Transition

What Is Required

Transition services means a coordinated set of activities for a student with a disability that--

• Is designed within an 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 post secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
• 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 functional vocational evaluation.

Transition services for students with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. S.B. No. 1788 (Passed Spring 2011) Sec.29.0111, mandates that appropriate state transition planning under the procedure adopted under Section 29.011 must begin for a student not later than when the student reaches 14 years of age.

Transition services. Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the IEP Team, and updated annually, thereafter the IEP must include—

• Appropriate measurable post secondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
• The transition services (including courses of study) needed to assist the child in reaching those goals.

Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under 34 CFR 300.320.

IEP Team, Transition services participants. The public agency must invite a child with a disability to attend the child’sIEP team meeting if a purpose of the meeting will be the consideration of the post secondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b). If the child does not attend the IEP team meeting, the public agency must take other steps to ensure that the child’s preferences and interests are considered.To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Public agency responsibility--general. Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate.

Failure to meet transition objectives. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR 300.324(c)(1) the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.

Additional Requirements under State Law: The commissioner shall by rule adopt procedures for compliance with federal requirements relating to transition services for students who are enrolled in special education programs under this sub chapter. The procedures must specify the manner in which a student's admission, review, and dismissal committee must consider, and if appropriate, address the following issues in the student's individualized education program:

1. appropriate student involvement in the student's transition to life outside the public school system;
2. if the student is younger than 18 years of age, appropriate parental involvement in the student's transition;
3. if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled;
4. any post secondary education options;
5. a functional vocational evaluation;
6. employment goals and objectives;
7. if the student is at least 18 years of age, the availability of age-appropriate instructional environments;
8. independent living goals and objectives; and
9. appropriate circumstances for referring a student or the student's parents to a governmental agency for services.

What We Do

Transition is the process of identifying a student appropriate measurable post secondary goal(s). Post secondary goals must include training/education, employment and when appropriate independent living. Transition must be in place beginning no later than the first IEP to be in effect when a student turns 14. If Transition is being discussed at the IEP/ARD meeting, by law, the student must be invited to the meeting.

Each high school and middle school campus has an assigned Transition Specialist/Vocational Adjustment Coordinator responsible for transition plan development. The Transition specialist/VAC also connects parents/guardians and adult students with appropriate agencies such as the Department of Assistive and Rehabilitative Services (DARS) and the Mental Health and Mental Retardation Authority of Harris County.

Discussion of the following items should occur in the IEP meeting:

1. Student post-secondary outcome.
2. What does student need to do in order to achieve goal?
3. What has student already achieved toward goal development?
4. What are student academic needs in order to accomplish goal?
5. What are the STAAR requirements related to the post secondary goal?