1. TRANSITION AND THE IEP:
Connecting the Dots
Jackie Reavis
Region 7 Education Service Center
1909 North Longview St.
Kilgore, TX

2. 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)

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

4. 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)

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

6. 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.

7. 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

8. 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

9. 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?

10. 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?

11. PLAAFPs

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

13. 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

14. 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 § (e)(3)

15. 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

16. 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.

17. 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

19. Have a Wonderful Year!