What's Required
Transition services means a coordinated set of activities for a student with a disability that--
Transition services. Beginning not later than the first IEP to be in effect when the child is in the 6th grad, or younger if determined appropriate by the IEP Team, and updated annually, thereafter the IEP must include—
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:
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.
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 is the process of identifying a student appropriate measurable post secondary goal(s). Post secondary goals must include training/education, employment and when appropriate independent living. Transition must be in place beginning no later than the first IEP to be in effect when a student enters the 6th grade. If Transition is being discussed at the IEP/ARD meeting, by law, the student must be invited to the meeting. Each high school and middle school campus has an assigned Transition Specialist/Vocational Adjustment Coordinator responsible for transition plan development. The Transition specialist/VAC also connects parents/guardians and adult students with appropriate agencies such as the Workforce Solutions Rehabilitation Services (VRS) and the Harris Center for Mental Health and IDD. Discussion of the following items should occur in the IEP meeting:
Procedure for Transition ARDs The initial transition planning will occur for all students starting in their 6th grade school year and so on. If a student transfer into Spring ISD after their 6th grade 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.
6th Grade Transition Planning Process In Spring ISD, initial transition planning will occur for students starting in their 6th grade school year. 1. The campus will provide the assigned transition specialist with a list of all 6th grade students receiving special education services. 2. Prior to the annual ARD, the Transition Specialist will conduct a Student Transition Interview with the student. 3. The case manager and another teacher of record will complete the Teacher Input Form. 4. The case manager will provide the transition specialist with copies of the teacher input forms. 5. The Transition Specialist will contact the parent and conduct the Parent Interview and explain transition services. 6. The Transition Specialist will document the student’s information on the deliberations page. A transition supplement will be completed. The transition specialist will collaborate with the campus to ensure copies of the interviews are scanned into ESped. and the transition supplement is completed for the ARD. Student Input Documentation Process
Parent Input Documentation Process
Transfer of Rights Notification Timeline and Process
Expectations for Transition Specialists
Forms
Additional Resources
Important Links
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