What is the TIEP?
What is the TIEP?
Embedded Files
The Transition Individual Education Plan is an IEP that addresses transition services and postsecondary outcomes. An IEP team starts the transition process during the student’s seventh grade year or when the student attains the age of 12, whichever occurs first. EdPlan will automatically generate the TIEP when a student will be in the seventh grade or turn 12 during the IEP year.
Present Levels of Academic Achievement and Functional Performance
A list of data sources that assist with developing a TIEP. These sources of data provide a student's present level of academic achievement and functional performance.
Assessments
Assessments within the last 365 days such as evaluations for eligibility, district wide assessments, and statewide assessments, will populate in the assessments section of the TIEP.
Parent/Student Input
Parents and student add any input regarding strengths, weaknesses, interests, goals and any other concerns.
Path to My Future
The Path to My Future form is an informal transition assessment that is embedded in EdPlan. This form is to be completed with the student before the IEP meeting and this will guide you to developing Post Secondary Measurable goals.
Self-Determination
Self-Determination and self-advocacy must be discussed at every TIEP meeting regardless of the age of the student. The IEP team must develop goals if there is a need for instruction in self-determination and/or self-advocacy. The goals are to be placed in the TIEP Domain that is most appropriate.
Self-Determination is the process of taking control and making decisions that affect one’s life. Self Determination provides students with the skills and abilities to problem solve, set and attain goals, make choices and perform independently. Self-advocacy is included in self determination which includes being assertive, knowing one’s rights, and speaking up for oneself.
Transition assessment
Transition assessment is an on-going process of collecting information on a student's strengths, needs, preferences and interests as they relate to the demands of current and future living, learning, and working environments. Transition assessment is the foundation upon which transition goals and services are based. Transition assessments can cover many areas, including academics, employment, self-determination and self-advocacy, independent living and study skills.
There are two types of assessments: Formal and Informal. Formal assessments include: Psycho-Educational Evaluations, PSAT, SAT, ACT, and Statewide assessments. Informal assessments are content and performance driven; they are less structured and do not compare students to one another. Informal assessments include: curriculum-based/teacher made assessments, interest inventories, surveys, interviews and observations.
Post-Secondary Measurable Goals (PSMG)
During the IEP year a student will turn 14 or enter the 7th grade (whichever comes first), the IEP team must develop Post Secondary Measurable Goals in three areas, Education/Training, Employment, and where appropriate, Independent Living. They must be measurable, based on transition assessments, intended to happen after the student graduates from school and be updated annually. Transition assessments provide the information to develop Post-Secondary Measurable Goals. The Path to My Future form, an informal transition assessment assists with developing PSMGs, is embedded in EdPlan and must be completed each year.
Course of Study
During the IEP year a student will turn 14 or enter the 7th grade (whichever comes first), the IEP team must develop the Course of Study statement. The statement describes the instructional program and experiences the school district will provide. Include the following:
How the student is expected to fully meet the requirements to receive a standard high school diploma by age 22.
Statewide Assessment and EOCs (Passed?, Attempted?, Concordant/Comparative Score?, Waiver?)
How the student is being prepared for transition from school to post school adult living. The statement should reflect the student’s needs, preferences and interests and relate to the areas addressed in the postsecondary education and career goals.
Career and Professional Education (CAPE)
Describe the Career and Professional Education (CAPE) digital tool certificate(s) and/or CAPE Industry certification(s) the student is seeking to attain prior to high school graduation.
For 11 and 12 year olds, discuss School Choice options information with parent/student and the IEP team.
School Choice - SDPBC Website
Choice Programs by School - SDPBC Website
Diploma Options
Describe how the student is being prepared to graduate with a standard diploma and how the student and parents have been informed of the standard diploma options and designations that are available. Describe the expected outcomes and additional benefits. Any changes in graduation options must be approved by the parent.
Select the graduation option from the drop down menu. Select either:
Standard High School Diploma (Current Standard Diploma) - Gen Ed Standards
Standard High School Diploma (Students with Disabilities) - Access Points Standards
If the student is pursuing a Standard Diploma for Students with Disabilities, select either “Access Points and FSAA” or “Employment Competencies”. Employment Competencies is a Career and Technical Education graduation pathway option.
Provide the appropriate graduation requirements document below:
Academic Advisement Flyer - Students Entering Grade 9 in 2023-2024 & Thereafter - English
Academic Advisement Flyer - Students Entering Grade 9 Prior to 2023-2024 - English
Academic Advisement Flyer - Students Entering Grade 9 in 2023-2024 & Thereafter- Spanish
Academic Advisement Flyer - Students Entering Grade 9 Prior to 2023-2024 - Spanish
Diploma Deferral
Diploma Deferral
During the IEP year a student will turn 14 or enter the 7th grade (whichever comes first), the IEP team must discuss the process of deferment. When a student meets all State requirements for graduation, Free and Appropriate Public Education (FAPE) ends. The decision to “defer receipt of the standard diploma” is made in order to continue to receive services under FAPE. Students with disabilities may continue to receive educational services after high school graduation if they met the following criteria:
have an IEP that prescribes special education, transition planning, transition services, or related services and
are enrolled in one of the following deferment options:
Structured Work-Study, Internships or Pre-Apprenticeships
Programs that prepare students for employment and include a focus on the following skills that promote employability: self-determination and self-advocacy; social interaction; travel training; communication; and independent living.
Earn Scholar Designation
Enables students to continue working on requirements needed to earn a Scholar diploma designation.
Industry Certification Courses Leading to College Credit
Available courses and programs for industry certification will vary from school to school and may have eligibility requirements.
Accelerated College Credit Instruction
Includes dual enrollment, early admission, advanced placement, credit by examination, the International Baccalaureate (IB) program and the Advanced International Certificate of Education (AICE) program.
Early College Program
A form of early admission, but specially designed for students interested in the STEM fields. It is designed for advanced high school students and the courses offered are fast paced college-level credit classes.
The TIEP in effect at the beginning of the school year a student is expected to graduate must include a signed statement by the parent (or adult student whose rights have transferred) that they understand the process for deferment and identifying if the student will defer receipt of their standard diploma. The State deferment deadline is May 15th of a student's graduating year.
The School District of Palm Beach County offers a variety of deferment program sites. Provide the following document to families to assist with making an informed decision for deferment.
Deferment Resource for IEP Team:
What is deferment?
Transition Domains - Annual Goals
There are 6 domains in the Transition IEP. Present Levels of Performance (PLOPs) must be completed for all domains regardless of priority educational need. Social Emotional Behavior is not a domain in the TIEP. If a student demonstrates a need in Social Emotional Behavior, address it in the domain in which the team deems appropriate.
Arrive with 25 - This document can assist in writing PLOPs and annual goals for students in the Employment and Independent Functioning domains.
Age of Majority
At age 18 (age of majority) the rights of the parent of a student with a disability transfer to the student when the student. The student gains all of the legal rights and responsibilities of an adult, including educational decision-making rights. At least one year prior to a student turning 17 years old, parents and students must be provided information on the legal rights and responsibilities regarding the educational decisions that transfer to the student upon attaining the age of 18. The information must include the ways in which the student may provide informed consent to allow his or her parent to continue to participate in educational decisions, including:
Informed consent to grant permission to access confidential records protected under the Family Educational Rights and Privacy Act (FERPA) as provided in s. 1002.22.
Powers of attorney as provided in chapter 709.
Guardian advocacy as provided in s. 393.12.
Guardianship as provided in chapter 744.
** NEW Supported decision-making agreements as provided in s. 709.2209.
This section will populate in EdPlan when the student will turn 17 during the IEP year.
Transfer of Rights/Guardianship
Considering Age of Majority, Transfer of Rights and Decision-Making Options, Spanish, Creole (REQUIRED)
Resources for Becoming a Legal Adult and Guardianship Planning
** NEW House Bill 73 - Supported Decision Making
A court is required to consider a person’s ability to independently exercise his or her rights with appropriate assistance prior to the appointment of a guardian.
Supported Decision Making Agreement
Agency Information
Agency for Persons with Disabilities (APD)
APD works in partnership with local communities and private providers to assist people who have developmental disabilities and their families. APD also provides assistance in identifying the needs of people with developmental disabilities for supports and services. In order to be eligible for services, an individual must have a developmental disability that occurs prior to age 18. Disabilities served to include Intellectual Disability, Autism, Spina Bifida, Cerebral Palsy, Prader-Willi syndrome, Down syndrome, Phelan-McDermid syndrome, or individuals between the ages of 3-5 at high risk for a developmental disability.
APD Client - Students receives services from APD
APD Waitlist - Student has applied to APD and is currently on the waitlist.
APD Referred - Information provided and/or APD application has been submitted.
APD Refused - Information provided but parent/student declined.
APD N/A - Student does not meet eligibility criteria for APD.
What is Agency for Persons with Disabilities?
APD Applications (English, Creole, Spanish)
Vocational Rehabilitation (VR)
VR is a state agency that helps people with disabilities find and maintain employment and enhance their independence. VR Transition Youth Services focus on helping students, beginning at age 15, to make a seamless transition from school to postsecondary training, education and employment.
Pre‐Employment Transition Services (Pre‐ETS) are provided through Vocational Rehabilitation (VR) and serve students ages 14-21 who are in high school or are enrolled in training or education after high school. Students must have an Individual Educational Plan (IEP) or 504 Plan demonstrating a condition that interferes with preparing for, getting, or keeping a job. Pre-ETS include: career exploration counseling, work readiness training, self-advocacy training, postsecondary educational counseling and community-based work experiences.
VR Client - Students receives services from VR.
VR STAR - Pre-ETS information provided and/or application submitted.
VR Referred - Information provided and/or VR application has been submitted.
VR Refused - Information provided but parent/student declined.
What is Vocational Rehabilitation?
Vocational Rehabilitation Referral Process
Share this publication with families and students. It covers the 5 agencies required by Florida Statute 1003.5716
Information Given to Student/Parent at the Meeting
PBSD 1999
This form is required if the student has a Physical or Developmental Disability and is a non-inclusive list of available services. Can be located in District Forms in English, Creole, Portuguese, and Spanish.
Graduation Requirements (REQUIRED)
Academic Advisement Flyer - Students Entering Grade 9 in 2023-2024 & Thereafter - English
Academic Advisement Flyer - Students Entering Grade 9 Prior to 2023-2024 - English
Academic Advisement Flyer - Students Entering Grade 9 in 2023-2024 & Thereafter- Spanish
Academic Advisement Flyer - Students Entering Grade 9 Prior to 2023-2024 - Spanish
Palm Tran Connection Application
Self-Determination Handout (REQUIRED)
Self-Determination and Self-Advocacy Guide (Required)
Self-Determination Resource List - Select applicable/appropriate resources
APD Application (if applicable)
Deferment Notification & Options
Guardianship Information
Considering Age of Majority, Transfer of Rights and Decision-Making Options, Spanish, Creole (REQUIRED)
Resources for Becoming a Legal Adult and Guardianship Planning
VR Pre-Employment Transition Services Information (REQUIRED)
College Accessibility Office Information
FAFSA Website
Florida Developmental Disabilities Council (FDDC)
Connections: Tools and Resources for Adult Life - A guide that supports individuals with intellectual/developmental disabilities and families with adult life.
Provision of Information (REQUIRED)
Share this publication with families and students. It covers the 5 agencies required by Florida Statute 1003.5716
SDPBC Transition 18-22 Transition Program Info & Application (12th Only)
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