Transition Procedures

 What's Required

 

Federal Requirements:

Transition services and activities must be included in the development of the IEP no later than the first IEP to be in effect when the student turns 16, or younger if determined appropriate by the IEP Team, and must include appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. 

 

State Requirements: (note the main difference between Federal and state requirements is the age a full Transition Plan development is required)

 

Texas requirements for transition services are aligned to the federal requirements included in IDEA 2004.  However, state law and guidance include additional requirements for the provision of transition services for students receiving special education services in Texas. A new state law passed in the summer of 2011 requires that "appropriate state transition planning must begin for a student not later than when the student reaches 14 years of age" (SB 1788, 06/17/2011). The Texas Administrative Code (TAC) describes the following nine issues important to the development of the Individualized Education Program (IEP) for students receiving special education services.

      • Appropriate student involvement in the student's transition to life outside the  public school system

      • If the student is younger than 18 years of age, appropriate parental involvement in the student's transition

      • If the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled

      • Any postsecondary education options 

      • A functional vocational evaluation

      • Employment goals and objectives

      • If the student is at least 18 years of age, the availability of age-appropriate instructional environments

      • Independent living goals and objectives

      • Appropriate circumstances for referring a student or the student's parents to a 
        governmental agency for services

 

What We Do

"Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community. These roles include employment, participating in post-secondary training/education, maintaining a home, becoming appropriately involved in the community, and experiencing satisfactory personal and social relationships. The process of enhancing transition involves the participation and coordination of school programs, adult agency services and natural supports within the community.

 

The foundation for transition should be laid during the elementary and middle school years, guided by the broad concept of career development. Transition planning should begin no later than age 14, and students should be encouraged, to the full extent of their capabilities, to assume a maximum amount of responsibility for such planning."    (Halpern, 1994)

 

Transition and Employment Guide - TSD must:

  • Post the Texas Transition and Employment Guide on the district's website.

  • Provide written information and, if necessary, assistance to the parent regarding how to access the electronic version of the guide at

    • The ARD Committee meeting at which transition is discussed or

    • The first ARD Committee meeting that occurs after the guide becomes available if the student's ARD Committee has already met previously to discuss transition.

 

Transition services means working as a team with the student, parent, school staff and outside agencies or community service to develop a coordinated set of activities for a student with a disability that is based on the individual student's needs, taking into account:

    • the student's strengths,

    • preferences,

    • interests,

    • which includes instruction,

    • related services,

    • community experience,

    • the development of employment and other post school adult living objectives, and

    • if appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

 

All of these activities will be considered for each student, however specific activities will be determined by the needs of each student. Transition is a results oriented process that is focused on improving the academic and functional achievement of a child with disabilities to facilitate the movement from school to post-school activities. These activities, through state guidelines, begins on or before the student turns 14 years old with postsecondary goals in education or training, employment and if appropriate, independent living skills based on age-appropriate transition assessments and, an examination of transition issues including the appropriate courses of study based on transition goals. The IEP will include transition services which are needed to assist the student in reaching those post secondary goals.

 

 

Transition Planning: 

  • The HS Advisory Teacher is responsible for providing, when appropriate, parent, teacher and student input forms for transition planning and/or as a portion of transition assessment.

  • Although transition planning must be in place by age 14, it can be completed earlier, depending on the needs of the student.

    • Earlier transition planning, when appropriate, can be considered for students with moderate to severe disabilities who may need additional services from outside agencies with long waiting lists.

    • Formal transition planning is completed during the ARD/IEP committee meeting and focuses on assisting students with disabilities to become independent within the community, to the greatest extent possible.

    • For students with Autism Spectrum Disorders (ASD), IEP goals and objectives will address the skills necessary to function in current and future environments.

      • Transition (or futures) planning for students with ASD, at any age, includes ARD/IEP Committee determination of need, and establishment of a plan, if appropriate, to support the student's successful transition from current to next environment(s).

      • Such support might also include assisting students to transition from elementary to middle school level, from middle to high school, and/or across instructional settings.

    • HS students will create a portfolio and presentation to share at each annual ARD to include strengths, goals, interests, assessment scores, needed accommodations/modifications, and plans for their future.
    • If a student's goal is to be employed after graduation from high school, the appropriate courses should be included in the IEP and addressed on the Graduation Options supplement; this begins documentation of the student's goals after graduation.
    • Adult service providers (agencies) should be included at the transition meeting prior to graduation, depending upon services needed by the individual student. If an agency commits to providing a service and that service is never provided, the ARD/IEP committee must reconvene to determine how that need will be met.
    • Age-appropriate instructional environments will be available for students who are 18 years of age and older.
    • The ARD/IEP committee must determine the appropriate environment for each student in this age category on a case-by-case basis, but decisions should be made by taking into consideration what typical students in general education are doing at that age (e.g. college, technical school, employment, volunteer positions, etc.) and the comparable environments available.
 
Student Involvement

Appropriate student involvement in the student's transition to life outside the public school system includes student's participation in the ARD\IEP committee. The student will be invited to each ARD/IEP Committee meeting when transition services will be discussed.

 

https://www.imdetermined.org/

 
Transition Assessments
  • The ARD/IEP Committee will make decisions regarding transition goals and services based on age-appropriate transition assessments. The transition goals and services in the student's IEP will be updated annually.

  • An ARD/IEP Committee will consider, and if appropriate, address the issue of a formal functional vocational evaluation. A formal functional vocational evaluation is an assessment process that provides information about job or career interests, aptitudes, and skills. Information is gathered through situational assessments in the setting where the job is performed and takes ARD Committee input and parent permission.

    • The informal or formal functional vocational evaluation can be a useful tool in assessing progress for these students. The informal functional vocational evaluation is an ongoing data collection process and is part of a student in special education services ongoing data collection process.

    • The ARD/IEP Committee identifies students who will benefit from services in a vocational program such as Community Based Instruction (CBI). Community Based Vocational Instruction (CBVI) or Work Based Learning (WBL).
 

Samples: Post-Secondary Goals (PSG)

The student's PSG is to attend college/university to pursue a career

Mary's interests/preferences are in the medical field. After High School, Mary will attend a (4 or 2) year college to earn a certification/license as a nurse and work in the nursing field. The committee agreed that Mary can take recommended core courses, as well as organic chemistry to facilitate her goal. If a Junior or Senior, a DARS representative could attend the ARD/IEP committee meeting where Mary would fill out an application to DARS. The Informal or Formal Functional Vocational Assessment was completed and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP reviews during Mary's annual ARD/IEP committee meeting. If this is a graduation ARD/IEP committee meeting, the Summary of Performance would be completed and given to Mary and her mother.


The student's PSG is to get a job after high school

Jose's interests/preferences are in the auto mechanics field. After High School, Jose will get on the job training (or go to Lone Star College for Auto Mechanic Classes) to gain skills as a mechanic and work in the auto repair field. The committee agreed Jose take Auto Mechanics 1 and 2 to support that PSG. The Informal or Formal Functional Vocational Assessment was completed and utilized in transition planning. If a Junior or Senior, a DARS representative could be contacted and participate in the ARD/IEP committee meeting by telephone. The Informal or Formal Functional Vocational Assessment was completed and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Jose's annual ARD/IEP committee meetings. If this is a graduation ARD/IEP committee meeting, the Summary of Performance will be completed and given to Jose and his mother.


The student's PSG is to live at home and participate in supported employment

Maria's interests/preferences are in the retail field. After High School, Maria will live at home and participate in supported employment through MHIDD to continue gaining skills in being in public places with appropriate behavior, keeping her hands and feet to herself and greeting others appropriately and with support (a job coach, parent, etc.) will volunteer in a retail type of environment each week. The committee agreed that Maria could take the following courses to facilitate her PSG of working in a retail type environment. If a Junior or Senior, a DARS representative and/or a MHIDD representative could attended the ARD/IEP committee meeting and Maria's parents could work with the representative and Maria to completed an application. The Informal or Formal Functional Vocational Assessment was and utilized in transition planning. Monitoring of transition plans will be accomplished through report cards and IEP review during Maria's annual ARD/IEP committee meetings. If this is a graduation ARD/IEP committee meeting, the Summary of Performance will be completed and given to Maria and her parents. With Maria and her parents completing agency paper work, Maria will apply to link to an agency and/or participate in a day activity or sheltered workshop. Since Maria needs support with Independent Living Skills a PSG for those supports should be written also. After High School, Maria will continue building skills, with her parents support and guidance, to independently dress, brush teeth and comb hair.

 

For more information about transition at TSD, contact our TED Representative: 
 
Megan Scarboro
Career Technical Education Supervisor
Texas School for the Deaf
1102 S. Congress Ave
Austin, TX 78704
megan.scarboro@tsd.state.tx.us
512-596-4722 (VP)
 

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