Best Practices, Challenges and Solutions

Providing FAPE to Transition Aged Students with IEPs

For more information on this topic, refer back to the webinar recording starting at 10:07.

• A student with an IEP has a right to FAPE until they earn a regular HS diploma or reach maximum age, whichever comes first. The maximum age in Wisconsin is 21. 

• During this time, students may continue to work towards local graduation requirements and or IEP specific skills and instruction that will support in reaching their postsecondary goals. 

• A student’s same age peers are no longer learning, working and socializing in the same environments in the beyond age 18 phase of education. IEP teams need to consider how they can support learning opportunities for students alongside their same age peers. 

• IEP teams need to ensure that programming is individualized and enables the student to continue to make adequate progress in their IEP goals. This may or may not equal a full day of services for students in beyond age 18 programming. 

• Collaboration is a critical component of providing special education especially in beyond 18 programming. Transition partners such as DVR, businesses and local community partners can provide IEP teams critical resources and support that enable students to reach their postsecondary goals. 

Technical Programming Challenges

Notes: For more information on this topic, refer back to the webinar recording starting at 19:42.

• Build individual student schedules to meet specific student needs. Schools are encouraged to group like student needs/instruction as well as relying on partners to fill in gaps school cannot meet (i.e. DVR providing budgeting instruction). 

• A strong schedule can minimize staffing issues. Think creatively when meeting student needs with school staff. This could include transition partners braiding into the school day or non-traditional staff providing coverage or instruction. 

• Transportation is a common challenge throughout the lifespan of a student with a disability. Transportation can be provided by multiple transition partners. Think about how transportation gaps could be filled by multiple transition partners including family and community members. 

• All outside agencies can provide services to students still  in school once found eligible. IEP teams should practice collaboration to avoid duplicating services. 

• A similar process to calculating environmental codes applies to beyond 18 programming. Remember community environments may be considered a general education environment. 

• Attendance procedures are a local decision.  Set up a consistent structure for how attendance is being taken. Examples include present for the day, by class period based or based on environment. 

• The same learning standards apply in beyond 18 programming. IEP teams strongly encouraged to also use the Wisconsin Career Readiness Standards (WCRS) and Social Emotional Learning (SEL) competencies 

Working With Families On Program Design

Notes: For more information on this topic, refer back to the webinar recording starting at 27:47.

• Often families are rooted in fear stemming from not knowing what options are available.

• Start conversations earlier so that teams can map out, visually show and explore all the options available and begin to foster relationships with outside partners.

• Consider meeting to discuss transition outside if the IEP meeting in a more informal setting and meeting frequently, led by what works best for families.  This is a way to bring together all parties working with the student to share feedback, brainstorm and connect on next steps in the students transition plan.

• When teams are stuck in transition planning, map out what an ideal week/day would look like when the student exits school and build steps backwards of how to get there, who can support what pieces.

• Meet families where they are at.  Grow to understand what transition means to them as it may be different.  Build in time to connect and strengthen relationships.  

• Pause before saying families are unengaged as perhaps they are more likely unreached.  For example families may not be able to make the traditional parent/teacher conferences due to work schedules or negative past experiences coming into the school environment, so explore what time works best for the family and where to meet that is most comfortable.

Collaboration with Transition Partners

Notes: For more information on this topic, refer back to the webinar recording starting at 34:14 time.

• Outside agencies provide a key role in transition planning in addition to funding.  Collaboration is a necessity in transition planning and the voices around the table may change over time.  Being part of the conversation, sharing resources, brainstorming and most importantly, starting to build relationships are key areas to start.

• School bridging the connection between transition partners and families is critical.  As school supports fade back, students and families need to know and have an established relationship in place as to who their supports are when they exit school.

• Teams may become stuck on who supports what in the transition planning process.  Utilize the Transition Action Guide to help guide teams on roles and responsibilities as well as the FAQ section to help guide conversations.

• Explore all natural support opportunities.    Supports that naturally come into play in a student’s day to day can be an important voice and partner, such as a neighbor, respite worker or other staff at the school the student has connected with.

• Families may not give permission to invite an outside agency to the meeting or they may choose not to engage at the time.  Ensure that families are given information and shown examples of support in a way that is their chosen style of communication.  Ultimately it is the family's decision.