Transcript IDEA – Special Education

Parents and the
Transition Process
Where Do You Fit into the Picture?
Texas Statewide Transition
© Texas Education Agency
Welcome to
“Parents and the
Transition
Process”
Texas Statewide Transition
© Texas Education Agency
By the end of this
presentation you will know:
 Transition requirements and
process
 ARD/IEP process
 How to participate meaningfully in
the IEP development
 When and why students must be
included
 Who develops an IEP
Texas Statewide Transition
© Texas Education Agency
What is the intent of
Transition Services?..
(in Federal Law)
Texas Statewide Transition
© Texas Education Agency
IDEA 2004
One of the primary purposes of the Individual
with Disabilities Education Act (IDEA) is to:
“Ensure that all children with disabilities
have available to them a free appropriate
public education that emphasizes special
education and related services designed to
meet their unique needs and prepare them
for further education, employment and
independent living. (34CFR§300.1 (a))
Texas Statewide Transition
© Texas Education Agency
Transition in the Law
Transition services means a coordinated set
of activities
(1) designed within a results-oriented
process
focused on improving academic and
functional achievement and
facilitates child’s movement to postschool activities
IDEA 2004: §300.43
Texas Statewide Transition
© Texas Education Agency
Transition in the Law
Transition services means a coordinated
set of activities
(2) Based on child’s needs, taking into
account the child’s strengths, preferences,
and interests, and includes—
instruction, related services, community experiences,
development of employment and other post-school living
objectives,
acquisition of daily living skills and provision of functional
vocational evaluation (if appropriate)
IDEA 2004: §300.43
Texas Statewide Transition
© Texas Education Agency
Transition in the Law
The child must be invited to the ARD
committee meeting if a purpose is the
discussion of:
Postsecondary goals and/or
 Transition services needed to assist
child in reaching goals

IDEA 2004: §300.321 (b)
Texas Statewide Transition
© Texas Education Agency
Transition Requirements from
IDEA provide the opportunity to:
 Think about the future and plan for life after
high school
 Plan a course of study to make high school
experience relate directly to student’s
dreams and goals for the future
 Assist in making linkages to services after
high school
 Increase chances for every student to be
successful after exiting high school
Texas Statewide Transition
© Texas Education Agency
Texas State Law
TEC 29.011
How does it affect my
student?
Texas Statewide Transition
© Texas Education Agency
Components of
TEC 29.011
Texas state law follows the federal law. The ARD
committee must consider and, if appropriate, address the
following issues:
• Student involvement
• Appropriate parental
involvement
•Before age 18
•After age 18
• Post-secondary education
options
• Functional vocational
evaluation
Texas Statewide Transition
• Employment goals and
objectives
• Availability of ageappropriate instructional
environments (students at
least age 18)
• Independent living goals
and objectives
• Referral to a governmental
agency for services
© Texas Education Agency
As a parent, I’m ready to
move on…
• What do I need to know to help my
student gain the knowledge and skills
to be successful in life after high
school?
Texas Statewide Transition
© Texas Education Agency
IEP in relation to ARD
IEP
 Individual Education
Program
 Formal, written,
legally binding
plan for providing
special education
services
ARD
 Admission, Review
and Dismissal
 The meeting during
which IEPs are
developed and
reviewed
 State process
 Federal definition
Texas Statewide Transition
© Texas Education Agency
Transition
planning is an
ARD committee
responsibility.
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
 Postsecondary goals
 Review of Evaluations
 Functional vocational
evaluation, if appropriate
 Present Levels of Academic
Achievement and Functional
Performance
 Student needs, taking into
account strengths,
interests, preferences
 Annual goals and objectives

Academic

Transition needs
Texas Statewide Transition
 Services
 Course of study
 Transition services and
activities
 Interagency
responsibilities
 Least Restrictive Environment
 Access to general
curriculum
 Access to district and
statewide assessments
 Age-appropriate
environments
© Texas Education Agency
Transition in the IEP
Student Vision (Postsecondary Goals)
What are the student’s
dreams for adult life in the
areas of…
 Training/education
 Postsecondary education
 Independent living skills,
where appropriate?
IDEA 2004 – §300.320(b)
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Functional Vocational
Evaluation
 ARD committee decision




If appropriate, based on individual needs of
the student
Defined, with timelines, by ARD committee
May be done at any age or grade
May include interest, aptitude, situational
assessment, etc., as determined by the ARD
committee
 May require consent
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Assessment
On-going assessments are
used to help students identify
strengths and interests and
to better define vision and
post-school outcomes.
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Present Levels of Academic
Achievement and Functional
Performance
 Student competencies

Knowledge and skills



Academic
Vocational/Technical
Competence in the
community
 Student needs for transition
to adult life
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Strengths, Interests.
Preferences

Involve the student



Focus on courses of study





Include student’s vision for the future
Needs, strengths, preferences, and interests.
Relevant to student’s goals for the future
Access to general curriculum
Access to state and district-wide assessment
Plan for graduation
Update annually
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Measurable Annual Goals
 Goals to be worked on this
year.
Steps to accomplish those
goals (objectives/benchmarks)
 Student
 Parents
 School
 Others – agencies,
community, etc.
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
What is included in a coordinated
set of activities in the IEP?




Instruction
Related services
Community experiences
The development of
employment and other postschool adult living objectives
 If appropriate, daily living skills
and provisions of a functional
vocational evaluation
Texas Statewide Transition
© Texas Education Agency
Transition in the IEP
Coordinated Set of Activities



Involve the student
•
Needs, taking into account strengths,
preferences, interests
Review transition service needs
Statement of needed transition services
•
Develop a coordinated set of activities, identify
measurable annual goals and objectives
•
Include interagency responsibilities and
linkages as appropriate
•
Update annually
Texas Statewide Transition
© Texas Education Agency
Access to the General
Curriculum
 Allowing students opportunity to
participate with their non-disabled peers
to the maximum extent possible based on
their needs, strengths, interests, and
preferences.


in the general curriculum (TEKS) and
in nonacademic/extracurricular activities
Texas Statewide Transition
© Texas Education Agency
Access to State and District-wide
Assessment
Students must
participate in the
Texas Assessment
Program
Texas Statewide Transition
© Texas Education Agency
Least Restrictive
Environment
Curriculum decisions
• Student’s ability to
participate in general
curriculum (TEKS)
• Course of study
• Coherent sequence
• Transition needs
Texas Statewide Transition
Placement decisions
• Most appropriate
location for
instruction to take
place
• Provision of related
services and
transition services
© Texas Education Agency
I know what should be in an IEP
and
How transition affects my student’s IEP
development!
But who is responsible for
making it happen
Texas Statewide Transition
© Texas Education Agency
Providing transition
services is
a team effort:
 School district
 Students
 Parents
 State and community
agencies
Texas Statewide Transition
© Texas Education Agency
SO MUCH INFORMATION!!!
How do I prepare myself and
my student to be a meaningful
participant at the ARD?
Texas Statewide Transition
© Texas Education Agency
What Parents Should Consider
Prior to the ARD Meeting
 Talk to your student about strengths,
needs, interests, and preferences
 What are the student’s and your dreams,
goals, and desires for the future?
 What are your current resources and
support systems for helping your student
reach his/her post-school outcomes?
 Be prepared to share information about
your student at the meeting.
 Parents must consent to invite agencies.
Texas Statewide Transition
© Texas Education Agency
During the ARD
 Parents’ role prior to student reaching age 18
 Full participant in the decision-making process
 Advocate for their student
 Support their student’s involvement
 Understand the connection between
goals/objectives, strategies, and post-school
outcomes
 Express student-centered concerns/requests in an
objective manner
 Clearly identify responsibilities of each ARD team
member, including yourself
Texas Statewide Transition
© Texas Education Agency
During the ARD
 Parents’ role at the student’s age of majority (18)
 Understand what “Notice of ARD” means
 Support your student’s right to become a full
participant in the process
 Help your student express his or her desires
clearly and in a mature fashion
 Stay involved, even after you are no longer the
primary participant in the development of your
student’s IEP
Texas Statewide Transition
© Texas Education Agency
Before the ARD meeting
is brought to a close
Be sure you understand
exactly what will take place after
the meeting and who is
responsible.
Texas Statewide Transition
© Texas Education Agency
Something all
parents need to
know!
Texas Statewide Transition
© Texas Education Agency
Special Education
Services
School is
responsible
Initiating request for
services
Maintaining contact
Based on
Entitlement (IDEA)
Structured and
protective processes
and environments
Texas Statewide Transition
Agency
Services
Adult student is
responsible
Initiating request for
services
Maintaining contact
Based on
Eligibility
(ADA/504)
Availability
Funding
Consumer choice
© Texas Education Agency
Federal Laws
504
Section 504 of the Rehabilitation Act
of 1973
ADA
Americans with Disabilities Act
Texas Statewide Transition
© Texas Education Agency
Federal Laws –
ADA and 504
Disability definition
 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
Texas Statewide Transition
© Texas Education Agency
Working together
Success for Student
Texas Statewide Transition
© Texas Education Agency
Resources
 Career Development Resources

www.cdr.state.tx.us
 Department of Assistive and Rehabilitative
Services, Division for the Blind

www.dars.state.tx.us
 Learning Disabilities Online

www.ldonline.org
Texas Statewide Transition
© Texas Education Agency
Resources
 National Center on Secondary Education
and Transition

www.ncset.org
 National Dissemination Center for Children
with Disabilities

www.nichcy.org
Texas Statewide Transition
© Texas Education Agency
Resources
 State of Texas
 www.state.tx.us
 Social Security Administration
 www.ssa.gov
 Texas Health and Human Services Commission
 www.hhsc.state.tx.us
 Texas Effectiveness Study
 www.esc11.net/depart/instruct/txeffstudy
 Texas Statewide Transition

www.transitionintexas.org
Texas Statewide Transition
© Texas Education Agency
Resources
 Texas Education Agency

www.tea.state.tx.us
 United States Department of Education

www.ed.gov
 United States Department of Labor

www.dol.gov
 211 TX

www.211.org
Texas Statewide Transition
© Texas Education Agency
Copyright © Notice The materials are copyrighted © and trademarked ™ as the property of the
Texas Education Agency (TEA) and may not be reproduced without the express written permission of
TEA, except under the following conditions:
Texas public school districts, charter schools, and Education Service Centers may reproduce and use
copies of the Materials and Related Materials for the districts’ and schools’ educational use without
obtaining permission from TEA.
Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials
for individual personal use only without obtaining written permission of TEA.
Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and
unchanged in any way.
No monetary charge can be made for the reproduced materials or any document containing them;
however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.
Private entities or persons located in Texas that are not Texas public school districts, Texas Education
Service Centers, or Texas charter schools or any entity, whether public or private, educational or non
educational, located outside the state of Texas MUST obtain written approval from TEA and will be
required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.
For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties,Texas
Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-9270 or 512-463
9437; email: [email protected].
Texas Statewide Transition
© Texas Education Agency