1. Transition Hot Topics: Developing a Coordinated Set of Activities
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ESC Region 11 Fort Worth, Texas
ESC Region 11 Fort Worth, Texas

2. Transition Hot Topics
Copyright Notice
COPYRIGHT NOTICE: This interactive webinar, workshop, online course or event, and any attachments, audio, video, or any other component(s) of this digital activity are the sole property of the Education Service Center Region 11. Any unauthorized review or other use of this information by persons or entities other than the intended participants is prohibited. Recording, capturing of, re-transmission, dissemination of the event or the related attachments or components, internet links to this event, or other unauthorized access to or use of these materials is prohibited. ESC Region 11 is not responsible for the comments, contents, accuracy, violation of copyright or other laws, or completeness or validity of any information provided by participants with in this event. Copyright © 2013 Education Service Center Region 11 All rights reserved.
ESC Region 11 Fort Worth, Texas
ESC Region 11 Fort Worth, Texas

3. Transition Hot Topics
Waiver Notice
PARTICIPANT WAIVER: By participating in this event, participants acknowledge that the event may be recorded and may be made available by ESC Region 11 to others on the internet, by other digital re-transmission, or by other means. Participants acknowledge that their attendance, and that their audio, written, video and other participation in the event may be recorded and may be made available to others during and after the event.
By participating in the event, participants acknowledge that they waive all rights to confidentiality related to their participation in this event and that ESC Region 11 is held harmless from any claims of liability related to their participation, including the redistribution of the event.
ESC Region 11 Fort Worth, Texas
ESC Region 11 Fort Worth, Texas

4. Handouts for today’s session are available for download at http://www
Handouts for today’s session are available for download at This session is being recorded.
ESC Region 11 Fort Worth, Texas

5. Transition Hot Topics: Developing a Coordinated Set of Activities
TEA 2011
Transition Hot Topics: Developing a Coordinated Set of Activities
ESC Region 11 Fort Worth, Texas
ESC Region XI Fort Worth, Texas

6. Today’s Learning Objective
New Transition Specialist
Today’s Learning Objective
Review the transition process
Understand the requirements for a coordinated set of activities in the IEP
ESC Region 11 Fort Worth, Texas
Provided by ESC Region 11 Fort Worth, Texas

7. The Transition Process
Texas Transition
The Transition Process
Age-Appropriate Transition Assessments
IEP Present Levels of Achievement and Performance
Interests, Preferences,
Needs, Strengths
Measurable Post-Secondary
Goals
IEP Annual
Goals
Education/Training, Employment, Independent Living
Transition Services and Courses of Study
Transition Services and Courses of Study
Instruction,
Related Services, Community Experiences
Coordinated Set of Activities
Coordinated Set of Activities
Instruction,
Related Services, Community Experiences
HANDOUTS and MATERIALS:
Participant handout page 11
TELL PARTICIPANTS:
Once assessments have been completed and analyzed, educators need to discuss results with student and parents so that students can develop and articulate their postsecondary goals. Federal law doesn’t require postsecondary goals to be identified until the IEP that is in place prior to student turning 16 unless the ARD determines that the transition process needs to begin at an earlier age. Student postsecondary goals developed at the ages of 14 or 15 are generally more global than the ones developed at age 16, which will need to be more specific. All postsecondary goals should be measurable and should include all three areas of education/training, employment and independent living. .
Agency Linkages
Summary of
Performance
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

8. Transition Planning – Reminders
New Transition Specialist
Transition Planning – Reminders
The IEP is the student’s transition plan
The IEP Team/ARD committee is responsible for transition planning
The student must be involved in transition planning and the development of the IEP
ESC Region 11 Fort Worth, Texas
Provided by ESC Region XI Fort Worth, Texas

9. Transition Planning – Reminders
New Transition Specialist
Transition Planning – Reminders
The IEP must include
Post-secondary goals based on age-appropriate transition assessments
Education/training
Employment
Independent living (when appropriate)
Transition services, including courses of study, that is a coordinated set of activities
Agency linkages
ESC Region 11 Fort Worth, Texas
Provided by ESC Region XI Fort Worth, Texas

10. Let’s Review: When does transition planning begin under federal and state law?
ESC Region 11 Fort Worth, Texas

11. Transition in the IEP State Requirements
New Transition Specialist
TEA 2011
Age 14
Transition in the IEP State Requirements
Appropriate state transition planning…must begin for a student not later than when the student reaches 14 years of age. The IEP must address nine areas.
Student involvement
Parent involvement before age 18
Parent involvement after age 18
Post-secondary education options
Employment goals and objectives
Independent living goals and objectives
Functional vocational evaluation
Availability of age-appropriate instructional environments for students who are at least age 18
Appropriate circumstances for referral to a governmental agency
TEC § and §
ESC Region 11 Fort Worth, Texas
Provided by ESC Region XI Fort Worth, Texas

12. Transition in the IEP Federal Requirements
Transition Hot Topics
TEA 2011
Age 16
Transition in the IEP Federal Requirements
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-
Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
The transition services (including courses of study) needed to assist the child in reaching those goals
IDEA § Definition of individualized education program
ESC Region 11 Fort Worth, Texas
ESC Region XI Fort Worth, Texas

13. Transition Planning for Students with Autism
Any Age
Transition Planning for Students with Autism
Transition planning requirements for students with autism are the same as those for all students with disabilities receiving special education services
TAC § (e) includes related requirements for students with autism
Eleven strategies that must be considered “based on peer-reviewed, research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP”
(e)(5) “beginning at any age… futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments”
ESC Region 11 Fort Worth, Texas

14. What is a coordinated set of activities?
ESC Region 11 Fort Worth, Texas

15. co·or·di·nat·ed “able to use more than one set of muscle movements to a single end”
webster.com/dictionary/coordinated
ESC Region 11 Fort Worth, Texas

16. Coordinated Set of Activities
Resource Document
Coordinated Set of Activities
Adapted from “Transition Services: Helping Educators, Parents, and Other Stakeholders Understand Post-school Outcomes, Course of Study, Coordinated Set of Activities”
Ed O’Leary and Wendy Collison, February 2002
ESC Region 11 Fort Worth, Texas

17. Definition of Transition Services
Transition Hot Topics
TEA 2011
Definition of Transition Services
IDEA 2004
§ Transition services.
Transition services means a coordinated set of activities for a child with a disability that—
Is designed to be within a results oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
ESC Region 11 Fort Worth, Texas
ESC Region XI Fort Worth, Texas

18. Definition of Transition Services
Transition Hot Topics
TEA 2011
Definition of Transition Services
IDEA 2004
§ Transition services. (cont.)
Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—
Instruction;
Related services;
Community experiences;
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.
ESC Region 11 Fort Worth, Texas
ESC Region XI Fort Worth, Texas

19. Definition of Transition Services
Transition Hot Topics
TEA 2011
Definition of Transition Services
IDEA 2004
§ Transition services. (cont.)
Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
ESC Region 11 Fort Worth, Texas
ESC Region XI Fort Worth, Texas

20. SPP Indicator 13 Checklist
Texas Transition
SPP Indicator 13 Checklist
Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goals?
Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goals?
Is (are) there annual IEP goal(s) related to the student’s transition services needs?
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
Question #7on the SPP Indicator 13 Checklist is one of the compliance indicators and specifically addresses the determination of transition services that are in the form of a coordinated set of activities.
NOTE to PRESENTERS:
You may want to refer participants back to page 3 of the handout.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

21. Coordinated Set of Activities Critical decisions
Texas Transition
Coordinated Set of Activities Critical decisions
Instruction
Related services
Community exp.
Employment obj.
Other post-school adult living
Daily living skills
Functional vocational evaluation
Services and activities
During the school day
After school
During breaks/summer
Schedule/ Timeline
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
For each area of need, the coordinated set of activities should include a description of the need and the activities to be provided that will meet the need. The focus here should be on preparing the student for their post-secondary goals. Whenever possible, the student should be actively involved in completion of the activity.
For each activity, identify a timeline for completion. This will be within the current school year or term. Then identify who will be responsible for carrying out the activity and ensuring that it actually takes place and is completed. This may be the student, their family, school personnel or community members. Finally, determine who is responsible for providing and/or paying for the activity. In most cases, there will be no extra expenses, particularly if the school has primary responsibility. However, some activities may involve outside agencies or community service providers.
School Personnel
Student and Parents
Agencies
Responsibilities and Provider/payer
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

22. Coordinated Set of Activities
Transition Services
Needs and Activities
Timelines
Responsibilities
Provider / Payer
Instruction
Community Experiences
Employment
Related Services
Post secondary training and adult living
Daily living (if appropriate)
Functional vocational evaluation (if appropriate)
HANDOUTS and MATERIALS:
Case Study Roland Supplemental Handout pages 11-13
TELL PARTICIPANTS:
To help you understand the coordinated set of activities, we will continue to create a plan for Roland. On page 5 of the case study is a chart for you to record the activities and services that will be needed to assist Roland in pursuing his post-secondary goals.
With your tablemates, review all of the information you have about Roland and complete the coordinated set of activities form. In your Supplemental Resources on pages 11-13, you will find some examples of activities and services that may be provided for a student. This is certainly not an exhaustive list but hopefully will help shape your thinking.
NOTE to PRESENTERS:
This can be done as an individual activity or a group activity. One suggestion would be to create posters of the course of study form (page 4 of the case study) then do a gallery walk to allow participants to review the various plans that have been created.
To debrief, you could call on a couple of table to share the plan they developed. You could also have each group join with another group to discuss their decision-making.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Result Network 2013

23. Coordinated Set of Activities Critical decisions
Texas Transition
Coordinated Set of Activities Critical decisions
Services and Activities
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
For each area of need, the coordinated set of activities should include a description of the need and the activities to be provided that will meet the need. The focus here should be on preparing the student for their post-secondary goals. Whenever possible, the student should be actively involved in completion of the activity.
For each activity, identify a timeline for completion. This will be within the current school year or term. Then identify who will be responsible for carrying out the activity and ensuring that it actually takes place and is completed. This may be the student, their family, school personnel or community members. Finally, determine who is responsible for providing and/or paying for the activity. In most cases, there will be no extra expenses, particularly if the school has primary responsibility. However, some activities may involve outside agencies or community service providers.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

24. Transition Services Instruction Related services Community experiences
Employment objectives
Other post-school adult living objectives
Acquisition of daily living skills
Functional vocational evaluation
IDEA § Transition services.
ESC Region 11 Fort Worth, Texas

25. Instruction in the IEP Specially Designed Instruction
Present Levels of Functional Performance
Instruction in the IEP Specially Designed Instruction
Academic achievement
Functional performance
Progress in the general curriculum (TEKS)
Range of knowledge and skills
Depth of understanding
Prerequisite skills
Ability to use academic learning strategies
Progress in the “curriculum of life"
Skills for participation in instruction
Ability to put learning into practice
Skills for success in post-secondary activities
Define ‘curriculum for Life’ – hidden curriculum
ESC Region 11 Fort Worth, Texas
Provided by ESC Region 11, Fort Worth, Texas

26. Academic Instruction Course of Study Considerations
Post-secondary goals
Postsecondary education and/or training
Employment
Independent living
PLAAFP
Strengths and needs relative to the student’s disability
Current academic achievement
IEP annual goals
Transition assessments
Interests
Preferences
Aptitudes
HANDOUTS and MATERIALS:
Case Study - Roland
TELL PARTICIPANTS:
With your tablemates, review all of the information you have about Roland and complete the course of study form.
NOTE to PRESENTERS:
This can be done as an individual activity or a group activity. One suggestion would be to create posters of the course of study form (page 4 of the case study) then do a gallery walk to allow participants to review the various plans that have been created.
To debrief, you could call on a couple of table to share the plan they developed. You could also have each group join with another group to discuss their decision-making.
Future academic achievement expectations and resulting needs
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Result Network 2013

27. Academic Instruction Course of Study
Prepare student for post-high school plans
Postsecondary goals
Expected date of graduation (based on the year the student entered 9th grade)
State/district graduation requirements
Graduation program
State assessment
Courses and Credits (Grades 9, 10, 11, 12)
Curriculum, not placement
On-grade level
Modified
Prerequisite skills
Continuing High School Student (Grade 12+)
Instructional Setting/Location
Grade 12 transition course of study
HANDOUTS and MATERIALS:
Case Study - Roland
TELL PARTICIPANTS:
With your tablemates, review all of the information you have about Roland and complete the course of study form.
NOTE to PRESENTERS:
This can be done as an individual activity or a group activity. One suggestion would be to create posters of the course of study form (page 4 of the case study) then do a gallery walk to allow participants to review the various plans that have been created.
To debrief, you could call on a couple of table to share the plan they developed. You could also have each group join with another group to discuss their decision-making.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Result Network 2013

28. Academic Instruction Course of Study
4-year plan
All students
5-6 year plan
Students earning college credit in high school
Students who will continue in grade 12 after their 4th year
Transition/18+ programs
“Age-out’
HANDOUTS and MATERIALS:
Case Study - Roland
TELL PARTICIPANTS:
With your tablemates, review all of the information you have about Roland and complete the course of study form.
NOTE to PRESENTERS:
This can be done as an individual activity or a group activity. One suggestion would be to create posters of the course of study form (page 4 of the case study) then do a gallery walk to allow participants to review the various plans that have been created.
To debrief, you could call on a couple of table to share the plan they developed. You could also have each group join with another group to discuss their decision-making.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Result Network 2013

29. Other Instruction That Supports Postsecondary Goals
Self-advocacy in instructional settings
Self-monitoring academic progress
Asking for help in class
Seeking other academic assistance
Requesting accommodations and using them independently
Participating in ARD/IEP meetings
Communicating needs to academic advisors
Making educational decisions (course selection, related activities, etc.)
Managing time (school day, classroom, homework, etc.)
Functional performance
ESC Region 11 Fort Worth, Texas

30. Related Services under IDEA
Special Populations I
Related Services under IDEA
Must support educational/instructional needs of the student
May need to be reviewed as the student ages and needs change
Speech-language pathology and audiology
Counseling
Psychological services
Physical and occupational therapy
Recreation
Orientation and mobility
Medical
School health
Social work
Parent counseling training
Transportation
Assistive technology
Refer to slide:
Related services are developmental, corrective, or other supportive services that are required to assist a student with a disability to benefit from special education
No activity for this slide. Go to next slide.
ESC Region 11 Fort Worth, Texas
ESC Region XI--Teacher Preparation Program

31. Planning for Related Services from Postsecondary Providers
Special Populations I
Planning for Related Services from Postsecondary Providers
Adult service providers that will support continued training, upgrading and purchasing of AT devices, speech therapy, job coaching, OT/PT, etc.
Sources of support for coping with difficult life situations
Financial resources/insurance for postsecondary supports
Communication/self-advocacy regarding needs and preferences for services
Transportation to access related services
Refer to slide:
Related services are developmental, corrective, or other supportive services that are required to assist a student with a disability to benefit from special education
No activity for this slide. Go to next slide.
ESC Region 11 Fort Worth, Texas
ESC Region XI--Teacher Preparation Program

32. Community experiences
School-based/facilitated activities
Community based instruction
Daily living skills
Work-based learning
Nonacademic/ extracurricular school activities
Supports needed for participation
Community participation
Volunteering
Community organizations
Social activities
Local, state, global news
ESC Region 11 Fort Worth, Texas

33. Employment objectives
Career development
Career awareness and career exploration activities
Occupational preparation class
Employability skills
Non-paid community based instruction/training
Role-playing/mock interviews
Resume, work skills portfolio
Job applications, cover letters, interviewing skills
Mobility/transportation – strategies for getting to the workplace
Employment experiences
Paid work based learning
Supported employment with a job coach
After-school work (not part of a class)
Work related communication
Coordination of school schedule and work schedule
Connect with DARS or other community employment support providers
ESC Region 11 Fort Worth, Texas

34. Other post-school adult living objectives
Legal rights and responsibilities of adults
Jury duty
Voter registration
Selective Service registration
Driver’s license/state ID
Guardianship/Power of Attorney
Financial/medical support for home and health (SSI/Medicaid)
Transportation/independent mobility
ESC Region 11 Fort Worth, Texas

35. Acquisition of daily living skills*
Transition Hot Topics
Acquisition of daily living skills*
Personal care and safety
Housing and home management
Emergency identification and assistance
Time management and daily schedule
Family and social relationships
Money management
Medical services
Other personal services
Personal care and safety
Hygiene, grooming, toileting
Clothing care
Personal possessions
Housing and home management
Food and nutrition
Housekeeping
Emergency identification and assistance
Time management, daily schedule
Family and social relationships
Caring for family members and children
Money management
Budgeting
Utilities, insurance, taxes, etc.
Banking (checking/savings accounts, ATM)
Loans, credit cards
Shopping/purchasing
Medical services (doctors, dentists, counselors, etc.)
Other services (hair stylist, advisors, etc.)
*If Appropriate
ESC Region 11 Fort Worth, Texas
ESC Region 11 Fort Worth, Texas

36. Functional vocational evaluation*
Situational/observation in varied settings
Job/career matching to abilities, interests, preferences
Career interest inventory
Formal aptitude test
Job sampling opportunities (community based assessment)
Functional vocational assessments provided by community agencies
*If Appropriate
ESC Region 11 Fort Worth, Texas

37. Coordinated Set of Activities Critical decisions
Texas Transition
Coordinated Set of Activities Critical decisions
Schedule/ Timeline
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
For each area of need, the coordinated set of activities should include a description of the need and the activities to be provided that will meet the need. The focus here should be on preparing the student for their post-secondary goals. Whenever possible, the student should be actively involved in completion of the activity.
For each activity, identify a timeline for completion. This will be within the current school year or term. Then identify who will be responsible for carrying out the activity and ensuring that it actually takes place and is completed. This may be the student, their family, school personnel or community members. Finally, determine who is responsible for providing and/or paying for the activity. In most cases, there will be no extra expenses, particularly if the school has primary responsibility. However, some activities may involve outside agencies or community service providers.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

38. Coordinated Set of Activities Timeline for Completion
Services identified in the IEP
Instructional goals (academic, employability skills, community based, daily living skills, etc.)
Related services goals
Other activities that will occur within the current school year
During the school day
After school
During breaks/summer
ESC Region 11 Fort Worth, Texas

39. Postsecondary Goals vs. Coordinated Set of Activities
Postsecondary goals are based on activities that will occur AFTER the student graduates from high school
Transition services and the coordinated set of activities occur while the student is in high school
Special education and related services provided by school district personnel
Activities for which the student and parent are responsible
ESC Region 11 Fort Worth, Texas

40. Coordinated Set of Activities Critical decisions
Texas Transition
Coordinated Set of Activities Critical decisions
Responsibilities and Provider/Payer
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
For each area of need, the coordinated set of activities should include a description of the need and the activities to be provided that will meet the need. The focus here should be on preparing the student for their post-secondary goals. Whenever possible, the student should be actively involved in completion of the activity.
For each activity, identify a timeline for completion. This will be within the current school year or term. Then identify who will be responsible for carrying out the activity and ensuring that it actually takes place and is completed. This may be the student, their family, school personnel or community members. Finally, determine who is responsible for providing and/or paying for the activity. In most cases, there will be no extra expenses, particularly if the school has primary responsibility. However, some activities may involve outside agencies or community service providers.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

41. Providers and Payers Enforceable NOT Enforceable
Special education and related services identified in the IEP to be provided by school district employees
NOT Enforceable
Activities that are the responsibility of the student and their parents
Agency services
ESC Region 11 Fort Worth, Texas

42. Interagency Collaboration
Determine interagency responsibilities or any needed linkages
Provide information about appropriate agency services
Invite agencies that may be responsible for providing or paying for services to attend the ARD meeting
Take necessary steps to ensure agency participation
Comply with consent requirements for each ARD
HANDOUTS and MATERIALS:
Participant handout page 21
Supplemental Resources handout pages 14-19
TELL PARTICIPANTS:
IDEA also states, “To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.”
This brings up the issue of informed consent. Consent is required for each ARD committee meeting discussing any part of transition and/or transition services in which an agency representative will be invited to attend
NOTE to PRESENTERS:
Discuss the reporting of agency information in the IEP with a caution about including specific agency names in the IEP when they are not present or have not made a written commitment to provide services. It may be advisable to identify providers with more generic descriptors.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Result Network 2013

43. SPP Indicator 13 Checklist
Texas Transition
SPP Indicator 13 Checklist
Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?
If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority?
HANDOUTS and MATERIALS:
Participant handout page 20
TELL PARTICIPANTS:
Question #7on the SPP Indicator 13 Checklist is one of the compliance indicators and specifically addresses the determination of transition services that are in the form of a coordinated set of activities.
NOTE to PRESENTERS:
You may want to refer participants back to page 3 of the handout.
ESC Region 11 Fort Worth, Texas
Secondary Transition/Post-School Results Network

44. Putting it All Together
Transition Services Coordinated Set of Activities
Post-secondary Goals
Course of Study
Annual Goals
Special Education and Related Services
Other transition services and activities
Agency services and linkages
ESC Region 11 Fort Worth, Texas

45. Is there an identifiable coordinated set of activities in your students’ IEPs?
ESC Region 11 Fort Worth, Texas

46. “To have a good future you have to learn from the past and focus on the present.”
Sonya Parker
ESC Region 11 Fort Worth, Texas

47. Thank you for choosing Sharon Rutherford Secondary Transition
Check our online workshop catalog at for more professional development opportunities.
ESC Region 11 Fort Worth, Texas

48. New Transition Specialist
For more information visit the Transition in Texas website
ESC Region 11 Statewide Leadership Fort Worth, Texas
Texas Education Agency Division of Federal and State Education Policy Austin, Texas
ESC Region 11 Fort Worth, Texas
Provided by ESC Region 11 Fort Worth, Texas