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Transition Hot Topics: Transition Hot Topics: Agency Participation in ARD Meetings While you are waiting for the Webinar to begin:  Click on the Audio.

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Presentation on theme: "Transition Hot Topics: Transition Hot Topics: Agency Participation in ARD Meetings While you are waiting for the Webinar to begin:  Click on the Audio."— Presentation transcript:

1 Transition Hot Topics: Transition Hot Topics: Agency Participation in ARD Meetings While you are waiting for the Webinar to begin:  Click on the Audio Setup Wizard to configure your headphones  Click the TALK button to talk; Click it again when finished  If you have a question, you can raise your hand. You can also use an “emoticon” to comment.  Your name should appear in the Participants list.  To ask a question, type in the Chat box and hit Enter on you keyboard Provided by ESC Region 111

2 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. Provided by ESC Region 112

3 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. Provided by ESC Region 113

4 Handouts for today’s session are available for download at This session is being recorded. Provided by ESC Region 114

5 Transition Hot Topics: Transition Hot Topics: Agency Participation in ARD Meetings Provided by ESC Region 115

6 Today’s Learning Objective  Review the requirements for agency linkages in the transition process  Discuss developing relationships with agencies and community service providers  Identify strategies for connecting students and parents to agencies Provided by ESC Region 116

7 Let’s Review Transition Planning Reminders Provided by ESC Region 117

8  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. Transition in the IEP State Requirements  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 Provided by ESC Region 118 TEC § and § Age 14

9 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 Provided by ESC Region 119 Age 16 IDEA § Definition of individualized education program

10 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 Provided by ESC Region 1110  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” Any Age

11 Transition Planning in the IEP  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 Provided by ESC Region 1111

12 Transition Planning in the IEP 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 Provided by ESC Region 1112

13 Provided by ESC Region 1113 Agency Linkages Summary of Performance Summary of Performance Instruction, Related Services, Community Experiences Transition Services and Courses of Study Coordinated Set of Activities Interests, Preferences, Needs, Strengths Age-Appropriate Transition Assessments IEP Present Levels of Achievement and Performance Education/Training, Employment, Independent Living IEP Annual Goals IEP Annual Goals Measurable Post-Secondary Goals Measurable Post-Secondary Goals The Transition Process Agency Linkages

14 What is an agency?  Independent governmental commission established by legislative act in order to set standards in a specific field of activity or operations and to then enforce those standards. Provided by ESC Region 1114  Federal, state, or local organizations that provide services and supports to the general public

15 Federal Agencies US Department of Education US Department of Labor Social Security Administration Provided by ESC Region 1115

16 State Agencies Health and Human Services Texas Health and Human Services Commission Department of Assistive and Rehabilitative Services Department of Aging and Disability Services Department of State Health Services Department of Family and Protective Services Provided by ESC Region 1116

17 HHSC Quick Resource Guide  Agency  Program Description  Ages Served  Max. Monthly Income  Resource Limit  Is Citizenship or Legal Permanent Residency Required?  Are the persons applying required to live in Texas?  Important Additional Variable Provided by ESC Region 1117 HHSCHHSC DARSDARS DADSDADSDSHSDSHS DFPSDFPS TEATEA TWCTWC

18 State Agencies TCDD Texas Council for Developmental Disabilities TCDD Texas Council for Developmental Disabilities TEA Texas Education Agency TEA Texas Education Agency TWC Texas Workforce Commission TWC Texas Workforce Commission Provided by ESC Region 1118 THECB Texas Higher Education Coordinating Board us/ us/ THECB Texas Higher Education Coordinating Board us/ us/

19 Local Agencies and Community Service Providers Provided by ESC Region 1119  Local offices and branches of state agencies  Community organizations  Community service providers

20 What is the purpose of agency linkages? Provided by ESC Region 1120

21 To facilitate the child’s movement from school to post-school activities… School Activities  Instruction  Related services  Community experiences  Employment objectives  Postsecondary education options  Other post-school adult living objectives  Daily living skills/Independent living goals and objectives  Functional vocational evaluation.  Agency referrals Post-school Activities  Postsecondary education  Vocational education  Integrated employment (including supported employment)  Continuing and adult education  Adult services  Independent living  Community participation Provided by ESC Region 1121 IDEA 2004 §300.43; TEC §29.011

22 Public School > Post-School Agency Linkages = Continuity of Care Uninterrupted provision and management of care, support, and services Provided by ESC Region 1122 Effective transition planning Agency linkages Continuity of Care

23 Agency Linkages: Referral vs. Contact Referral “the act of sending someone to another person or place for treatment, help, advice, etc.” Contact “the state or condition that exists when people see and communicate with each other” Provided by ESC Region Contact Information and Referral

24 Transition in the IEP Agency Linkages Information and Referral Provided by ESC Region 1124 ARD committee responsibilities  Provide information about appropriate agency services  Determine appropriate circumstances for referral to a governmental agency at age 14 (TEC )

25 Transition in the IEP Agency Linkages Information and Referral Provided by ESC Region 1125  Find multiple avenues for sharing information  Provide specific information whenever possible  Look beyond ARD meetings  Open Houses  Career Fairs  Transition Expos  Speaker series  Classroom visits  Other district meetings (parent meetings, PTSA, etc.)

26 Transition in the IEP Agency Linkages Beyond Referral – Facilitating Contact Provided by ESC Region 1126 ARD committee responsibilities  Determine interagency responsibilities and/or linkages  Invite agencies that may be responsible for providing or paying for services to attend the ARD meeting  Secure consent from parents/adult student in compliance with district policy/operating guidelines  On the ARD notice, identify any other agency that will be invited to send a representative.  Take necessary steps to ensure agency participation

27 Consent – Gray Letter 1.How often must consent be obtained? Provided by ESC Region 1127  A separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP Team meeting before a public agency can invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the meeting.

28 Consent – Gray Letter 2.What is preferred wording for indicating the duration of the consent if it is requested for multiple years? Provided by ESC Region 1128  Public agencies may not request a one-time consent from parents for multiple years for every IEP Team meeting until the student turns age 18.

29 Consent – Gray Letter 3.Is consent required only for IEP meetings or for any time that an agency representative meets with students, e.g. when a VR [vocational rehabilitation] counselor presents orientation and eligibility information to a group of students? Provided by ESC Region 1129  Whether parental consent or the consent of the child who has reached the age of majority is required under the circumstances described in your question would depend on whether personally identifiable information is being released to officials of vocational rehabilitation agencies.

30 Consent – Gray Letter 4.What information must be included in the request for consent, e.g., the duration of the consent, the name of the agency, the name of the individual representative? Provided by ESC Region 1130  Consent means that: 1)the parent has been fully informed of all information relevant to the activity for which consent is sought, in his or her native language, or other mode of communication; 2)the parent understands and agrees in writing to the carrying out of the activity for which his or her consent is sought, and the consent describes that activity and lists the records (if any) that will be released and to whom; and 3)the parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time.

31 Consent – Gray Letter 5.From the agency folks - what is their responsibility in checking to see that consent has been obtained prior to attending an IEP meeting, if invited by the LEA? Provided by ESC Region 1131  The consent requirements … apply to public agencies…, and do not apply to participating agencies that are likely to be responsible for providing or paying for transition services The school district/charter is responsible for obtaining consent according to district policy and operating guidelines.

32 Transition in the IEP Agency Linkages Beyond Referral – Facilitating Contact Provided by ESC Region 1132 Summary of Performance TAC § Graduation Requirements Prior to graduation, students must be provided with a “summary of academic achievement and functional performance” that includes “written recommendations from adult service agencies on how to assist the student in meeting postsecondary goals.”

33 Agency Linkages in the IEP Coordinated Set of Activities During the school day After school During breaks/summer During the school day After school During breaks/summer Schedule/ Timeline School Personnel Student and Parents Agencies School Personnel Student and Parents Agencies Responsibilities and Provider/payer Provided by ESC Region 1133 Instruction Related services Community experiences Employment objectives Instruction Related services Community experiences Employment objectives Services and activities Other post-school adult living Daily living skills Functional vocational

34 Transition Services vs. Postsecondary Activities Disability related needs Transition services and the coordinated set of activities occur DURING high school Postsecondary goals and activities occur AFTER the student graduates from high school Provided by ESC Region 1134 Agency Services

35 Continuity of Care Services from Postsecondary Providers  Communication/self- advocacy regarding needs and preferences for services  Adult service providers that will support continued training, upgrading and purchasing of AT devices, speech therapy, job coaching, OT/PT, etc.  Transportation to access related services  Sources of support for coping with major life decisions and difficult life situations  Financial resources/insurance for postsecondary supports Provided by ESC Region 1135

36 DARS Letter of Agreement  Agreement between DARS and TEA, March Provided by ESC Region 1136 Identifies specific and shared responsibilities

37 DARS Letter of Agreement Specific Responsibilities DARS  Use school assessment information to determine eligibility and services  Provide guidance and technical assistance to LEA personnel re:  Vocational rehabilitation services  Coordination of IEPs and IPEs  Consider IEP in developing the IPE; develop IPE prior to graduation  Provide, purchase or arrange for services on the IPE  Conduct outreach to identify students with disabilities who are in need of transition services TEA (and LEAs)  Obtain parental consent to share educational information  Seek guidance and technical assistance from DARS personnel  Obtain a separate signed consent for each ARD meeting  IEPs include postsecondary goals and transition services by age 16  Provide the transition services in the IEP, as required by law  Provide a list of Texas public high schools to DARS Provided by ESC Region 1137

38 DARS Letter of Agreement Shared Responsibilities  Encourage community and work experiences  Encourage networking and collaboration  Coordinate transition-related activities with other agencies  Facilitate completion of IEPs and IPEs prior to the student's exiting school.  Support continued collaboration between agencies Publish and disseminate this agreement.  Exchange and maintain necessary confidential student/consumer information Provided by ESC Region 1138

39 Agency Linkages in the IEP  Recommendation: When assigning responsibility for services in the IEP, use generic descriptors for agencies and community service providers.  Exception: If an agency representative is present, agrees to provide a specific service and signs the IEP  DARS = vocational rehabilitation provider  DADS = disability services provider (includes MR/ID services  DSHS = health services provider (includes MH services)  MHMR = local mental health authority (MHA) or mental retardation authority (MRA) (this is still the language used by many of these organizations) Provided by ESC Region 1139

40 Coordinated Set of Activities Providers and Payers Enforceable  Special education and related services identified in the IEP to be provided by school district employees NOT Enforceable  Agency services  Activities that are the responsibility of the student and their parents Provided by ESC Region 1140

41 What happens when an agency fails to provide an agreed upon transition service identified in the IEP?  Reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.  ARD committee must determine how to meet the student’s need identified in the IEP as a transition goal/objective or service description.  The need may be met by the district or another service provider  If the student re-enrolls in school, districts may receive state funding according to ADA funding requirements Provided by ESC Region 1141 IDEA 2004 §

42 Compliance Monitoring SPP Indicator 13 Checklist 7.Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed?  Yes  No Provided by ESC Region 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?  Yes  No  N/A

43 Some things that parents and students need to understand… Provided by ESC Region 1143

44 Secondary Education Services based on requirements and entitlement under IDEA School is responsible for initiating request for services and maintaining contact Adult Environments Services based on choices, eligibility, availability, and funding Client is responsible for initiating request for services and maintaining contact Provided by ESC Region 1144 TransitionTransition

45 Disability in Federal Law Life StageAgesIDEA504ADAFERPA Older Adult60+ Middle Adult30-60 Early Adult18-29 School: /21 School: K Preschool3-5 Birth-Toddler0-2 Provided by ESC Region 1145

46 Disability Definitions IDEA A child with a disability is  One who has been evaluated as having one of the 13 disabilities identified in IDEA, and  Who requires special education and related services as a result of that disability 504 and ADA Any individual with a disability who  Has a physical or mental impairment that substantially limits one or more major life activities  Has a record of such an impairment, or  Is regarded as having such an impairment Provided by ESC Region 1146

47 Continuum of Disability Services Full range of services, including case management Centrally Coordinated Limited range of services Contact person available Loosely Coordinated No formal contact person Services dependent on multiple people Decentralized / Limited Meets minimal requirements under 504 and ADA Few/No Services Available Provided by ESC Region 1147

48 Do’s and Don’ts DO DO NOT DO provide families current information about community resources Do not simply distribute resource directories to students and parents DO help families identify areas in which adult services may be needed by the student Do not assume the authority to make decisions the family should make about the student's needs DO identify as many appropriate community resources as is practical Do not operate simply as an information and referral "hotline“ Provided by ESC Region 1148

49 Do’s and Don’ts DO DO NOT DO match needs and cultural issues of a student and their family to the best available services in their community Do not over-emphasize a particular set of services from one particular agency DO facilitate active participation from agency representatives and community service providers Do not expect success without establishing relationships with agency representatives and community service providers DO guide the development of educational programs that assure necessary skills are taught Do not create a program void of real world educational applications Provided by ESC Region 1149

50 Getting Started with Agencies It’s all about relationships! Provided by ESC Region 1150 Student

51 Getting Started with Agencies  Identify agencies and organizations in your area  Government agencies  Local community organizations  Educational entities  Social services  Faith community  Parent organizations  Interagency groups  Information and referral services Provided by ESC Region 1151 Local Community/ Business directories Online search

52 Getting Started with Agencies  Identify core group of primary service providers for your area  Determine the front line or point of first contact for each agency, service provider, organization, etc.  Schedule a meeting to discuss interagency collaboration  Choose a mutually agreed upon location, date, time  Invite participation in writing  Include purpose of meeting and agenda  Follow correspondence protocols  Letter addressed to identified contact person  Copy to administrative levels Provided by ESC Region 1152

53 Getting Started with Agencies  Discuss multiple ways to work together  Define reasonable expectations  Develop mutual respect  Learn to speak each other’s language  Maintain confidentiality  Honor agreements  Develop a professional network  Nurture established relationships  Maintain collaboration  Develop formal agreements with stakeholder groups Provided by ESC Region 1153

54 What you need to know about agencies and service providers  Federal, state, local rules and regulations that apply to each service provider  Current trends and issues  New services, initiatives, laws, rules, etc.  What happened last year  What is coming up  Priority Populations  Services provided  Costs/funding sources  Availability/wait lists  Waiver programs Provided by ESC Region 1154

55 Define Reasonable Expectations What agencies can reasonably expect from school districts What students and parents can reasonably expect from school districts What school districts can reasonably expect from agencies What students and parents can reasonably expect from agencies What can be done. What is expected. Provided by ESC Region 1155

56 Coming together is a beginning. Keeping together is progress. Working together is success! Provided by ESC Region 1156

57 Thank you for choosing Sharon Rutherford Secondary Transition Check our online workshop catalog at for more professional development Provided by ESC Region 1157

58 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 Provided by ESC Region 1158

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