled peers participate with their non-disabled peers to the maximum extent possible based to the maximum extent possible based on their needs, strengths, interests, and on their needs, strengths, interests, and preferences.preferences. in the general curriculum (TEKS) and in the general curriculum (TEKS) and in nonacademic/extracurricular activities in nonacademic/extracurricular activities


Access to State and Access to State and District-wide AssessmentDistrict-wide Assessment

Students must Students must participate in the participate in the Texas Texas Assessment Assessment ProgramProgram


Curriculum decisions

• Student’s ability to participate in general curriculum (TEKS)

• Course of study

• Coherent sequence

• Transition needs

Placement decisions• Most appropriate

location for instruction to take place

• Provision of related services and transition services

Least Restrictive Least Restrictive EnvironmentEnvironment


I know what should be in an IEPI know what should be in an IEP

andand

How transition affects my student’s IEP How transition affects my student’s IEP development!development!

But who is responsible for But who is responsible for making it happenmaking it happen


Providing transition Providing transition services is services is a a teamteam effort:effort:

School districtSchool district StudentsStudents ParentsParents State and community State and community

agenciesagencies


SO MUCH SO MUCH INFORMATION!!!INFORMATION!!!

How do I prepare myself and How do I prepare myself and my student to be a meaningful my student to be a meaningful

participant at the ARD?participant at the ARD?


What Parents Should What Parents Should Consider Prior to the ARD Consider Prior to the ARD MeetingMeeting Talk to your student about strengths, Talk to your student about strengths,

needs, interests, and preferencesneeds, interests, and preferences What are the student’s and your dreams, What are the student’s and your dreams,

goals, and desires for the future? goals, and desires for the future? What are your current resources and What are your current resources and

support systems for helping your student support systems for helping your student reach his/her post-school outcomes?reach his/her post-school outcomes?

Be prepared to share information about Be prepared to share information about your student at the meeting.your student at the meeting.

Parents must consent to invite agencies.Parents must consent to invite agencies.


During the ARDDuring the ARD Parents’ role Parents’ role prior to student reaching age 18prior to student reaching age 18

Full participant in the decision-making processFull participant in the decision-making process Advocate for their studentAdvocate for their student Support their student’s involvementSupport their student’s involvement Understand the connection between Understand the connection between

goals/objectives, strategies, and post-school goals/objectives, strategies, and post-school outcomesoutcomes

Express student-centered concerns/requests in an Express student-centered concerns/requests in an objective mannerobjective manner

Clearly identify responsibilities of each ARD team Clearly identify responsibilities of each ARD team member, including yourselfmember, including yourself


Parents’ role Parents’ role at the student’s age of majority (18)at the student’s age of majority (18) Understand what “Notice of ARD” meansUnderstand what “Notice of ARD” means Support your student’s right to become a full Support your student’s right to become a full

participant in the processparticipant in the process Help your student express his or her desires Help your student express his or her desires

clearly and in a mature fashionclearly and in a mature fashion Stay involved, even after you are no longer the Stay involved, even after you are no longer the

primary participant in the development of your primary participant in the development of your student’s IEPstudent’s IEP

During the During the ARDARD


BeforeBefore the ARD the ARD meeting is brought to meeting is brought to a closea close

Be sure you understand Be sure you understand

exactlyexactly what will take place after what will take place after the meeting and who is the meeting and who is

responsible.responsible.


Something all Something all parents need to parents need to

know!know!


School is responsible

Initiating request for

servicesMaintaining contact

Based on Entitlement (IDEA)Structured and

protective processes

and environments

Adult student is responsible

Initiating request for

servicesMaintaining contact

Based on Eligibility (ADA/504)AvailabilityFundingConsumer choice

Special Education Special Education ServicesServices

Agency Agency ServicesServices


Federal LawsFederal Laws

504 Section 504 of the Rehabilitation Act

of 1973

ADAAmericans with Disabilities Act


Federal Laws – Federal Laws – ADA and 504ADA and 504

Disability definitionDisability definition Any individual with a disability who:Any individual with a disability who:

Has a physical or mental impairment Has a physical or mental impairment that substantially limits one or more that substantially limits one or more major life activitiesmajor life activities

Has a record of such an impairment, Has a record of such an impairment, oror

Is regarded as having such an Is regarded as having such an impairmentimpairment


Working togetherWorking together

SuccessSuccess for Studentfor Student


ResourcesResources

Career Development ResourcesCareer Development Resources www.cdr.state.tx.uswww.cdr.state.tx.us

Department of Assistive and Rehabilitative Department of Assistive and Rehabilitative Services, Division for the BlindServices, Division for the Blind

www.dars.state.tx.uswww.dars.state.tx.us

Learning Disabilities OnlineLearning Disabilities Online www.ldonline.orgwww.ldonline.org


ResourcesResources

National Center on Secondary Education National Center on Secondary Education and Transitionand Transition

www.ncset.orgwww.ncset.org

National Dissemination Center for National Dissemination Center for Children with DisabilitiesChildren with Disabilities

www.nichcy.orgwww.nichcy.org


ResourcesResources State of TexasState of Texas

www.state.tx.uswww.state.tx.us Social Security AdministrationSocial Security Administration

www.ssa.govwww.ssa.gov Texas Health and Human Services CommissionTexas Health and Human Services Commission

www.hhsc.state.tx.uswww.hhsc.state.tx.us Texas Effectiveness StudyTexas Effectiveness Study

www.esc11.net/depart/instruct/txeffstudywww.esc11.net/depart/instruct/txeffstudy

Texas Statewide TransitionTexas Statewide Transition www.transitionintexas.orgwww.transitionintexas.org


ResourcesResources

Texas Education AgencyTexas Education Agency www.tea.state.tx.uswww.tea.state.tx.us

United States Department of EducationUnited States Department of Education www.ed.govwww.ed.gov

United States Department of LaborUnited States Department of Labor www.dol.govwww.dol.gov

211 TX211 TX www.211.orgwww.211.org


Copyright © Notice Copyright © Notice The materials are copyrighted © and trademarked ™ as the property of theThe materials are copyrighted © and trademarked ™ as the property of theTexas Education Agency (TEA) and may not be reproduced without the express written permission ofTexas Education Agency (TEA) and may not be reproduced without the express written permission ofTEA, except under the following conditions:TEA, except under the following conditions:Texas public school districts, charter schools, and Education Service Centers may reproduce and useTexas public school districts, charter schools, and Education Service Centers may reproduce and usecopies of the Materials and Related Materials for the districts’ and schools’ educational use withoutcopies of the Materials and Related Materials for the districts’ and schools’ educational use withoutobtaining permission from TEA.obtaining permission from TEA.Residents of the state of Texas may reproduce and use copies of the Materials and Related MaterialsResidents of the state of Texas may reproduce and use copies of the Materials and Related Materialsfor individual personal use only without obtaining written permission of TEA.for individual personal use only without obtaining written permission of TEA.Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.unchanged in any way.No monetary charge can be made for the reproduced materials or any document containing them;No monetary charge can be made for the reproduced materials or any document containing them;however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.Private entities or persons located in Texas that are Private entities or persons located in Texas that are notnot Texas public school districts, Texas Education Texas public school districts, Texas EducationService Centers, or Texas charter schools or any entity, whether public or private, educational or nonService Centers, or Texas charter schools or any entity, whether public or private, educational or noneducational, located educational, located outside the state of Texasoutside the state of Texas MUSTMUST obtain written approval from TEA and will be obtain written approval from TEA and will berequired to enter into a license agreement that may involve the payment of a licensing fee or a royalty.required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties,TexasFor information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties,TexasEducation Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-9270 or 512-463Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-9270 or 512-4639437; email: 9437; email: [email protected]@tea.state.tx.us..

texas statewide transition parents and the transition process where do you fit into the picture ?

Documents

texas statewide transitionone

lawtransition services

related services

intent of transition

independent living goals

special education

childs needs

postschool living objectives