TRANSITION AND THE IEP: Connecting the Dots Jackie Reavis Region 7 Education Service Center 1909 North Longview St. Kilgore, TX 75662 903-988-6978

IDEA -- Transition Definition (a) Transition services means a coordinated set of activities for the child with a disability that: (1) 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: IDEA §300.43(a)(1)

Postsecondary education Vocational education Integrated employment (including supported employment) Continuing and adult education Adult services Independent living Or community participation

Continued 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. IDEA §300.43(a)(2)

Transition and IDEA 3 MAJOR PRINCIPLES Results orientated Student-centered Coordinated effort

When do we start? Federal Age 16 Age 14 Federal “Beginning no later than the first IEP in effect when the student turns 16 and annually thereafter.” State The IEP is the student’s transition plan. Appropriate state transition planning must begin for a student no later than when the student reaches 14 years of age.

IEP Annual Goals Courses of Study Agency Linkages The Transition Process Age-Appropriate Transition Assessments IEP Present Levels of Achievement and Performance Interests, Preferences, Needs, Strengths Measurable Post-Secondary Goals Education/Training, Employment, Independent Living IEP Annual Goals Courses of Study Instruction, Related Services, Community Experiences Coordinated Set of Activities 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 Secondary Transition/Post-School Results Network 2014 Retrieved from Transition in Texas website Secondary Transition/Post-School Result Network 2014

SPP Indicator 13 1. Measurable postsecondary goals 2. Postsecondary goals updated annually 3. Age-appropriate transition assessments 4. Transition services 5. Course of study 6. Annual IEP goal related to transition service needs 7. Evidence the student was invited to the IEP meeting 8. Agency representation if appropriate

Transition Goals Must be related to Something to think about Training Education Employment Independent living skills (where appropriate) Must take place after HS Something to think about Does the goal reflect the student’s interests and preferences? Was the information from the age- appropriate transition assessment used to determine the goal? Is it measurable?

Course of Study & Supports Graduation Plans Does the student’s endorsement match the transition goals? Will the student require outside services in order to meet those goals? If yes, were they invited to the ARD? Must have parent permission / Transition Release Form DARS /TWC DADS Community Health Core Was the student invited to the ARD? Are the IEP goals designed to assist the student in achieving the transition goals?

PLAAFPs

Annual Goals Are the annual goals tied to the PLAAFPs? Are the PLAAFPs tied to the transition goals>

Coordinated Set of Activities Special Education/ IEP programs Many programs have this form built in Must include the following areas For each area of need, identify: Needs and activities Timelines for activities Responsibilities Provider/Payer

Summary of Performance For a child whose eligibility under this part terminates under circumstances described in clause (i), a local education agency shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. IDEA §300.305 (e)(3)

SOP Continued Purpose Enhance postsecondary outcomes for students with disabilities Opportunity to enhance access to postsecondary education and employment through collaboration Opportunity to analyze data and input from various sources Opportunity for student to apply self-advocacy skills

Self Advocacy Increase student participation in ARD meetings Go over PLAAFPs and other data prior to the ARD meeting with the student. Provide a summary of the information so the student can present and discuss it at the meeting. Have the student introduce the participants Ask the student to introduce his/her area of interest after high school and potential needs to achieve specific goals. Create a PPT about his/her disability and what works or does not work for him/her. Present the PPT at the meeting. Encourage students to have questions written down prior to the ARD so they can be asked during the meeting.

SPP Indicators: A Critical Relationship It’s all about the student! Staying in school, Not dropping out Indicator 2 Graduating Indicator 1 Positive post-school outcomes Indicator 14 Quality IEPs Indicator 13 SPP Indicators: A Critical Relationship

Have a Wonderful Year!