Transcript Slide 1
Transition Hot Topics: Agency Participation in ARD Meetings While you are waiting for the Webinar to begin: Click on the Audio Setup Wizard to configure your headphones Click the TALK button to talk; Click it again when finished If you have a question, you can raise your hand. You can also use an “emoticon” to comment. Your name should appear in the Participants list. To ask a question, type in the Chat box and hit Enter on you keyboard Provided by ESC Region 11 1 Copyright Notice COPYRIGHT NOTICE: This interactive webinar, workshop, online course or event, and any attachments, audio, video, or any other component(s) of this digital activity are the sole property of the Education Service Center Region 11. Any unauthorized review or other use of this information by persons or entities other than the intended participants is prohibited. 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Provided by ESC Region 11 4 Transition Hot Topics: Agency Participation in ARD Meetings Provided by ESC Region 11 5 Today’s Learning Objective Review the requirements for agency linkages in the transition process Discuss developing relationships with agencies and community service providers Identify strategies for connecting students and parents to agencies Provided by ESC Region 11 6 Let’s Review Transition Planning Reminders Provided by ESC Region 11 7 Transition in the IEP State Requirements Appropriate state transition planning…must begin for a student not later than when the student reaches 14 years of age. The IEP must address nine areas. Student involvement Functional vocational evaluation Parent involvement before age 18 Availability of age-appropriate Parent involvement after age 18 instructional environments for students who are at least age 18 Appropriate circumstances for referral to a governmental agency Post-secondary education options Employment goals and objectives Independent living goals and objectives TEC §29.011 and §29.0111 Provided by ESC Region 11 8 Transition in the IEP Federal Requirements Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must includeAppropriate measurable postsecondary 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 IDEA §300.320 Definition of individualized education program Provided by ESC Region 11 9 Transition Planning for Students with Autism Transition planning requirements for students with autism are the same as those for all students with disabilities receiving special education services TAC §89.1055(e) includes related requirements for students with autism Eleven strategies that must be considered “based on peerreviewed, research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP” (e)(5) “beginning at any age… futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and postsecondary environments” Provided by ESC Region 11 10 Transition Planning in the IEP The IEP is the student’s transition plan The IEP Team/ARD committee is responsible for transition planning The student must be involved in transition planning and the development of the IEP Provided by ESC Region 11 11 Transition Planning in the IEP The IEP must include Post-secondary goals based on age-appropriate transition assessments Education/training Employment Independent living (when appropriate) Transition services, including courses of study, that is a coordinated set of activities Agency linkages Provided by ESC Region 11 12 The Transition Process Age-Appropriate Transition Assessments Interests, Preferences, Needs, Strengths IEP Present Levels of Achievement and Performance Measurable Post-Secondary Goals Education/Training, Employment, Independent Living IEP Annual Goals Transition Services and Courses of Study Instruction, Related Services, Community Experiences Coordinated Set of Activities Agency Linkages Provided by ESC Region 11 Summary of Performance 13 What is an agency? Independent governmental commission established by legislative act in order to set standards in a specific field of activity or operations and to then enforce those standards. Federal, state, or local organizations that provide services and supports to the general public Provided by ESC Region 11 14 Federal Agencies ed.gov • US Department of Education http://www.ed.gov/ dol.gov • US Department of Labor http://www.dol.gov/ ssa.gov • Social Security Administration http://www.ssa.gov/ Provided by ESC Region 11 15 State Agencies Health and Human Services http://www.hhs.state.tx.us/index.shtml HHSC Texas Health and Human Services Commission http://www.hhs.state.tx.us/ DARS Department of Assistive and Rehabilitative Services http://www.dars.state.tx.us/ DADS Department of Aging and Disability Services http://www.dads.state.tx.us/ DSHS Department of State Health Services http://www.dshs.state.tx.us/ DFPS Department of Family and Protective Services http://www.dfps.state.tx.us/ Provided by ESC Region 11 16 HHSC Quick Resource Guide http://www.hhsc.state.tx.us/community/index.shtml Agency Program Description Ages Served Max. Monthly Income Resource Limit Is Citizenship or Legal DFPS HHSC DSHS DADS DARS TEA Provided by ESC Region 11 TWC Permanent Residency Required? Are the persons applying required to live in Texas? Important Additional Variable 17 State Agencies TEA TWC Texas Education Agency http://www.tea.state.tx.us/ Texas Workforce Commission http://www.twc.state.tx.us TCDD Texas Council for Developmental Disabilities http://www.tcdd.texas.gov/ Provided by ESC Region 11 THECB Texas Higher Education Coordinating Board http://www.thecb.state.tx. us/ 18 Local Agencies and Community Service Providers Local offices and branches of state agencies Community organizations Community service providers Provided by ESC Region 11 19 What is the purpose of agency linkages? Provided by ESC Region 11 20 To facilitate the child’s movement from school to post-school activities… School Activities Post-school Activities Instruction Postsecondary education Related services Vocational education Community experiences Integrated employment (including Employment objectives Postsecondary education options Other post-school adult living objectives Daily living skills/Independent living goals and objectives Functional vocational evaluation. Agency referrals Provided by ESC Region 11 supported employment) Continuing and adult education Adult services Independent living Community participation IDEA 2004 §300.43; TEC §29.011 21 Agency Linkages = Continuity of Care Uninterrupted provision and management of care, support, and services Public School -------> Effective transition planning Provided by ESC Region 11 Agency linkages Post-School Continuity of Care 22 Agency Linkages: Referral vs. Contact Information and Referral Contact Referral Contact “the act of sending someone to another person or place for treatment, help, advice, etc.” “the state or condition that exists when people see and communicate with each other” Provided by ESC Region 11 http://www.merriam-webster.com/dictionary/ 23 Transition in the IEP Agency Linkages Information and Referral ARD committee responsibilities Provide information about appropriate agency services Determine appropriate circumstances for referral to a governmental agency at age 14 (TEC 29.011) Provided by ESC Region 11 24 Transition in the IEP Agency Linkages Information and Referral Find multiple avenues for sharing information Provide specific information whenever possible Look beyond ARD meetings Open Houses Career Fairs Transition Expos Speaker series Classroom visits Other district meetings (parent meetings, PTSA, etc.) Provided by ESC Region 11 25 Transition in the IEP Agency Linkages Beyond Referral – Facilitating Contact ARD committee responsibilities Determine interagency responsibilities and/or linkages Invite agencies that may be responsible for providing or paying for services to attend the ARD meeting Secure consent from parents/adult student in compliance with district policy/operating guidelines On the ARD notice, identify any other agency that will be invited to send a representative. Take necessary steps to ensure agency participation Provided by ESC Region 11 26 Consent – Gray Letter http://www.transitionintexas.org/Page/104 1. How often must consent be obtained? A separate consent must be obtained from the parents or a child who has reached the age of majority for each IEP Team meeting before a public agency can invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services to attend the meeting. Provided by ESC Region 11 27 Consent – Gray Letter http://www.transitionintexas.org/Page/104 2. What is preferred wording for indicating the duration of the consent if it is requested for multiple years? Public agencies may not request a one-time consent from parents for multiple years for every IEP Team meeting until the student turns age 18. Provided by ESC Region 11 28 Consent – Gray Letter http://www.transitionintexas.org/Page/104 3. Is consent required only for IEP meetings or for any time that an agency representative meets with students, e.g. when a VR [vocational rehabilitation] counselor presents orientation and eligibility information to a group of students? Whether parental consent or the consent of the child who has reached the age of majority is required under the circumstances described in your question would depend on whether personally identifiable information is being released to officials of vocational rehabilitation agencies. Provided by ESC Region 11 29 Consent – Gray Letter http://www.transitionintexas.org/Page/104 4. What information must be included in the request for consent, e.g., the duration of the consent, the name of the agency, the name of the individual representative? Consent means that: 1) the parent has been fully informed of all information relevant to the activity for which consent is sought, in his or her native language, or other mode of communication; 2) the parent understands and agrees in writing to the carrying out of the activity for which his or her consent is sought, and the consent describes that activity and lists the records (if any) that will be released and to whom; and 3) the parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time. Provided by ESC Region 11 30 Consent – Gray Letter http://www.transitionintexas.org/Page/104 5. From the agency folks - what is their responsibility in checking to see that consent has been obtained prior to attending an IEP meeting, if invited by the LEA? The consent requirements … apply to public agencies…, and do not apply to participating agencies that are likely to be responsible for providing or paying for transition services The school district/charter is responsible for obtaining consent according to district policy and operating guidelines. Provided by ESC Region 11 31 Transition in the IEP Agency Linkages Beyond Referral – Facilitating Contact Summary of Performance TAC §89.1070 Graduation Requirements Prior to graduation, students must be provided with a “summary of academic achievement and functional performance” that includes “written recommendations from adult service agencies on how to assist the student in meeting postsecondary goals.” Provided by ESC Region 11 32 Agency Linkages in the IEP Coordinated Set of Activities Services and activities Schedule/ Timeline • • • • Instruction Related services Community experiences Employment objectives • Other post-school adult living • Daily living skills • Functional vocational • During the school day • After school • During breaks/summer Responsibilities • School Personnel • Student and Parents and Provider/payer •Agencies Provided by ESC Region 11 33 Transition Services vs. Postsecondary Activities Disability related needs Transition services and the coordinated set of activities occur DURING high school Postsecondary goals and activities occur AFTER the student graduates from high school Agency Services Provided by ESC Region 11 34 Continuity of Care Services from Postsecondary Providers Communication/self- Sources of support for advocacy regarding needs and preferences for services Adult service providers that will support continued training, upgrading and purchasing of AT devices, speech therapy, job coaching, OT/PT, etc. Transportation to access related services coping with major life decisions and difficult life situations Financial resources/insurance for postsecondary supports Provided by ESC Region 11 35 DARS Letter of Agreement Agreement between DARS and TEA, March 2009 http://www.transitionintexas.org/Page/104 Identifies specific and shared responsibilities Provided by ESC Region 11 36 DARS Letter of Agreement Specific Responsibilities DARS Use school assessment information to determine eligibility and services Provide guidance and technical assistance to LEA personnel re: Vocational rehabilitation services Coordination of IEPs and IPEs Consider IEP in developing the IPE; develop IPE prior to graduation Provide, purchase or arrange for services on the IPE Conduct outreach to identify students with disabilities who are in need of transition services Provided by ESC Region 11 TEA (and LEAs) Obtain parental consent to share educational information Seek guidance and technical assistance from DARS personnel Obtain a separate signed consent for each ARD meeting IEPs include postsecondary goals and transition services by age 16 Provide the transition services in the IEP, as required by law Provide a list of Texas public high schools to DARS 37 DARS Letter of Agreement Shared Responsibilities Encourage community and work experiences Encourage networking and collaboration Coordinate transition-related activities with other agencies Facilitate completion of IEPs and IPEs prior to the student's exiting school. Support continued collaboration between agencies Publish and disseminate this agreement. Exchange and maintain necessary confidential student/consumer information Provided by ESC Region 11 38 Agency Linkages in the IEP Recommendation: When assigning responsibility for services in the IEP, use generic descriptors for agencies and community service providers. Exception: If an agency representative is present, agrees to provide a specific service and signs the IEP Provided by ESC Region 11 DARS = vocational rehabilitation provider DADS = disability services provider (includes MR/ID services DSHS = health services provider (includes MH services) MHMR = local mental health authority (MHA) or mental retardation authority (MRA) (this is still the language used by many of these organizations) 39 Coordinated Set of Activities Providers and Payers Enforceable Special education and related services identified in the IEP to be provided by school district employees Provided by ESC Region 11 NOT Enforceable Agency services Activities that are the responsibility of the student and their parents 40 What happens when an agency fails to provide an agreed upon transition service identified in the IEP? Reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP. ARD committee must determine how to meet the student’s need identified in the IEP as a transition goal/objective or service description. The need may be met by the district or another service provider If the student re-enrolls in school, districts may receive state funding according to ADA funding requirements IDEA 2004 §300.324 Provided by ESC Region 11 41 Compliance Monitoring SPP Indicator 13 Checklist 7. Is there evidence that the student was invited to the IEP Team meeting where transition services were discussed? Yes No 8. If appropriate, is there evidence that a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority? Yes No N/A Provided by ESC Region 11 42 Some things that parents and students need to understand… Provided by ESC Region 11 43 Transition Secondary Education Adult Environments Services based on requirements and entitlement under IDEA Services based on choices, eligibility, availability, and funding School is responsible for initiating request for services and maintaining contact Client is responsible for initiating request for services and maintaining contact Provided by ESC Region 11 44 Disability in Federal Law Life Stage Ages Older Adult 60+ Middle Adult 30-60 Early Adult 18-29 School: 7-12 13-18/21 School: K-6 6-12 Preschool 3-5 Birth-Toddler 0-2 Provided by ESC Region 11 IDEA 504 ADA FERPA 45 Disability Definitions IDEA A child with a disability is One who has been evaluated as having one of the 13 disabilities identified in IDEA, and Who requires special education and related services as a result of that disability Provided by ESC Region 11 504 and ADA 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 46 Continuum of Disability Services Centrally Coordinated • Full range of services, including case management Loosely Coordinated • Limited range of services • Contact person available Decentralized / Limited • No formal contact person • Services dependent on multiple people Few/No Services Available • Meets minimal requirements under 504 and ADA Provided by ESC Region 11 47 Do’s and Don’ts DO DO NOT DO provide families current information about community resources Do not simply distribute resource directories to students and parents DO help families identify areas in which adult services may be needed by the student Do not assume the authority to make decisions the family should make about the student's needs DO identify as many appropriate community resources as is practical Do not operate simply as an information and referral "hotline“ Provided by ESC Region 11 48 Do’s and Don’ts DO DO NOT DO match needs and cultural issues of Do not over-emphasize a particular a student and their family to the best set of services from one particular available services in their community agency DO facilitate active participation from agency representatives and community service providers Do not expect success without establishing relationships with agency representatives and community service providers DO guide the development of educational programs that assure necessary skills are taught Do not create a program void of real world educational applications Provided by ESC Region 11 49 Getting Started with Agencies Student Provided by ESC Region 11 It’s all about relationships! 50 Getting Started with Agencies Identify agencies and organizations in your area Government agencies Local community organizations Educational entities Social services Faith community Parent organizations Interagency groups Information and referral services Provided by ESC Region 11 Local Community/ Business directories Online search 51 Getting Started with Agencies Identify core group of Invite participation in primary service providers for your area Determine the front line or point of first contact for each agency, service provider, organization, etc. Schedule a meeting to discuss interagency collaboration Choose a mutually agreed upon location, date, time writing Include purpose of meeting and agenda Follow correspondence protocols Letter addressed to identified contact person Copy to administrative levels Provided by ESC Region 11 52 Getting Started with Agencies Discuss multiple ways to Develop a professional work together Define reasonable expectations Develop mutual respect network Nurture established relationships Maintain collaboration Develop formal agreements with stakeholder groups Learn to speak each other’s language Maintain confidentiality Honor agreements Provided by ESC Region 11 53 What you need to know about agencies and service providers Federal, state, local Priority Populations rules and regulations that apply to each service provider Current trends and issues Services provided Costs/funding sources Availability/wait lists Waiver programs New services, initiatives, laws, rules, etc. What happened last year What is coming up Provided by ESC Region 11 54 Define Reasonable Expectations What agencies can reasonably expect from school districts What students and parents can reasonably expect from school districts What can be done. What is expected. What school districts can reasonably expect from agencies Provided by ESC Region 11 What students and parents can reasonably expect from agencies 55 Coming together is a beginning. Keeping together is progress. Working together is success! Provided by ESC Region 11 56 Thank you for choosing Sharon Rutherford Secondary Transition [email protected] 817-740-7574 Check our online workshop catalog at www.esc11.net for more professional development opportunities. Provided by ESC Region 11 57 For more information visit the Transition in Texas website www.transitionintexas.org ESC Region 11 Statewide Leadership Fort Worth, Texas www.esc11.net Provided by ESC Region 11 Texas Education Agency Division of Federal and State Education Policy Austin, Texas www.tea.state.tx.us 58