What's Required
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TEA Revision to the PEIMS Data Standards (9/14/13)
The 8x code
available for any locally-developed course for local credit only (i.e., not
used to meet graduation requirements), regardless of whether the course is
available to all students or only per ARD recommendation (i.e., general –OR–
special education course).
TEA Revision (1/1/15): The 08 IA Code may be used for paid and unpaid employment. |
PEIMS Data Standards and Course Description Codes from the TEA C022
Table
The courses for the Spring ISD 18+ Transition Services
are locally developed courses. The table below was taken from the PEIMS Data
Standards.
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Code
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Translation
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Eligible for High School
Credit
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Course Abbreviation
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Course Units
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CTE Course (H-High School,
M=Middle School
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85000XXX
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Locally Developed Course - Other Secondary
Subject
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N
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Sample Course Description for Adult Transition Services (18+)I The courses could be coded as follows:
Adult Transition Career Readiness I-IIII = 85000xxx Adult Transition Life Experiences I-IIII = 85000xxx Adult Transition Internship I-IIII = 85000xxx
Course Descriptions for 18+ /VICTORY Transition Services
Adult Transition I: Course #85000XXX Adult Transition I instruction will be provided in adult environments in the community providing specialized instruction and/or support. The instruction will be based on instructional needs identified through data-driven decision-making and assessment. Instruction will be individualized and aligned with postsecondary goals and needed Transition Services. Support will be specialized, individualized and structured to transition to natural supports and/or paid supports in the community or adult services in the community. The curriculum content, instruction, and support are determined by the student’s postsecondary goals for Transition, the individual educational plan and is designed to emphasize the development of skills and behaviors for the world of work, postsecondary education/training, independent living, and/or social skills, as determined by the ARD/IEP Committee.
Prerequisites: Qualified Special Education Student, has met course and statewide assessment requirements for graduation, 18 years of age and older, ARD/IEP Committee recommendation.
Credit: 1.0 (This course receives basic credit when class rankings are determined)
Term: Full year or until the IEP has been met and the student graduates per ARD/IEP Committee Decision
Grade Placement: 12+ (District Adult Transition Services for 18-21)
Adult Transition II: Course #85000XXX Adult Transition II instruction will be provided in adult environments in the community providing specialized instruction and/or support. The instruction will be based on instructional needs identified through data-driven decision-making and assessment. Instruction will be individualized and aligned with postsecondary goals and needed Transition Services. Support will be specialized, individualized and structured to transition to natural supports and/or paid supports in the community or adult services in the community. The curriculum content, instruction, and support are determined by the student’s postsecondary goals for Transition, the individual educational plan and is designed to emphasize the development of skills and behaviors for the world of work, postsecondary education/training, independent living, and/or social skills, as determined by the ARD/IEP Committee.
Prerequisites: Qualified Special Education Student, has met course and statewide assessment requirements for graduation, 18 years of age and older, ARD/IEP Committee recommendation.
Credit: 1.0 (This course receives basic credit when class rankings are determined)
Term: Full year or until the IEP has been met and the student graduates per ARD/IEP Committee Decision
Grade Placement: 12+ (District Adult Transition Services for 18-21)
Adult Transition III: Course #85000XXX
Adult Transition III instruction will be
provided in adult environments in the community providing specialized
instruction and/or support. The instruction will be based on instructional
needs identified through data-driven decision-making and assessment.
Instruction will be individualized and aligned with postsecondary goals and
needed Transition Services. Support will be specialized, individualized and
structured to transition to natural supports and/or paid supports in the
community or adult services in the community. The curriculum content,
instruction, and support are determined by the student’s postsecondary goals
for Transition, the individual educational plan and is designed to emphasize
the development of skills and behaviors for the world of work, postsecondary
education/training, independent living, and/or social skills, as determined by
the ARD/IEP Committee. Prerequisites: Qualified Special Education
Student, has met course and statewide assessment requirements for graduation,
18 years of age and older, ARD/IEP Committee recommendation.
Credit: 1.0 (This
course receives basic credit when class rankings are determined)
Term: Full year or until the IEP has been met
and the student graduates per ARD/IEP Committee Decision
Grade Placement: 12+ (District Adult Transition Services for 18-21)
Adult Transition IV: Course #85000XXX Adult Transition IV instruction will be provided in adult environments in the community providing specialized instruction and/or support. The instruction will be based on instructional needs identified through data-driven decision-making and assessment. Instruction will be individualized and aligned with postsecondary goals and needed Transition Services. Support will be specialized, individualized and structured to transition to natural supports and/or paid supports in the community or adult services in the community. The curriculum content, instruction, and support are determined by the student’s postsecondary goals for Transition, the individual educational plan and is designed to emphasize the development of skills and behaviors for the world of work, postsecondary education/training, independent living, and/or social skills, as determined by the ARD/IEP Committee. Prerequisites: Qualified Special Education Student, has met course and statewide assessment requirements for graduation, 18 years of age and older, ARD/IEP Committee recommendation. Credit: 1.0 (This course receives basic credit when class rankings are determined) Term: Full year or until the IEP has been met and the student graduates per ARD/IEP Committee Decision Grade Placement: 12+ (District Adult Transition Services for 18-21)
Instructional Arrangement (AI) Codes
Student Attendance and Accounting Handbook (The SAAH guidance changes. Refer to the current SAAH)
97, off home campus – community class A student in a community setting or environment (not operated by a school district) that prepares the student for postsecondary education/training, integrated employment, and/or independent living in coordination with the student’s individual transition goals and objectives, including a student with regularly scheduled instruction or direct involvement provided by school district personnel, or a student in a facility not operated by a school district (other than a nonpublic day school) with instruction provided by school district personnel. (Effective 1/1/15)
(SCHOOL DISTRICT 18+ TEAM: write a clarifying statement for the IA 44 (below) to show it would be used for adult students who remain on campus under a transition IEP)
44, self-contained, mild/moderate/severe, regular campus- more than 60%
for provided special education services for a student on a job (paid or unpaid unless otherwise prohibited by law).
85: Non-resident, Not Employed 88: Non-resident; Employed
IA codes used for placement on district campuses. The following are IA codes used in non-traditional and community settings according to the Student Attendance Accounting Handbook provided by the Texas ● Code 85 indicates a student resides in a facility and receives special education and related services by school district personnel in a facility (other than a nonpublic day school) not operated by a school district. This setting includes sheltered workshops. ● Code 88 indicates a student resides in a facility and receives VAC services.
08 - Vocational Adjustment Class (VAC)
This instructional arrangement/setting code 08 is used for a student who is provided special education and related services and is placed on a job (paid or unpaid unless otherwise prohibited by law) with regularly scheduled direct involvement by special education personnel in the implementation of the student’s IEP. This instructional arrangement/setting shall be used in conjunction with the students’ individual transition goals and only after the district’s career and technical education classes have been considered and determined inappropriate for the student. (Effective 1/1/15)
This code applies to a student in full-time or part-time employment, as documented in the IEP. This instructional setting code should not be confused with general career and technical education classes that are offered by your district.
18+ Coding Matrix for Students in Residential Facilities
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Parents are
Non-Residents of DISTRICT and Adult Student is in RF
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Parents Reside in
DISTRICT and Adult Student is in RF
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Non-RF Student
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85
Not Employed
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97
Not Employed
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97
Not Employed
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88
VAC
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08 (paid or unpaid)
VAC
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08 (paid or unpaid)
VAC |
HIGH SCHOOL CODING ASSIGNMENTS: The
18+ utilizes the community as an extension of the high school campus (97-off
home campus-community class). Services are provided in the community to
transition skill acquisition and maintenance into adult environments.
Therefore, 18+ students are coded as members of their home campus. Curriculum Scope and Sequence for 18+ /VICTORY Program Unlike most secondary students served under special education, 18+ students are provided special education services in the community, where same-age peers live, work, and play, instead of the traditional high school campus. The special education services are designed to facilitate assessment, instruction, skill practice, support, and progress monitoring in natural adult environments. Which environments are used to provide special education services are determined by the student’s IEP which includes the student’s postsecondary transition goals. Community-based transition programs are alternative special education opportunities, developed by public school systems, in age-appropriate settings (Baska et al,2003). Grigal, Neubert, and Moon, 2002 identified eight specific objectives to include in goals for community transition programs: - Obtaining employment in a full- or part-time paid position in the community;
- Increasing mobility in the community;
- Engaging the support of adult service agencies;
- Improving social and communication skills;
- Improving self-determination skills;
- Developing friendships with other people of similar ages;
- Developing age-appropriate leisure and recreation pursuits; and
- Participating in college classes.
The implementation of the 18+ /VICTORY curriculum is a collaborative effort between the 18+ teachers, District Transition Specialist, 18+ job coaches, student, family, employers, co-workers, and adult service providers. The Curriculum Matrix and Curriculum Scope and Sequence provides a snapshot of skill sets taught in the program. POSTSECONDARY GOALS | Initial 18+ Placement | Intermediate
18+ Years | Final Year at
18+ | Education/Training | Transition Activities from Sending High School | ●
Placement ARD/IEP Meeting ●
High school case manager sends student
documents to XXISD 18+ Teacher | Not Applicable | Not Applicable | Not Applicable | Not Applicable | XXISD 18+ Transition Assessment Activities | ●
18+ Teacher(s) and/or the District Transition
Coordinator conducts informal assessments and interviews ●
ESTR and other assessments administered ●
Person-centered thinking/planning | 18+ Transition
Assessment | ●
Review existing transition assessment ●
Determine additional information needs and if
other assessment is needed | 18+ Transition Assessment | ● Use existing transition assessment and other supporting data to
develop the Summary of Performance | Parent Information and Training | ●
Parent interviews (Informal and ESTR) ●
Identification of parent/family postsecondary
goals for their adult student attending XXISD 18+ ●
18+ Teachers in collaboration with the
District Transition Coordinator works to
identify transportation options, support needs, and family support structure Person-centered thinking/planning | Parent Information and Training | ●
Communicate progress with parents as outlined
in parent/student (surrogate parent/guardian)
18+ agreement ●
Work to transition support activities to
parents ●
Interview parents to identify additional
training and information needs to support life after high school for their
child | Parent Information and Training | ● Consider Person-Centered-Thinking/Planning as a training and capacity
building option ● Transition support activities and transportation to parents ● Transition agency communication to parents | Other | ●
Postsecondary Education ●
Service Learning ●
Recreation/Leisure | Other | ●
Assist students with postsecondary education
goals to enroll and attend course ●
Identify service learning activities and
locations that will continue after graduation ●
Involve and train students in rec/leisure
activities that are accessed by family and friends and will continue after
graduation | Other | ● Transition support at postsecondary institutions to natural supports
such as fellow students, family, and friends ● Collaborate with service learning environment for student
participation to continue with family support ● Transition rec/leisure activities to family and friends | Employment | Work-Based Learning and Career Exploration | ●
18+ Teachers in collaboration with the
District Transition Coordinator reviews high
school records to determine participation in work-based learning courses
and/or CTE ●
18+ Teachers in collaboration with the
District Transition Coordinator reviews
vocational assessment results and paid work records ●
18+ Teachers in collaboration with the
District Transition Coordinator works with
student and family/guardian to determine postsecondary employment goals and
develop strategies to meet the goals. | Work-Based Learning and Career Exploration | ●
18+ Teachers in collaboration with the
District Transition Coordinator provides job
development that matches student’s postsecondary goals for employment ●
Job coaches provide job training and support ●
18+ Teachers in collaboration with the
District Transition Coordinator and job coaches
collect data to evaluate progress, determine additional instruction, and
design interventions that promote independence | Work-Based Learning and Career Exploration | ● 18+ Teachers in collaboration with the District Transition Coordinator
and job coaches transfer work-based training and support to employer,
co-workers, and family ● Transition paid supports for employment to the appropriate adult
agency | Independent Living Skills | Self-Determination | ●
18+ Teacher administers self-determination
assessment to determine training needs. ●
Case manager works with family/guardian to
support self-determination skills in the 18+ student | Self-Determination | ●
Conduct self-determination assessment and
training ●
Involve students in self-evaluation and
developing plans for improvement ●
Use a collaborative approach between the
student, parent, case manager, and job coach to assign progress ratings and
grades | Self-Determination | ● Work with the student, family, case manager and job coach to identify
self-determination strengths ● Identify self-determination needs ● Work with student and parent/guardian to identify supports or
accommodations for areas of need | Domestic | ●
Case manager works with family/guardian to
identify current roles and responsibilities of the 18+ student in their
home/group home. ●
Case manager works with family/guardian to
identify instructional needs that support increased participation in the
home/group home in domestic activities. | Domestic | ●
Use a student-directed learning approach to
increase student participation in domestic activities at his/her residence ●
Continue to increase the number of personal
needs the student can do by themselves ●
| Domestic | ● Provide updated review with parent/ guardian of the progress in
domestic skills and participation levels since the inception of training at
18+ ● Transition responsibilities for continue training and support to
parents/ guardians | Community | ●
Case manager works with family/guardian to
identify community activities that will be used after graduation | Community | ●
Initiate participation in community
environments that match family/friend activities. ●
Identify natural supports that enable the
student to participate in community activities | Community | ● Transition training and support for community activity participation
to family and friends ● Identify agency services that facilitate community participation. | Transportation | ●
Case manager works with family/guardian to
identify specific transportation options that will be used following
graduation. ●
Case manager designs a plan to conduct travel
training related to the student/family/guardian transportation goals. | Transportation | ● Conduct travel training from home to post-school adult environments ● Work with parents/guardians to support transportation use ● Monitor the use and progress of transportation use by the 18+ students | Transportation | ● Transition the supervision of transportation to the parent of the 18+
student ● Ensure the student and family understand adult funding options to
assist with transportation costs | Agency Connections | ●
Case manager determines if student is current
agency client ●
Case manager works with parents to continue
existing agency services ●
If student is not a client, case manager works
with student and family to complete application process Agency Services include, but
are not limited to: 1.
MHMR 2.
Respite Services 3.
Special Needs Summer Camps 4.
SSI/Medicaid | Agency Connections | ●
Ensure agency client-ship for each student ●
Collaborate with agency representative to
joint train and support 18+ students who are clients | Agency Connections | ● Transition services for the 18+ student to the appropriate adult agencies | Natural Support Systems | ●
Case manager works with high school teachers,
student, and parents to identify support needs for instruction,
transportation, toileting, dressing, feeding, behavior, communication, and
ambulation. ●
Case manager analyzes the list of supports to
determine which are paid and which supports are natural. Case manager designs a plan to move paid supports | Natural Support Systems | ●
Systematically develop natural support systems
for each post-school environment ●
Work with students and family in strategies to
access and nurture natural support systems | Natural Support Systems | ● Review each adult environment which the 18+ student accesses ● Evaluate the availability and success of the use of natural supports
by the student ● Transition all supports to the natural support systems of the 18+
students | | | | | | | |
18+/VICTORY Curriculum Matrix
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Postsecondary Goals
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Skill Sets
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Instructional
Environments
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1. Employment
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Functional Reading
Functional Math
Portfolio/Resume Building
Job Search Skills
Interview Skills
Work-Related Behaviors
Dressing for the World of Work
Personal Hygiene
Organizational Skills
Time Management
Task Completion
Self-Determination
Social Skills (Employer/Co-Worker)
Acquisition and Maintenance of Natural
Support Systems
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Community-based
Work-Based Learning
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CBVI
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VAC
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Local Businesses: Paid
Employment
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Self-Employment/Micro-Enterprises
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Volunteer Work
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Adult Agencies
Providing Employment Support
-DARS
-MH/IDD
-Texas Workforce Solutions
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2. Education/Training
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Reading
Math
Writing
Self-Determination
Eligibility/Application Process to
Postsecondary Education
Eligibility/Application Process to Adult
Services
Organizational Skills
Time Management
Communication (Oral and Written)
Note-Taking or Note-Finding Assistance
On-task Behaviors
Task/Assignment Completion
Following Directions
Service Learning Tasks
Acquisition and Maintenance of Natural
Support Systems
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Community
College/University
-College Class (Credit/not for
credit)
-Continuing Education/Leisure
Learning
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Community-Based
Learning
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Technical or
Vocational/Trade School
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Certification Training
by Employer
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On-the-job (OJT) by
Employer
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Service Learning
Sites/Volunteer Placements
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Day Habilitation Center
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Community
Organizations/Churches
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Adult Agencies
Providing Postsecondary Education Support
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Postsecondary Education
Office for Students with Disabilities
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Hygiene
Self-Help/Dressing
Housekeeping
Cooking
Social Relationships
Time Management
Communication
Safety
Money Management
Organizational Skills
Transportation Training
Person-Centered Planning/Futures Planning
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Home/Group Home
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Community- Recreation
Use
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Community- Mall,
Grocery Store, etc.
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Community
transportation resources: family, bus, para-transit, taxi, carpool, walk,
bicycle, etc.
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