Transcript Secondary Transition

Secondary Transition
and
Compliance
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
Revised 9/27/12
Florida Department of Education
Division of Public Schools (PreK -12)
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Florida Department of Education
Objective
• To provide a brief overview of secondary transition
requirements aligned with Florida’s Compliance SelfAssessment for State Performance Plan (SPP) 13Secondary Transition Age 16
• To provide answers to frequently asked questions related
to secondary transition requirements
• To provide information on Florida State Board of
Education Rules impacting secondary transition
requirements
Division of Public Schools (PreK -12)
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Florida Department of Education
Definition of Transition Services…
“a coordinated set of activities for a student with a disability that:
1. Is designed to be within a results-oriented process, that is
focused on improving the academic and functional
achievement of the student with a disability to facilitate
the student’s movement from school to post-school activities,
including postsecondary education, vocational education,
integrated employment (including supported employment),
continuing and adult education, adult services, independent
living, or community participation; and…
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Definition of Transition Services…
2. Is based on the individual student’s needs, taking into
account the student’s strengths, preferences and interests;
and
3. Includes:
a. Instruction;
b. Related services;
c. Community experiences;
d. The development of employment and other
post-school adult living objectives; and
e. If appropriate, acquisition of daily living skills
and the provision of a functional vocational
evaluation, and
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Definition of Transition Services
4.
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 student
with a disability to benefit from special education.
Rule 6A-6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Notice
• The notice to the IEP team meeting included a
statement that a purpose of the meeting was the
consideration of postsecondary goals and
transition services, that the student would be
invited, and indicated any agency likely to provide
or pay for services during the current year that
would be invited.
34 CFR 300.322(b)(2)
Division of Public Schools (PreK -12)
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Florida Department of Education
Notice – No later than the first IEP to be in
effect for students turning ages 14 and 15
Contents of notice for the IEP meeting must indicate that
• A purpose of the meeting will be identifying transition
services needs of the student
• The student will be invited to attend
Rule 6A-6.03028(3)(b)4., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Notice – Not later than the first IEP to be in
effect for students turning age 16 or older…
Contents of notice for the IEP meeting must
• Indicate that a purpose of the meeting is the
consideration of postsecondary goals and
transition services for the student
• Indicate that the student will be invited to attend
• Identify any other agency that will be invited to
send a representative to the meeting
Rule 6A-6.03028(3)(b)5., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Notice – No later than the first IEP to be in
effect for students turning age 16 or older
• Only those agencies that may provide or pay for
needed transition services based on the individual
student’s needs must be invited. (Consent is
required in order for the LEA to invite agencies.)
• Others may be invited at parent/district discretion.
• The decision as whether to invite a particular
agency to participate in an IEP meeting is left to
the LEA and the parent.
Division of Public Schools (PreK -12)
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Florida Department of Education
Student Invited
• The student was invited to the IEP meeting.
34 CFR 300.321(b)(1); Rule 6A-6.03028(3)(c)7.,
F.A.C.
– Salutation on the notice that includes the
student and the parent
or
– Separate notice to student indicating that the
student will be invited to attend
Division of Public Schools (PreK -12)
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Florida Department of Education
Student’s Strengths, Preferences, Interests…
• The student’s strengths, preferences, and interests
were taken into account. If the student was unable
to attend the meeting, other steps were taken to
ensure the student’s preferences and interests were
considered.
34 CFR 300.43(a)(2) and 300.321(b)(2); Rule 6A6.03028(3)(c)7., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Student’s Strengths, Preferences, Interests…
• Ages 14 and 15
– Strengths, preferences, interests so that transition
services needs and postsecondary goals may be
identified and in place by age sixteen (16)
• Ages 16 and older
– Strengths, preferences, interests of what the student
wants in the areas of instruction, related services,
community experiences, employment, and postschool adult living
Division of Public Schools (PreK -12)
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Florida Department of Education
…Student’s Strengths, Preferences, Interests
• If the student did not attend the meeting, evidence
of student input through other methods (e.g.,
student or family conferences, interest inventories,
career exploration activities, vocational interest
and aptitude inventories, situational assessments,
and input from other personnel associated with the
student)
Division of Public Schools (PreK -12)
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Florida Department of Education
Student’s Strengths, Preferences, Interests –
Documentation
• May be documented in the present levels of
academic achievement and functional
performance section(s) of the IEP or may be
included as a separate item
Division of Public Schools (PreK -12)
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Florida Department of Education
Students 14 and older
• For students 14 and older, the IEP team shall
– Begin the process of identifying transition services needs of
students with disabilities, to include consideration of the
student’s need for instruction or the provision of information in
the area of self-determination to assist the student to be able to
actively and effectively participate in IEP meetings and selfadvocate, beginning no later than age fourteen (14), so that
needed postsecondary goals may be identified and in place by
age sixteen (16).
– Develop a statement of whether the student is pursuing a course
of study leading to a standard or a special diploma
Rule 6A-6.03028(3)(h)9., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Services Needs and Course(s) of
Study
• A statement of whether the student is pursuing a
course of study leading to a standard or special
diploma, such as participation in advanced
placement courses or a career and technical
education program, is incorporated into the IEP.
Division of Public Schools (PreK -12)
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Florida Department of Education
Self-Determination: Required for Students 14
and Older
• It should be evident that the team considered the student’s
needs in the area of self-determination, and the IEP
should include the results of that consideration.
• If the team determines that the student has a need for
instruction in the area of self-determination, this may be
reflected in the annual goals, objectives or benchmarks,
and services. Districts have autonomy in how they
address self-determination within the IEP.
Division of Public Schools (PreK -12)
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Florida Department of Education
What Some Districts Are Doing…
• Example 1
– Identifying the student’s priority educational
need (e.g., self-advocacy skills, goal setting,
decision making, etc.)
– Developing relevant measurable annual
goals in the IEP to address the need
Division of Public Schools (PreK -12)
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Florida Department of Education
…What Some Districts Are Doing
• Example 2
– Adding a line to the IEP to note how
instruction will be provided and/or
information disseminated
– Including samples of the student’s completed
activities (e.g., Standing Up for Me
worksheets) in the student’s portfolio
Districts have flexibility in addressing selfdetermination within the IEP.
Division of Public Schools (PreK -12)
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Florida Department of Education
Diploma Selection
• Beginning in eighth grade, or during the
school year in which the student turns 14,
whichever is sooner, the IEP must include a
statement of whether the student is
pursuing a course of study leading to a
standard diploma or a special diploma.
Rule 6A-6.03028(3)(h)8., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Reconvene
• If a participating agency responsible for transition services,
other than the school district, fails to provide the transition
services described in the IEP, the school district shall reconvene
the IEP Team to identify alternative strategies to meet the
transition objectives for the student set out in the IEP.
34 CFR 300.324(c)(1); Rule 6A-6.03028(3)(h)10.b., F.A.C.
Recommended Practice: Identify an IEP team member
or designee to follow-up with agencies and verify the
provision of services by other agencies
Division of Public Schools (PreK -12)
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Florida Department of Education
Transfer of Rights – Informed at Age 17
• The Transition IEP for a 17-year-old includes a statement
that the student has been informed of the rights that will
transfer at age 18.
34 CFR 300.320(c); 34 CFR 300.520(a)(1); Rule 6A6.03028(3)(h)11., F.A.C.
• At least one year prior to the student’s 18th birthday,
the student must be informed of the rights that will
transfer.
– Is there documentation on the IEP that the student has
been informed?
Division of Public Schools (PreK -12)
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Florida Department of Education
Transfer of Rights – Notice at Age 18
• A separate and distinct notice of the transfer of rights was
provided closer to the time of the student’s 18th birthday.
34 CFR 300.320(c); 300.520(a)(1); Rule 6A6.03311(8)(c), F.A.C.
• Closer to the time of the student’s 18th birthday there
must be a separate and distinct notice to the parent
and student informing them of the transfer of rights.
– Is there documentation/evidence that the student and
parent were informed of the transfer of rights?
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goal or Goals
(Age 16 and Older)
• There is a measurable postsecondary goal or goals
in the designated areas (i.e., education, training
and employment; where appropriate, independent
living).
34 CFR 300.320(b)(1); Rule 6A6.03028(3)(h)10.a., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goal or Goals (Age
16 and Older)
• Develop measurable postsecondary goals based
on age-appropriate transition assessment in the
following areas:
– Education
– Training
– Employment
– Independent living (as needed)
Division of Public Schools (PreK -12)
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Florida Department of Education
Education and/or Training
• Education is defined as
– Enrollment in Adult General Education (e.g., Adult Basic
Education, Adult High School Credit Program, Vocational
Preparatory Instruction Program, or GED Testing Program)
– Enrollment in technical center (certificate program)
– Enrollment in community college (certificate program or
two-year degree)
– Enrollment in college/university (four-year degree and
higher)
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Education and/or Training
• Training is defined as
– Employment training program (e.g.,
Workforce Investment Act [WIA], Job
Corps, AmeriCorps, Individualized)
• Individualized means one-on-one training
provided by the employer, an agency, or
service provider
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Employment
• Employment is defined as
– Competitive
• In the competitive labor market that is performed on a
full- or part-time basis in an integrated setting
• Is compensated at or above the minimum wage
– Supported
• Competitive work in integrated work settings…for
individuals with the most significant disabilities for
whom competitive employment has not traditionally
occurred; or for whom competitive employment has
been interrupted or intermittent as a result of a
significant disability…
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Independent Living (as Needed)
• Life skills in the following domains:
– Leisure/Recreation
– Maintain home and personal care
– Community participation
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goal or Goals (Age
16 and Older)
• A measurable postsecondary goal may address
more than one of the designated areas, and must
meet the following two requirements:
– It must be measurable; you must be able to
“count it” or observe it.
– It must be intended to occur after the student
graduates from school.
– It must be updated annually.
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goal Examples…
• Lisette
– Education
• Within three years of graduation from high
school, Lisette will complete the nondegree
program at Montgomery County College
(MCC).
Division of Public Schools (PreK -12)
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Florida Department of Education
…Measurable Postsecondary Goal Examples…
• Lisette
– Employment
• Within nine months of graduation, through the
assistance of Vocational Rehabilitation (VR)
and the staff of the nondegree program at
MCC, Lisette will obtain part-time
employment on campus at MCC that does not
interfere with her program’s schedule.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Measurable Postsecondary Goal Examples
• Lisette
– Independent Living
• Within one year of graduation from high
school, Lisette will use public transportation,
including the public bus and uptown trolley, to
independently get to and from classes at MCC.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• Where on the IEP do I write the measurable
postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The measurable postsecondary goals should be
reflected early in the IEP as every component of
the IEP for students 16 and older should lead
toward attainment of the measurable
postsecondary goal(s).
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• Does the timeframe for a measurable
postsecondary goal need to address when a
student will start something, such as “enroll
in a two-year community college program,”
or finish, such as “complete a two-year degree
program?” Which constitutes best practice or
is either okay?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• Districts have flexibility in the format they
choose to use for measurable postsecondary
goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• Are short-term objectives or benchmarks
needed for measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• No. Only annual goals for students with
disabilities who take alternate assessments
aligned to alternate achievement standards are
required to have short-term objectives or
benchmarks.
It is generally helpful to think of the measurable
annual goals and transition services reflected in
the IEP as “benchmarks” toward the measurable
postsecondary goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• How do we determine the student’s progress
toward the measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• There is no requirement for reporting progress
on measurable postsecondary goals.
• If the student is making adequate yearly progress
toward attaining his or her measurable annual
goals and other transition services within the
IEP, then the student should be making progress
toward attaining his or her measurable
postsecondary goals.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• If a parent requests an Adult Day Training
(ADT) program or sheltered workshop setting
and services for his or her child, how do we
address this in the measurable postsecondary
goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The IEP team should always consider the most
inclusive postsecondary outcomes first.
• Ultimately the decision rests with the IEP team;
however, restrictive settings and programs
should be a “last” consideration.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• For students going directly into employment
who already know the skills needed to
complete the job, what would measurable
postsecondary goals for education and/or
training, and employment look like? (For
example, a student exits under Special
Diploma Option 2 or a student who has been
trained in a technical program as a tile layer.)
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The measurable postsecondary goal for
education and/or training would likely describe
the type of training the employer would provide
for this student.
• The measurable postsecondary goal for
employment would likely be related to
maintaining the job and/or expanding the
individual’s job duties and responsibilities.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Measurable Postsecondary Goals…
• What if a student’s skills do not match the
student’s interests? What must be reflected in
the measurable postsecondary goals?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals…
• A “measurable postsecondary goal” is NOT the
same as a “desired post-school outcome.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Measurable Postsecondary Goals
• The measurable postsecondary goals must be based upon ageappropriate transition assessments.
• In a recent case in Texas, the court found that “the district did not
err in developing a vocational program that focused on fashion
and child care – the student’s biggest strengths,” despite the fact
that her interest was in music where she had limited skills. The
summary stated: “So long as a transition plan reflects the
student’s skills and interests, as determined through assessments,
it should pass muster under the IDEA.”
- Individuals with Disabilities Education Law
Report, LRP Publications (June 12, 2009)
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Postsecondary Goals based on AgeAppropriate Transition Assessment
• The measurable postsecondary goals were based
on age-appropriate transition assessment.
34 CFR 300.320(b)(1); Rule 6A6.03028(3)(h)10.a., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Age-Appropriate Transition Assessment
“Transition assessment is the ongoing process of
collecting data on the individual’s needs,
preferences, and interests as they relate to the
demands of current and future working, educational,
living, and personal and social environments.
Assessment data serve as the common thread in the
transition process and form the basis for defining
goals and services to be included in the
Individualized Education Program.”
- Sitlington, Neubert, and Leconte (1997)
Division of Public Schools (PreK -12)
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Florida Department of Education
Age-Appropriate Transition Assessment
• Age-appropriate means activities,
assessments, content, environments,
instruction, and/or materials that reflect a
student’s chronological age.
• Age-appropriate assessments may necessitate
adaptations to their administration for some
students so that meaningful data are obtained.
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Types of Assessment
• Formal
• Informal
 Florida Comprehensive
Assessment Test
 College Entrance Test
 PSAT, SAT, ACT, CPT
 Transition Planning Inventory
 Brigance
 Life Centered Career
Education (LCCE)
 Florida Alternate Assessment
 Other Norm-Referenced
Division of Public Schools (PreK -12)
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 Curriculum-Based/TeacherMade Tests
 Interest Inventories
 Self-Determination
 Situational
 Questionnaires/Surveys/
Interviews
 Checklists
Florida Department of Education
Transition Assessment
• Transition assessment data should:
– Be obtained over time
– Indicate strengths, preferences, and interests
– Consider present and future environments
– Be conducted by way of multiple
places/sources/persons
– Be sensitive to cultural diversity
Adapted from NSTTAC, 2007
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment
• Review the IEP and other available
components of the student’s record to
determine if information from age-appropriate
transition assessments has been considered in
developing measurable postsecondary goals. If
so, determine whether the information applies
to the area in question (i.e., education/training;
employment; where appropriate, independent
living).
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Assessment Example…
• Lisette (education, training, employment, and independent
living)
– From the Present Levels of Academic Achievement and
Functional Performance statement on the IEP: “Based on
teacher observation notes, community-based task analysis
checks, and information from the student, her parents, and
her teachers collected through the Transition Planning
Inventory and Making Action Plans (MAPS), Lisette is a
rule-oriented, quiet young woman with strong skills and
interests in employment in the service industry. Lisette
learns best through observation and practical experience
due to limited verbal and reading skills.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Assessment Example
• Lisette (education, training, employment, and independent
living)
– Lisette has participated in a curriculum with a functionalacademic focus in which she has demonstrated strengths in
independent living skills, such as self-care, home
management, reading for success in the community, and
community math skills, including time and calendar skills.
Lisette has expressed an interest in and demonstrated
success in the service industry, particularly in the area of
food preparation. Lisette indicates that her family
encourages her to do well in school and in her job
experiences. Her family expresses interest in Lisette’s
living outside of their home as she becomes more
financially independent after high school.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment…
• How and where do I document ageappropriate transition assessment in the IEP
for compliance purposes?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Age-Appropriate Transition Assessment
• There is flexibility in where transition
assessment is addressed in the IEP. Transition
assessment would most likely be cited as a
source and reflected in the present levels of
academic achievement and functional
performance or the summary of
assessments/evaluation data.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age-Appropriate Transition Assessment…
• Which transition assessments require consent
from parents?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Age-Appropriate Transition Assessment
• Consent is only required if the purpose is for
reevaluation.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Age Appropriate Transition Assessment…
• What is functional vocational evaluation?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Age Appropriate Transition Assessment
• Functional Vocational Evaluation (FVE) is a systematic
assessment process used to identify practical, useable
career and employment-related information about an
individual. FVE incorporates multiple formal and
informal assessment techniques to observe, describe,
measure, and predict vocational potential. A distinctive
feature of FVEs is that they include (and may emphasize)
individualized experiential and performance-based
opportunities, in natural vocational or work environments.
(VECAP, 2009)
Division of Public Schools (PreK -12)
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Florida Department of Education
Annual Goal(s) or Short-term Objectives or
Benchmarks
• There is/are annual goal(s) or short-term objectives
or benchmarks that reasonably enable the student to
meet the postsecondary goals.
34 CFR 300.320(a)(2); Rule 6A-6.0328(3)(h)2.-3.,
F.A.C.
Are goal(s) or short-term objectives or benchmarks
included in the IEP that will help the student make
progress toward the stated postsecondary goal(s)?
Division of Public Schools (PreK -12)
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Florida Department of Education
Measurable Annual Goals Examples…
• Lisette (education and/or training)
– Lisette will accurately record her personal
information, including first and last name,
date of birth, social security number, street
address, city, state, zip code, age, and
telephone number with 100 percent
accuracy by April.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Measurable Annual Goals Examples…
• Lisette (employment)
– Given a cell phone with pertinent telephone
numbers programmed and weekly practice
in school and community settings, Lisette
will successfully call her supervisor to
communicate important messages in five out
of five role-play trials in school and
community settings.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Measurable Annual Goals Examples
• Lisette (independent living)
– Given travel training situations, Lisette will
demonstrate sitting quietly and refraining
from talking to strangers while using public
transportation at least two times across three
situations.
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Services…
• There are transition services on the IEP that
focus on improving the academic and
functional achievement of the student to
facilitate the student’s articulation from school
to post-school.
34 CFR 300.320(b)(2); Rule 6A6.03411(1)(nn), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services…
• For the measurable postsecondary goals on the IEP, are one or
more of the following addressed:
– Instruction
– Related service(s)
– Community experience(s)
– Employment
– Post-school adult living
– Daily living skills (if appropriate)
– Functional vocational evaluation (if appropriate)
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services
• Transition services may be addressed through
– The development of measurable annual goals and shortterm objectives or benchmarks
– Special education services
– Related services
– Program modifications/supports for school personnel
– Supplementary aids and services
and/or
– State and district assessment
accommodations/modifications
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services…
• “No services needed” statement(s) are no
longer required, but this is a good practice that
districts are encouraged to continue.
Division of Public Schools (PreK -12)
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Florida Department of Education
Transition Services Example…
• Lisette (instruction supports the postsecondary
education, training, and independent living goals)
– Community safety skills instruction, including selfdefense at the YMCA
– Travel training instruction
– Math instruction related to money usage and telling
time on a variety of watches and clocks
– Literacy instruction related to sight word
identification
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services Example…
• Lisette (related service supports the
postsecondary independent living goal)
– Assistive technology services to increase the
use of voice output device
– Physical therapy to improve independent
ambulation
Division of Public Schools (PreK -12)
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Florida Department of Education
…Transition Services Example
• Lisette (daily living skills support the postsecondary
education, training and independent living goals)
– Purchase a monthly bus pass
– Apply safety skills in the community, particularly
with regard to use of public transportation
– Learn to choose a seat near the bus driver
– Learn to use the pull cord to identify upcoming stop
Division of Public Schools (PreK -12)
75
Florida Department of Education
Course(s) of Study…
• The transition services include course(s) of
study that focus on improving the academic
and functional achievement of the student to
facilitate the student’s movement from school
to post-school.
34 CFR 300.320(b)(2)
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Florida Department of Education
…Course(s) of Study
– Participation in advanced-placement courses
– Participation in courses that provide
community-based experiences to help the
student acquire adult living and employment
skills
(e.g., description of instructional program
and experiences)
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Course of Study…
• Is stating the diploma decision (e.g., the student
will pursue a standard diploma) sufficient in
addressing the course of study?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Course of Study
• No. A statement of the diploma selection is not
descriptive of the course of study. The course of study
statement should describe the student’s course of study,
such as participation in advanced-placement courses for a
student pursuing a standard diploma or participation in
courses that provide community-based experiences to
help the student acquire adult living and employment
skills for a student pursuing a special diploma.
Division of Public Schools (PreK -12)
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Florida Department of Education
Agency Invited
• If transition services are likely to be provided
or paid for by another agency, a representative
of the agency was invited to participate in the
IEP.
34 CFR 300.321(b)(3)
Division of Public Schools (PreK -12)
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Florida Department of Education
Consent to Invite
• The district obtained consent from the parent
or from the student whose rights have
transferred prior to inviting to the IEP team
meeting a representative of an agency likely to
provide or pay for transition services.
34 CFR 300.321(b)(3)
Division of Public Schools (PreK -12)
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Florida Department of Education
Agency Participation
• To the extent appropriate and with the consent of the
parents or a student who has reached the age of majority,
the school district shall invite a representative of any
participating agency that may be responsible for providing
or paying for transition services
• Parental consent or the consent of the student who has
reached the age of majority must also be obtained before
personally identifiable information is released to officials
of participating agencies providing or paying for transition
services.
Rule 6A-6.03028(3)(c)8., F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
Clarification on Consent
• To invite an agency to an IEP meeting, “…a separate
consent must be obtained from the parents or a child
who has reached the age of majority for each IEP
Team meeting, conducted in accordance with 34 CFR
§300.320(b), 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.”
February 6, 2009, Memorandum and OSEP Letter
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Florida Department of Education
SPP – 13…
• The IEP includes appropriate measurable
postsecondary goals that are annually updated
and based upon: an age-appropriate transition
assessment; transition services, including
courses of study, that will reasonably enable
the student to meet those postsecondary goals;
and annual IEP goals related to the student’s
transition services needs.
Division of Public Schools (PreK -12)
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Florida Department of Education
…SPP – 13
• There also must be evidence that the student
was invited to the IEP team meeting where
transition services are to be discussed and
evidence that, if appropriate, 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.
34 CFR 300.320(b)-(c) and 300.321(b); Rule 6A6.03028(3)(b)-(c) and (h), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…SPP – 13
The culmination of all components of the IEP
for a student who is 16 years old or older must
reasonably enable the student to meet his or
her postsecondary goals!
Division of Public Schools (PreK -12)
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Florida Department of Education
Reevaluation and Summary of
Performance…
• “Reevaluation is not required for a student before the
termination of eligibility due to graduation with a standard
diploma or exiting from school upon reaching the student’s
twenty-second (22) birthday.”
• “The district must provide the student with a summary of
academic achievement and functional performance, which
shall include recommendations on how to assist the student
in meeting the postsecondary goals.”
Rule 6A-6.0331(8)(f), F.A.C.
Division of Public Schools (PreK -12)
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Florida Department of Education
…Reevaluation and Summary of
Performance…
• Graduation from high school with a standard
diploma constitutes a change of placement and
requires prior written notice.
– Does not require reevaluation
• Not a change in eligibility
• Not dismissal from program
Division of Public Schools (PreK -12)
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Florida Department of Education
…Reevaluation and Summary of
Performance
• Summary of Performance (SOP)
– Academic achievement and functional
performance
– Recommendations on how to assist the student
in meeting postsecondary goals
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Florida Department of Education
Summary of Performance (SOP)…
• Required for students exiting school with a
Standard Diploma or aging out of program
• Recommended practice for all students exiting
school (e.g., Special Diploma prior to age 22)
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Florida Department of Education
…Summary of Performance (SOP)
• Education/Training/Employment/Independent Living
• Describes:
– Accommodation needs
– Assistive technology needs
– Support needs
– Academic and functional performance summary
• Transition assessments
• Report cards, grades, etc.
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
Summary of Performance…
• Are districts required to hold an “exiting IEP
meeting” for students who are near
graduation?
Division of Public Schools (PreK -12)
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Florida Department of Education
Frequently Asked Questions
…Summary of Performance
• No. However, districts must complete a Summary of
Performance (SOP) for students’ whose eligibility
terminates due to graduation with a standard diploma or
exceeding the age of eligibility.
The Nationally Ratified Summary of Performance
template suggests that the SOP is most useful when linked
with the IEP process and the student has the opportunity
to actively participate in the development of this
document.
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Florida Department of Education
Free and Appropriate Public Education (FAPE)
• Students who have not received a standard
diploma may continue until their 22nd birthday,
or at the discretion of the school district, through
the semester or the end of the school year in
which they turn 22.
• Students who have exited school with any
credential other than a standard diploma (e.g.,
special diploma, certificate, performance-based
diploma, GED) may re-enter at any time prior to
their 22nd birthday.
Division of Public Schools (PreK -12)
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Florida Department of Education
For additional information contact:
Florida Department of Education
Bureau of Exceptional Education and Student Services
(850) 245-0478
www.fldoe.org/ese
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Florida Department of Education
Questions?
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
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Florida Department of Education