Texas Statewide Transition Parents and the Transition Process Where Do You Fit into the Picture ?

Texas Statewide Transition Welcome to “Parents and the Transition Process”

Texas Statewide Transition By the end of this presentation you will know:  Transition requirements and process  ARD/IEP process  How to participate meaningfully in the IEP development  When and why students must be included  Who develops an IEP

Texas Statewide Transition What is the intent of Transition Services?.. (in Federal Law) IDEA 2004

Texas Statewide Transition One of the primary purposes of the Individual with Disabilities Education Act (IDEA) is to: “Ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. (34CFR§300.1 (a))

Texas Statewide Transition Transition in the Law Transition services means a coordinated set of activities (1) designed within a results-oriented process focused on improving academic and functional achievement and facilitates child’s movement to post- school activities IDEA 2004: §300.43

Texas Statewide Transition Transition in the Law Transition services means a coordinated set of activities (2) Based on child’s needs, taking into account the child’s strengths, preferences, and interests, and includes— instruction, related services, community experiences, development of employment and other post-school living objectives, acquisition of daily living skills and provision of functional vocational evaluation (if appropriate) IDEA 2004: §300.43

Texas Statewide Transition The child must be invited to the ARD committee meeting if a purpose is the discussion of:  Postsecondary goals and/or  Transition services needed to assist child in reaching goals IDEA 2004: § (b) Transition in the Law

Texas Statewide Transition Transition in the Law 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 2004: Sec. 614c(5)(B)(ii) §

Texas Statewide Transition Transition Requirements from IDEA provide the opportunity to:  Think about the future and plan for life after high school  Plan a course of study to make high school experience relate directly to student’s dreams and goals for the future  Assist in making linkages to services after high school  Increase chances for every student to be successful after exiting high school

Texas Statewide Transition Texas State Law Texas State Law How does it affect my student? TEC

Texas Statewide Transition Components of T EC Texas state law follows the federal law. The ARD committee must consider and, if appropriate, address 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

Texas Statewide Transition Commissioner’s Rules  In the Commissioner Rules, all students graduating with IEPs will receive a summary of performance  As appropriate  Consider views of parents and student  Written recommendations from adult service agencies § (e)

Texas Statewide Transition Commissioner’s Rules  An evaluation is required for students graduating under § (c)  Results should be included in the summary of performance.

Texas Statewide Transition As a parent, I’m ready to move on… What do I need to know to help my student gain the knowledge and skillsWhat do I need to know to help my student gain the knowledge and skills to be successful in life after high school?

Texas Statewide Transition IEP in relation to ARD IEP  Individual Education Program  Formal, written, legally binding plan for providing special education services  Federal definition ARD  Admission, Review and Dismissal  The meeting during which IEPs are developed and reviewed  State process

Texas Statewide Transition Transition planning is an ARD committee responsibility.

Texas Statewide Transition Transition in the IEP  Postsecondary goals  Review of Evaluations  Functional vocational evaluation, if appropriate  Present Levels of Academic Achievement and Functional Performance  Student needs, taking into account strengths, interests, preferences  Annual goals and objectives  Academic  Transition needs  Services  Course of study  Transition services and activities  Interagency responsibilities  Least Restrictive Environment  Access to general curriculum  Access to district and statewide assessments  Age-appropriate environments

Texas Statewide Transition T ransition in the IEP Student Vision (Postseco ndary Goals ) T ransition in the IEP Student Vision (Postseco ndary Goals ) What are the student’s dreams for adult life in the areas of…  Training/education  Postsecondary education  Independent living skills, where appropriate? IDEA 2004 – § (b)

Texas Statewide Transition Transition in the IEP Functional Vocational Evaluation  ARD committee decision  If appropriate, based on individual needs of the student  Defined, with timelines, by ARD committee  May be done at any age or grade  May include interest, aptitude, situational assessment, etc., as determined by the ARD committee

Texas Statewide Transition Transition in the IEP Assessment On-going assessments are used to help students identify strengths and interests and to better define vision and post-school outcomes.

Texas Statewide Transition Transition in the IEP Present Levels of Academic Achievement and Functional Performance  Student competencies  Knowledge and skills  Academic  Vocational/Technical  Competence in the community  Student needs for transition to adult life

Texas Statewide Transition Transition in the IEP Strengths, Interests. Preferences  Involve the student  Include student’s vision for the future  Needs, strengths, preferences, and interests.  Focus on courses of study  Relevant to student’s goals for the future  Access to general curriculum  Access to state and district-wide assessment  Plan for graduation  Update annually

Texas Statewide Transition Transition in the IEP  Goals to be worked on this year. Steps to accomplish those Steps to accomplish those goals (objectives/benchmarks) goals (objectives/benchmarks)  Student  Parents  School  Others – agencies, community, etc. Measurable Annual Goals

Texas Statewide Transition Transition in the IEP What is included in a coordinated set of activities in the IEP?  Instruction  Related services  Community experiences  The development of employment and other post- school adult living objectives  If appropriate, daily living skills and provisions of a functional vocational evaluation

Texas Statewide Transition Transition in the IEP  Involve the student Needs, taking into account strengths, preferences, interestsNeeds, taking into account strengths, preferences, interests  Review transition service needs  Statement of needed transition services Develop a coordinated set of activities, identify measurable annual goals and objectivesDevelop a coordinated set of activities, identify measurable annual goals and objectives Include interagency responsibilities and linkages as appropriateInclude interagency responsibilities and linkages as appropriate Update annuallyUpdate annually Coordinated Set of Activities

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

Texas Statewide Transition Access to State and District-wide Assessment Students must participate in the Texas Assessment Program

Texas Statewide Transition 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 Environment

Texas Statewide Transition I know what should be in an IEP and How transition affects my student’s IEP development! But who is responsible for making it happen

Texas Statewide Transition Providing transition services is a team effort:  School district  Students  Parents  State and community agencies

Texas Statewide Transition SO MUCH INFORMATION!!! How do I prepare myself and my student to be a meaningful participant at the ARD? How do I prepare myself and my student to be a meaningful participant at the ARD?

Texas Statewide Transition What Parents Should Consider Prior to the ARD Meeting  Talk to your student about strengths, needs, interests, and preferences  What are the student’s and your dreams, goals, and desires for the future?  What are your current resources and support systems for helping your student reach his/her post-school outcomes?  Be prepared to share information about your student at the meeting.  Parents must consent to invite agencies.

Texas Statewide Transition During the ARD  Parents’ role prior to student reaching age 18  Full participant in the decision-making process  Advocate for their student  Support their student’s involvement  Understand the connection between goals/objectives, strategies, and post-school outcomes  Express student-centered concerns/requests in an objective manner  Clearly identify responsibilities of each ARD team member, including yourself

Texas Statewide Transition  Parents’ role at the student’s age of majority (18)  Understand what “Notice of ARD” means  Support your student’s right to become a full participant in the process  Help your student express his or her desires clearly and in a mature fashion  Stay involved, even after you are no longer the primary participant in the development of your student’s IEP During the ARD

Texas Statewide Transition Before the ARD meeting is brought to a close Be sure you understand Be sure you understand exactly what will take place after the meeting and who is responsible.

Texas Statewide Transition Something all parents need to know!

Texas Statewide Transition School is responsible  Initiating request for services  Maintaining contact Based on  Entitlement (IDEA)  Structured and protective processes and environments Adult student is responsible  Initiating request for services  Maintaining contact Based on  Eligibility (ADA/504)  Availability  Funding  Consumer choice Special Education Services Agency Services

Texas Statewide Transition Federal Laws 504 Section 504 of the Rehabilitation Act of 1973 ADA Americans with Disabilities Act

Texas Statewide Transition Federal Laws – ADA and 504 Disability definition  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

Texas Statewide Transition Working together Success for Student Success for Student

Texas Statewide Transition Resources  Career Development Resources   Department of Assistive and Rehabilitative Services, Division for the Blind   Learning Disabilities Online 

Texas Statewide Transition Resources  National Center on Secondary Education and Transition   National Dissemination Center for Children with Disabilities 

Texas Statewide Transition Resources  State of Texas   Social Security Administration   Texas Health and Human Services Commission   Texas Effectiveness Study   Texas Statewide Transition 

Texas Statewide Transition Resources  Texas Education Agency   United States Department of Education   United States Department of Labor   211 TX 

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