What's 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 postsecondary 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.29.0111mandates 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 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.

    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 postsecondary 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 subchapter. 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 postsecondary 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.

Transition State & Federal Requirements Overview

  • The legal requirements and procedures for transition in Texas are aligned with the federal law, IDEA 2004.  There are nine additional considerations outlined in Texas law regarding transition planning. The following table provides a side-by-side view of the federal and state requirements.

    IDEA 2004 Federal Requirement

    Texas Commissioner’s Rules

    Texas Education Code

    § 300.43 Transition services.

     

    (a) Transition services means a coordinated set of activities for a child 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 child with a disability to facilitate the child’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;

    (2) Is based on the individual child’s needs, taking into

    account the child’s strengths, preferences, and

    interests; and includes—

    (i) Instruction;

    (ii) Related services;

    (iii) Community experiences;

    (iv) The development of employment and other post school

     adult living objectives; and

    (v) If appropriate, acquisition of daily living skills and

    provision of a functional vocational evaluation.

     

    (b) Transition services for children 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.

     

     

     

    (Authority: 20 U.S.C. 1401(34))

    § 89.1055  Content of the Individualized Education Program

    (IEP). [Excerpt]

     

    (g) For each student with a disability, beginning at age 16 (prior to the date on which a student turns 16 years of age) or

    younger, if determined appropriate by the ARD committee, the following issues must be considered in the development

    of the IEP, and, if appropriate, integrated into the IEP:

    (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 postsecondary 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.

     

     

     

    § 29.0111  BEGINNING OF TRANSITION PLANNING.   

    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. 

    Last Amended: 82nd Leg., R.S., ch. 1250, Sec. 3, eff. June 17, 2011 
    Entered: July 22, 2011

     

     

    § 29.011  Transition Planning.

    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 subchapter. 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 postsecondary 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.

    Adapted from: The Texas Education Agency, Division of IDEA Coordination, Special Education Rules and Regulations, Side-By-Side; March 2012. http://framework.esc18.net/documents/side-by-side%20mar%202012.pdf

What We Do

  • Transition Process

     

    Transition is the process of identifying a student’s appropriate measurable postsecondary 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 Tracking Teacher responsible for transition plan development. The Diagnostician connects parents/guardians and adult students with appropriate agencies such as the Workforce Solutions Rehabilitation Services. Discussion of the following items should occur in the IEP meeting:

    1. Student post-secondary outcome.

    2. What does the student need to do in order to achieve goal?

    3. What has the student already achieved toward development of the goal?

    4. What is the student’s academic needs in order to accomplish goal?

    5. What are the STAAR requirements related to the post-secondary goal?

     

    Procedure for Transition ARDs

    For all students, transition must be in place beginning no later than the first IEP to be in effect when a student turns 14. If the student is 13 and will turn 14 prior to August 1 of the next school year, transition must be addressed during the student’s annual ARD. If transition is not addressed and documented in the IEP document, the IEP does not meet state and federal compliance.

    1. Tracking teachers are required to conduct student interviews yearly, prior to the annual ARD for any student of transition-age and document the interview in eSped.

    2. The Tracking teachers will provide the Diagnostician with copies of the Student Interview and Teacher Input Forms.

    3. Prior to the annual IEP/ARD meeting, the case manager should collaborate with the CTE department to make sure transition goals comply with federal and state guidelines.

    4. If transition is being discussed at the IEP/ARD meeting, the law requires that the student must be invited to the ARD meeting and the students should be encouraged to participate through the entirety of the meeting.

    5. The student should be given an opportunity to speak during the meeting.

    6. The parent transition interview will be completed in the ARD meeting.

    7. The student and parent’s participation in the IEP/ARD meeting will be documented on the signature page and in the deliberations where appropriate.

    8. If the parent requests a representative from an outside agency to attend the IEP/ARD meeting, the campus should collaborate with the Diagnostician prior to scheduling the meeting. The Diagnostician will contact the agency and invite them to the IEP/ARD meeting.

     

    Transition Planning Process

    1. Prior to the annual ARD, the tracking will conduct a Student Transition Interview with the student.

    2. The case manager and another teacher of record will complete the Teacher Input Form.

    3. The tracking teacher will provide the Diagnostician with copies of the student interview and teacher input forms.

    4. The Diagnostician will document the student’s information on the deliberations page. A transition supplement will not be completed until the student reaches transition age. The diagnostician will submit copies of the interview and transition for the student’s permanent special education file.

     

    Student Input Documentation Process

    1. The Tracking teacher meets with the student and completed student interview form and career interest inventory

    2. The Tracking teacher reviews the results and pulls relevant career information to complete the transition supplement and provide resources to the student/parent.

    3. The Tracking teacher updates the Transition Supplement to include student input and collaborates with Diagnostician and CTE staff regarding student goals and career pathways.

     

    Transfer of Rights Notification Timeline and Process

    1. For all students when they turn 16, the Diagnostician will explain the transfer of rights during the ARD meeting to both the student and parents. Both notifications are to be documented in the student's IEP.

    2. When the student turns 17, The Diagnostician will explain the transfer of rights during the ARD meeting and have the student sign the eSped form. The Diagnostician will also notify the parent regarding the transfer of right during the meeting. Both notifications are to be documented in the student's IEP.

STUDENT DIRECTED TRANSITION SCRIPT

  •  STUDENT DIRECTED TRANSITION SCRIPT

     

    I understand that I am invited to attend my annual ARD meeting on (date)___________and (time)__________

    Student Signature______________________________________________________________________

     

    My name is __________________________________.

    Thank you for coming to my ARD meeting.

    My area of need is _____________________________________________________________________

    Things I enjoy and feel good about are:_____________________________________________________

    _____________________________________________________________________________________

    My Career interest is ___________________________________________________________________

    • In order to reach my goals I need to get education or training after high school which may include the military.

     

    • I want to get a paid job right after high school.

     

    • I hope to live on my own someday.

     

    • I hope to be active in the community.

     

    • I am planning to get my driver’s license someday.

     

     

    I want to schedule classes for next year that will support my goal.  Please help me with this.

    If possible, I would like to take ____________________________________________________________

    _____________________________________________________________________________________

    My Career Pathway:____________________________________________________________________

     

    Thank you for helping me.