Parents and the Transition Process Where Do You Fit into the Picture

1. Texas Statewide Transition Parents and the Transition ProcessWhere Do You Fit into the Picture? This frame can be up while parents are gathering.This frame can be up while parents are gathering.

2. Texas Statewide Transition Welcome to �Parents and the Transition Process� Note: Make sure that the room is inviting and comfortable. Parents should be greeted at the door so they immediately feel accepted and wanted. Make sure that the name of the workshop is on the outside of the room so parents can easily identify the location. Explain that they should have a better understanding of high school transition and why it is called a �process� rather than an event when the session is over. Any references made to IDEA is in fact a reference to IDEA 2004.Note: Make sure that the room is inviting and comfortable. Parents should be greeted at the door so they immediately feel accepted and wanted. Make sure that the name of the workshop is on the outside of the room so parents can easily identify the location. Explain that they should have a better understanding of high school transition and why it is called a �process� rather than an event when the session is over. Any references made to IDEA is in fact a reference to IDEA 2004.

3. Texas Statewide Transition 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 Read through each of the objectives. Be sure all parents understand the acronyms that are in the objectives. ARD/IEP will be explained more fully later in this presentation. Help parents understand the purpose of the training. State how and when questions will be addressed. Make sure they understand that they are an important team member and by understanding the processes in ARDs and transition, and understanding their own role in both processes, better decisions will be made for their students. Read through each of the objectives. Be sure all parents understand the acronyms that are in the objectives. ARD/IEP will be explained more fully later in this presentation. Help parents understand the purpose of the training. State how and when questions will be addressed. Make sure they understand that they are an important team member and by understanding the processes in ARDs and transition, and understanding their own role in both processes, better decisions will be made for their students.

4. Texas Statewide Transition What is the intent of Transition Services?..(in Federal Law) When we think about law, sometimes it is an uncomfortable feeling. However, with IDEA 2004, efforts have been made to ensure that students� needs are addressed and that they have the support needed to reach their educational goals. Be sure that parents understand that IDEA stands for Individuals with Disabilities Education Act, an act which ensures parents that the federal government is aware of the needs of students receiving special education services and is providing direction for schools in the area of transition.When we think about law, sometimes it is an uncomfortable feeling. However, with IDEA 2004, efforts have been made to ensure that students� needs are addressed and that they have the support needed to reach their educational goals. Be sure that parents understand that IDEA stands for Individuals with Disabilities Education Act, an act which ensures parents that the federal government is aware of the needs of students receiving special education services and is providing direction for schools in the area of transition.

5. Texas Statewide Transition 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)) The purpose of IDEA is found in section 300.1 (Review stated purpose on slide.) The purpose of IDEA is found in section 300.1 (Review stated purpose on slide.)

6. Texas Statewide Transition Effective Transition Planning Special Education Services are ultimately intended to prepare students with disabilities to meet the adult challenges of life after high school. Three big ideas to include in the discussion with this slide are below. The school district should: Coach every student, along with his or her family, to think about goals for life after high school and develop a long-range plan to get there. Design the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired post-school goals. Identify and link students and families to any needed post-school services, supports, or programs before the student exits the school system. *************************************************** The transition requirements of IDEA 2004 provide opportunities to: Think about the future and plan what he or she wants to do after high school. Plan a course of study to make the high school experience directly relate to each student�s dreams and goals for the future. ***************************************************Three big ideas to include in the discussion with this slide are below. The school district should: Coach every student, along with his or her family, to think about goals for life after high school and develop a long-range plan to get there. Design the high school experience to ensure that the student gains the skills and competencies needed to achieve his or her desired post-school goals. Identify and link students and families to any needed post-school services, supports, or programs before the student exits the school system. *************************************************** The transition requirements of IDEA 2004 provide opportunities to: Think about the future and plan what he or she wants to do after high school. Plan a course of study to make the high school experience directly relate to each student�s dreams and goals for the future. ***************************************************

7. Texas Statewide Transition 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 This slide and the next one provide the opportunity for the presenter to really drive home the importance of transition planning in light of what it can do for the student and family who take it seriously and take advantage of the plan. This slide and the next one provide the opportunity for the presenter to really drive home the importance of transition planning in light of what it can do for the student and family who take it seriously and take advantage of the plan.

8. Texas Statewide Transition Transition Requirements from IDEA provide opportunities to: Provide instruction, related services, community experiences, employment, and adult and daily living training while in high school. Assist in making linkages to services after high school. Increase chances for every student to be successful after exiting high school. IDEA 2004 � Reference �300.42 (a) As used in this part, transition services means a coordinated set of activities for a student with a disability that- (1) is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (2) is based on the individual student�s needs, taking into account the student�s preferences and I interests, and (3) Includes � (i) Instruction; (ii) Related services; (iii) Community experience; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation. (b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education. IDEA 2004 � Reference �300.42 (a) As used in this part, transition services means a coordinated set of activities for a student with a disability that- (1) is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (2) is based on the individual student�s needs, taking into account the student�s preferences and I interests, and (3) Includes � (i) Instruction; (ii) Related services; (iii) Community experience; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation. (b) Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a student with a disability to benefit from special education.

9. Texas Statewide Transition How is it that my student is eligible for this service? Now that parents understand the intent of transition planning, help them understand why their student is eligible for the services of special education. What are the eligible disabilities in Texas? Which students are eligible to receive special education services?Now that parents understand the intent of transition planning, help them understand why their student is eligible for the services of special education. What are the eligible disabilities in Texas? Which students are eligible to receive special education services?

10. Texas Statewide Transition Eligibility Categoriesin Texas Learning disability Emotional disturbance Multiple disabilities Orthopedic impairment Speech impairment Other health impairment Visual impairment Traumatic brain injury Mental retardation Autism Deaf-blindness Auditory impairment Non-categorical early childhood (ages 3-5) 19 TAC �89.1040 These are the eligibility categories for Texas. Emphasize that there must be an identified educational need for special education and related services. Special education services are only established once eligibility has been determined. In other words, there must be an educational need in addition to the disability for a student to receive special education services. Review the eligibility categories. For example, Downs Syndrome is not an eligibility but would fall under mental retardation as the eligibility category. Another example for Texas is that regardless of the symptoms, if a child is eligible for special education services because of math or reading difficulties, the disability of �learning disabled� is the same for both. More examples could be given depending on the needs of the audience.These are the eligibility categories for Texas. Emphasize that there must be an identified educational need for special education and related services. Special education services are only established once eligibility has been determined. In other words, there must be an educational need in addition to the disability for a student to receive special education services. Review the eligibility categories. For example, Downs Syndrome is not an eligibility but would fall under mental retardation as the eligibility category. Another example for Texas is that regardless of the symptoms, if a child is eligible for special education services because of math or reading difficulties, the disability of �learning disabled� is the same for both. More examples could be given depending on the needs of the audience.

11. Texas Statewide Transition Now That My Student is Eligible, What�s Next? Emphasize to parents the importance of looking at the big picture. Now that they realize that just graduating is not the only goal for their student, but being prepared for the next phase of their life�..entering the adult world with skills and knowledge to reach their ultimate goals in employment and independent living, what�s next to understand? Emphasize to parents the importance of looking at the big picture. Now that they realize that just graduating is not the only goal for their student, but being prepared for the next phase of their life�..entering the adult world with skills and knowledge to reach their ultimate goals in employment and independent living, what�s next to understand?

12. Texas Statewide Transition  Texas State Law TEC = Texas Education Code Parents need to understand the basic laws that place parameters on what can and cannot be done in relation to their student�s education. We have looked specifically at federal law. What guides decision making for transition in the state of Texas? It is important for parents to understand that federal and state laws walk hand in hand and provide direction specifically in transition planning.TEC = Texas Education Code Parents need to understand the basic laws that place parameters on what can and cannot be done in relation to their student�s education. We have looked specifically at federal law. What guides decision making for transition in the state of Texas? It is important for parents to understand that federal and state laws walk hand in hand and provide direction specifically in transition planning.

13. Texas Statewide Transition Components of TEC 29.011 Texas state law follows the federal law. The ARD committee must consider and, if appropriate, address the following issues: By looking at the state law passed in the spring of 2003, parents should begin to understand some of the issues needing to be addressed in the ARD. This new law is in line with federal requirements as seen in IDEA Sec. �300.42. www.tea.state.tx.us/special.ed/rules Presenter may want to make some specific connections between IDEA and the new Texas law. The 9 areas to be addressed in TEC 29.011 are: Appropriate student involvement in the student�s transition to life outside the public school system; If the student is younger than 18 years of age, appropriate parental involvement in the student�s transition; 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; Any postsecondary education options; A functional vocational evaluation; Employment goals and objectives; If the student is at least 18 years of age, the availability of age-appropriate instructional environments; Independent living goals and objectives; and Appropriate circumstances for referring a student or the student�s parents to a governmental agency for services.agency for services. By looking at the state law passed in the spring of 2003, parents should begin to understand some of the issues needing to be addressed in the ARD. This new law is in line with federal requirements as seen in IDEA Sec. �300.42. www.tea.state.tx.us/special.ed/rules Presenter may want to make some specific connections between IDEA and the new Texas law. The 9 areas to be addressed in TEC 29.011 are: Appropriate student involvement in the student�s transition to life outside the public school system; If the student is younger than 18 years of age, appropriate parental involvement in the student�s transition; 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; Any postsecondary education options; A functional vocational evaluation; Employment goals and objectives; If the student is at least 18 years of age, the availability of age-appropriate instructional environments; Independent living goals and objectives; and Appropriate circumstances for referring a student or the student�s parents to a governmental agency for services.agency for services.

14. Texas Statewide Transition 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? This is a transitional frame to begin really looking at the process of ARD and Transition.This is a transitional frame to begin really looking at the process of ARD and Transition.

15. Texas Statewide Transition IEP in relation to ARD IEP Individual Education Program Formal, written, legally binding plan for providing special education services Federal definition ARD Admission, Review and Dismissal The meeting during which IEPs are developed and reviewed State process Now that parents know about the laws governing transition, it�s time to look at some of the processes in place for addressing transition activities that are compliant with the laws. Explain to parents how Texas uses Admission, Referral, and Dismissal (ARD) committees to develop the Individual Education Plan (IEP). In years past the transition process was separate from the ARD, but now with the new Texas Education Code 29.011, the transition process is integrated into the IEP development, which occurs during the ARD process. At the secondary level, it is the transition process that drives the IEP development. Every ARD should begin with the student�s vision (post-school outcomes) in relation to higher education or technical training, employment, independent living, and community participation � whatever the student is wanting to be and/or do. This slide would be a good slide to take some time to explain processes for ARD�what needs to take place within the meeting and why, for IEP development, and transition. Making sure that with transition they understand that it is never a one-time event. Parents need to understand the need for student skill development for the student to conduct portions of the meeting or how they need to communicate desires and needs, how students� visions need to be discussed prior to going into the meeting, and all of the other multitude of transition considerations that need to occur prior to the development of the IEP. Then the process continues as activities are monitored by student, parents, and educators and goals are either reached or redefined to give students the greatest opportunity for success in post-school environments.Now that parents know about the laws governing transition, it�s time to look at some of the processes in place for addressing transition activities that are compliant with the laws. Explain to parents how Texas uses Admission, Referral, and Dismissal (ARD) committees to develop the Individual Education Plan (IEP). In years past the transition process was separate from the ARD, but now with the new Texas Education Code 29.011, the transition process is integrated into the IEP development, which occurs during the ARD process. At the secondary level, it is the transition process that drives the IEP development. Every ARD should begin with the student�s vision (post-school outcomes) in relation to higher education or technical training, employment, independent living, and community participation � whatever the student is wanting to be and/or do. This slide would be a good slide to take some time to explain processes for ARD�what needs to take place within the meeting and why, for IEP development, and transition. Making sure that with transition they understand that it is never a one-time event. Parents need to understand the need for student skill development for the student to conduct portions of the meeting or how they need to communicate desires and needs, how students� visions need to be discussed prior to going into the meeting, and all of the other multitude of transition considerations that need to occur prior to the development of the IEP. Then the process continues as activities are monitored by student, parents, and educators and goals are either reached or redefined to give students the greatest opportunity for success in post-school environments.

16. Texas Statewide Transition Transition planning is now and always has been the responsibility of the ARD committee. It is the committee�s job to determine the student�s transition needs and develop an Individual Education Program that will ensure that the student is fully prepared to pursue his/her expectations for the future. When transition planning is a purpose of the meeting, the ARD committee must include the student, the parent, school personnel, and appropriate representatives from agencies that may be responsible for providing or paying for services (now and in the future).Transition planning is now and always has been the responsibility of the ARD committee. It is the committee�s job to determine the student�s transition needs and develop an Individual Education Program that will ensure that the student is fully prepared to pursue his/her expectations for the future. When transition planning is a purpose of the meeting, the ARD committee must include the student, the parent, school personnel, and appropriate representatives from agencies that may be responsible for providing or paying for services (now and in the future).

17. Texas Statewide Transition IEP Content Introductions Student vision Goals and Objectives Transition needs Review of Evaluations Functional vocational evaluation, if appropriate Present Levels of Academic Achievement and Functional Performance Student strengths, interests, preferences, needs 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 The content of the IEP is defined by IDEA �97 in �300.347. These are the major components that are to be included in a student�s Individual Education Program. Go through each of the major bullets and tell the parents that each of these will be examined in the next few slides. IDEA �97 �300.347 (b) Transition services. The IEP must include � (1) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, the following issues must be considered in the development of the IEP and if appropriate, integrated into the IEP: student involvement in transition process, appropriate parent involvement, post-secondary options, functional vocational evaluation, employment goals and objectives, age-appropriate instructional environments, independent living goals and objectives, and appropriate discussion of governmental agency participation. (2) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team). A statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibility or any needed linkages. (c) Transfer of rights. In a state that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student�s IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with �300.517. Student vision is not in the law. They law states postsecondary goals. Vision is used hear because it drives home the need for the IEP to be student centered and for the student�s desires for his/her life after school to be considered first.The content of the IEP is defined by IDEA �97 in �300.347. These are the major components that are to be included in a student�s Individual Education Program. Go through each of the major bullets and tell the parents that each of these will be examined in the next few slides. IDEA �97 �300.347 (b) Transition services. The IEP must include � (1) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, the following issues must be considered in the development of the IEP and if appropriate, integrated into the IEP: student involvement in transition process, appropriate parent involvement, post-secondary options, functional vocational evaluation, employment goals and objectives, age-appropriate instructional environments, independent living goals and objectives, and appropriate discussion of governmental agency participation. (2) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team). A statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibility or any needed linkages. (c) Transfer of rights. In a state that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student�s IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with �300.517. Student vision is not in the law. They law states postsecondary goals. Vision is used hear because it drives home the need for the IEP to be student centered and for the student�s desires for his/her life after school to be considered first.

18. Texas Statewide Transition Transition in the IEPStrengths, Interests. Preferences Age 14 Involve the student � Include student�s vision for the future Needs, strengths, preferences, and interests. Focus on courses of study Relevant to student�s goals for the future Access to general curriculum Access to state and district-wide assessment Plan for graduation Update annually (age 15 and up) This satisfies the student involvement section from the nine areas as address in Texas law TEC 29.011. Review the items that must be addressed in the IEP at age 14. Involve student, identify needs, strengths, preferences, and interests, goals for adult life Identify present levels of academic achievement and functional performance, transition service needs Access to the general classroom and curriculum, including CTE, (These are LRE issues.) Access to state and district-wide assessment Focus on a course of study relevant to the student�s goals for him/herself Align transition service needs (coherent sequence of courses) with student�s graduation plan Reflect courses taken/credits earned on the Academic Achievement Record The term vision is not in the law. By knowing the student�s desires for his/her life, it easier to design the course of study. This satisfies the student involvement section from the nine areas as address in Texas law TEC 29.011. Review the items that must be addressed in the IEP at age 14. Involve student, identify needs, strengths, preferences, and interests, goals for adult life Identify present levels of academic achievement and functional performance, transition service needs Access to the general classroom and curriculum, including CTE, (These are LRE issues.) Access to state and district-wide assessment Focus on a course of study relevant to the student�s goals for him/herself Align transition service needs (coherent sequence of courses) with student�s graduation plan Reflect courses taken/credits earned on the Academic Achievement Record The term vision is not in the law. By knowing the student�s desires for his/her life, it easier to design the course of study.

19. Texas Statewide Transition Transition in the IEP Student Vision (Post-School Outcomes) Integrated employment Postsecondary education Continuing and adult education Vocational training Adult services Independent living Community participation IDEA 2004 � �300.42 Before any decisions are made, the student�s vision for the future must be discussed and a statement of post-school outcomes must be determined. The definition of IDEA that we looked at earlier (�300.42) listed these areas of post-school outcomes as critical considerations. When we talk about the student�s vision, we want to know what the student sees for himself/herself in the future as well as what the parent expects. Hopefully, the two visions are aligned and coordinated sets of activities that will help move the student toward the realization of the vision can be developed. If outcomes are unrealistic or need to be redefined in light of student growth (successes) in a given year, the ARD committee may need to help the student more clearly define a set of expectations for the future that align with the student�s skills and interests. It is not our job to tell students what they can�t do, but it is our responsibility to guide the development of attainable, life-fulfilling goals for the future. Before any decisions are made, the student�s vision for the future must be discussed and a statement of post-school outcomes must be determined. The definition of IDEA that we looked at earlier (�300.42) listed these areas of post-school outcomes as critical considerations. When we talk about the student�s vision, we want to know what the student sees for himself/herself in the future as well as what the parent expects. Hopefully, the two visions are aligned and coordinated sets of activities that will help move the student toward the realization of the vision can be developed. If outcomes are unrealistic or need to be redefined in light of student growth (successes) in a given year, the ARD committee may need to help the student more clearly define a set of expectations for the future that align with the student�s skills and interests. It is not our job to tell students what they can�t do, but it is our responsibility to guide the development of attainable, life-fulfilling goals for the future.

20. Texas Statewide Transition Transition in the IEP Goals to be worked on this year. Steps to accomplish those goals (objectives/benchmarks) Student Parents School Others � agencies, community, etc. The next component of the IEP that must be addressed are goals and objectives. The IEP annually identifies goals to be worked on between the current ARD date and the annual review. However, annual goals must focus on preparing the student to pursue his or her long-term goals. After the goals have been determined, objectives and benchmarks are written. These are the steps that will be taken in order to reach the goal. The school is responsible for assisting the student in achieving those goals, but transition planning involves more than just the school. This may include a discussion of the responsibilities of the student as well as how the parent/family, school, and agencies will support the student. The next component of the IEP that must be addressed are goals and objectives. The IEP annually identifies goals to be worked on between the current ARD date and the annual review. However, annual goals must focus on preparing the student to pursue his or her long-term goals. After the goals have been determined, objectives and benchmarks are written. These are the steps that will be taken in order to reach the goal. The school is responsible for assisting the student in achieving those goals, but transition planning involves more than just the school. This may include a discussion of the responsibilities of the student as well as how the parent/family, school, and agencies will support the student.

21. Texas Statewide Transition 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. Many times students are not clear on their vision and goals for post-school. Also, parents may not be aware of the many opportunities available to students and may not know their student�s strengths and weakness. Therefore, assessment will help provide that information and some guiding recommendation for exploration and growth. On-going assessment is also a good way to access student activity as to what is needed to help them reach their goals or redefine their goals.Many times students are not clear on their vision and goals for post-school. Also, parents may not be aware of the many opportunities available to students and may not know their student�s strengths and weakness. Therefore, assessment will help provide that information and some guiding recommendation for exploration and growth. On-going assessment is also a good way to access student activity as to what is needed to help them reach their goals or redefine their goals.

22. Texas Statewide Transition Transition in the IEPFunctional 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 One way transitional assessment can be accomplished is through the functional vocational evaluation. This could include parent or student surveys, reviewing formal education assessment to find strengths and weakness, placing the student in real-life situations to see how he or she responds, or any other methods that could be used to glean information for making decisions about post-school outcomes. One way transitional assessment can be accomplished is through the functional vocational evaluation. This could include parent or student surveys, reviewing formal education assessment to find strengths and weakness, placing the student in real-life situations to see how he or she responds, or any other methods that could be used to glean information for making decisions about post-school outcomes.

23. Texas Statewide Transition Transition in the IEPPresent Levels of Academic Achievement and Functional Performance Student competencies Strengths, preferences, and interests Knowledge and skills Competence in the community Student needs for transition to adult life Explain that present levels of academic achievement and functional performance, �300.320(1) are to be considered in the development of the activities and strategies that lead toward post-school outcomes. Note: Emphasize the three parts under student competencies. Explain that present levels of academic achievement and functional performance, �300.320(1) are to be considered in the development of the activities and strategies that lead toward post-school outcomes. Note: Emphasize the three parts under student competencies.

24. Texas Statewide Transition Transition in the IEP Age 16 Involve the student Needs, 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 Transition at the secondary level should drive the development of the IEP. Review the items that must be addressed in the IEP at age 16. Involve student; identify interests and preferences; goals for adult life Review present levels of performance; transition service needs Identify transition services needed to meet the needs of the student Include interagency responsibilities and linkages as appropriate. Transition at the secondary level should drive the development of the IEP. Review the items that must be addressed in the IEP at age 16. Involve student; identify interests and preferences; goals for adult life Review present levels of performance; transition service needs Identify transition services needed to meet the needs of the student Include interagency responsibilities and linkages as appropriate.

25. Texas Statewide Transition Transition in the IEPWhat is included in a coordinated set of activities in the IEP? Instruction Related services Community experiences Employment Post-school adult living objectives Daily living skills Functional vocational evaluation The intent is that every decision made by the ARD committee and all supports, services, and activities identified in the IEP are related to one another and are focused towards post-school outcomes. In other words, that translates more specifically to these areas listed. These are the components that lead a student toward his or her post-school outcomes. Take one or two of these areas � consider the discussion of vision, present levels of academic achievement and functional performance, interest, etc., and give a sample coordinated set of activities.The intent is that every decision made by the ARD committee and all supports, services, and activities identified in the IEP are related to one another and are focused towards post-school outcomes. In other words, that translates more specifically to these areas listed. These are the components that lead a student toward his or her post-school outcomes. Take one or two of these areas � consider the discussion of vision, present levels of academic achievement and functional performance, interest, etc., and give a sample coordinated set of activities.

26. Texas Statewide Transition 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 For instance, in looking at instruction from the previous slide, one of the first things that needs to be considered is how much of the student�s learning can be addressed in the general education setting. This is a least restrictive environment consideration. Students should participate in as many of the general education opportunities as they can, and in which they can be successful. Note: Make sure that parents understand that the Texas Essential Knowledge and Skills (TEKS) are for all students unless students demonstrate an inability to master them and then special education steps in to either accommodate, modify, or create needed curriculum.For instance, in looking at instruction from the previous slide, one of the first things that needs to be considered is how much of the student�s learning can be addressed in the general education setting. This is a least restrictive environment consideration. Students should participate in as many of the general education opportunities as they can, and in which they can be successful. Note: Make sure that parents understand that the Texas Essential Knowledge and Skills (TEKS) are for all students unless students demonstrate an inability to master them and then special education steps in to either accommodate, modify, or create needed curriculum.

27. Texas Statewide Transition Access to State and District-wide Assessment Students must participate in the Texas Assessment Program

28. Texas Statewide Transition Least Restrictive Environment This information will help you determine placement and service options for the student.This information will help you determine placement and service options for the student.

29. Texas Statewide Transition 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 Take one or two of these areas � consider the discussion of vision, present levels of academic achievement and functional performance, interest, etc., and give a sample coordinated set of activities. Take one or two of these areas � consider the discussion of vision, present levels of academic achievement and functional performance, interest, etc., and give a sample coordinated set of activities.

30. Texas Statewide Transition Providing transition services is a team effort: School district Parents State and community agencies Now that you have identified transition services, discuss with the parents that it is not only the school�s responsibility to carry out transition services. Explain that school, parents, and community must come together to help provide the most positive experiences for the student. The student, in turn, will have responsibilities toward making appropriate use of services provided. Student success is dependent on all parties doing their part in the total educational and environmental picture. Now that you have identified transition services, discuss with the parents that it is not only the school�s responsibility to carry out transition services. Explain that school, parents, and community must come together to help provide the most positive experiences for the student. The student, in turn, will have responsibilities toward making appropriate use of services provided. Student success is dependent on all parties doing their part in the total educational and environmental picture.

31. Texas Statewide Transition Something all parents need to know!

32. Texas Statewide Transition Assisting parents and students with understanding the difference between special education services and agency services is imperative. The shift from the school system to the social services system can be frustrating and traumatic. School personnel should provide information to parents and students in order to prepare them for this change in service delivery systems. Emphasize the difference between entitlement services under IDEA and eligibility requirements under ADA/504. Note: Make sure that parents understand that LEA is the local education agency. In other words, it is the school district with which they are involved. Not all disability services in the adult community are provided consistently. There can be extreme variances between service providers in different geographical and demographic areas. Assisting parents and students with understanding the difference between special education services and agency services is imperative. The shift from the school system to the social services system can be frustrating and traumatic. School personnel should provide information to parents and students in order to prepare them for this change in service delivery systems. Emphasize the difference between entitlement services under IDEA and eligibility requirements under ADA/504. Note: Make sure that parents understand that LEA is the local education agency. In other words, it is the school district with which they are involved. Not all disability services in the adult community are provided consistently. There can be extreme variances between service providers in different geographical and demographic areas.

33. Texas Statewide Transition Federal Laws Explain to parents that there are three basic federal laws guiding us in helping students with special needs. While students are in school, most of the student�s activities will be addressed in IDEA. However, when they leave school, 504 and ADA are the laws that protect individuals with disabilities. The presenter should discuss the relationship between these three laws. Participants need to understand that entitlement under IDEA ends when a student receives a high school diploma or reaches age 22. (If they are 21 on September 1, they may complete that school year). The other 2 laws provide protection for individuals with disabilities of any age. Individuals with Disabilities Education Act (2004) Education act that provides federal financial assistance Special education and related services to eligible children (ages 0/3-21) with disabilities Section 504 of the Rehabilitation Act of 1973 Civil rights law that prohibits discrimination on the basis of disability in Public/private programs and activities that receive federal financial assistance Includes responsibility to provide free, appropriate public education comparable to that provided to students without disabilities Includes regular education Americans with Disabilities Act of 1990 Civil rights law prohibits discrimination solely on the basis of disability in Employment Public services Accommodations Explain to parents that there are three basic federal laws guiding us in helping students with special needs. While students are in school, most of the student�s activities will be addressed in IDEA. However, when they leave school, 504 and ADA are the laws that protect individuals with disabilities. The presenter should discuss the relationship between these three laws. Participants need to understand that entitlement under IDEA ends when a student receives a high school diploma or reaches age 22. (If they are 21 on September 1, they may complete that school year). The other 2 laws provide protection for individuals with disabilities of any age. Individuals with Disabilities Education Act (2004) Education act that provides federal financial assistance Special education and related services to eligible children (ages 0/3-21) with disabilities Section 504 of the Rehabilitation Act of 1973 Civil rights law that prohibits discrimination on the basis of disability in Public/private programs and activities that receive federal financial assistance Includes responsibility to provide free, appropriate public education comparable to that provided to students without disabilities Includes regular education Americans with Disabilities Act of 1990 Civil rights law prohibits discrimination solely on the basis of disability in Employment Public services Accommodations

34. Texas Statewide Transition 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 Definitions of disabilities for these laws are different from the definition that is used by IDEA for special education services; therefore, an individual may not be eligible for services. It is important to understand that because this definition is used for social security eligibility purposes, not for determining whether a student has an educational need and, therefore, would need special education services.Definitions of disabilities for these laws are different from the definition that is used by IDEA for special education services; therefore, an individual may not be eligible for services. It is important to understand that because this definition is used for social security eligibility purposes, not for determining whether a student has an educational need and, therefore, would need special education services.

35. Texas Statewide Transition Now I understand the difference between entitlement at school and eligibility in relation to services from agencies.

36. Texas Statewide Transition SO MUCH INFORMATION!!! How do I prepare myself and my student to be a meaningful participant at the ARD?

37. Texas Statewide Transition 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. FERPA � Consent to invite Explain to parents that the next step after having a basic understanding of terminology and the transition process, is to look at their active role in this important process. Help them understand that it is important to know what their student is wanting to accomplish in life and the only way to determine that is to have some serious discussions about the future. FERPA - The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. � 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR � 99.31): School officials with legitimate educational interest;Other schools to which a student is transferring;Specified officials for audit or evaluation purposes;Appropriate parties in connection with financial aid to a student;Organizations conducting certain studies for or on behalf of the school;Accrediting organizations;To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; andState and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.Explain to parents that the next step after having a basic understanding of terminology and the transition process, is to look at their active role in this important process. Help them understand that it is important to know what their student is wanting to accomplish in life and the only way to determine that is to have some serious discussions about the future. FERPA - The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. � 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR � 99.31): School officials with legitimate educational interest;Other schools to which a student is transferring;Specified officials for audit or evaluation purposes;Appropriate parties in connection with financial aid to a student;Organizations conducting certain studies for or on behalf of the school;Accrediting organizations;To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; andState and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

38. Texas Statewide Transition 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 Note: The next two slides show the parent�s role in the ARD process. Parents need to understand that their role does change when the student turns 18. Stress all the elements involved during this time. Some of the issues that need to be discussed with parents is that they know their own student better than anyone else. Part of advocating for their student and supporting their student is being sensitive to the needs of the student and understanding to what degree their student can participate in the meeting. Parents need to be fully aware that their student will reach the age of majority at 18 and will become a self-advocate and primary decision maker. Therefore, parents need to help the student learn to think through needs, preferences, and interests and help them learn to speak up for themselves. Just as parents are asked to state requests in an objective manner, students also need to have time to learn to do the same thing. Parents need to help their students identify post-school outcomes (vision) and then help them understand that the decisions they are making each year need to lead to gaining the skills and knowledge to realize the vision (post-school outcomes). Parents need to know that at least one year before a student reaches the age of majority, the student�s IEP must include a statement that the student has been informed of his or her rights that will transfer to the student upon reaching the age of majority. As parents, they can begin to help their students prepare for adulthood by looking at the roles they play in the students� lives. Do they try to sway their students� thinking, speak for them or separate parents� desires from students� desires? These are things to think about.Note: The next two slides show the parent�s role in the ARD process. Parents need to understand that their role does change when the student turns 18. Stress all the elements involved during this time. Some of the issues that need to be discussed with parents is that they know their own student better than anyone else. Part of advocating for their student and supporting their student is being sensitive to the needs of the student and understanding to what degree their student can participate in the meeting. Parents need to be fully aware that their student will reach the age of majority at 18 and will become a self-advocate and primary decision maker. Therefore, parents need to help the student learn to think through needs, preferences, and interests and help them learn to speak up for themselves. Just as parents are asked to state requests in an objective manner, students also need to have time to learn to do the same thing. Parents need to help their students identify post-school outcomes (vision) and then help them understand that the decisions they are making each year need to lead to gaining the skills and knowledge to realize the vision (post-school outcomes). Parents need to know that at least one year before a student reaches the age of majority, the student�s IEP must include a statement that the student has been informed of his or her rights that will transfer to the student upon reaching the age of majority. As parents, they can begin to help their students prepare for adulthood by looking at the roles they play in the students� lives. Do they try to sway their students� thinking, speak for them or separate parents� desires from students� desires? These are things to think about.

39. Texas Statewide Transition 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 During the ARD Discuss �Notice of ARD� for parents. Once a student reaches 18, the notice is not an invitation to come to the ARD. If they come to the ARD and the student does not want them there, they could be asked to leave. If a student does want the parent to attend, then the points on the slide become very important. As the parents change from primary decision maker to a support system for their student, the parents must avoid being overprotective and try to help the student understand how to speak up for himself or herself so that desired outcomes are addressed in an acceptable manner. Parents should help their student learn how to participate in planning his or her IEP and leading the IEP meeting. Encourage them to invite people to the meeting who can help support their decisions. Help student develop a good working relationship with the school. For parents who have students who are unable to be self-advocates, the guardianship issues should be discussed. Assist parents in understanding their options in order for them to make an informed choice. Guardianship � Student in considered to be legally incompetent and a guardian (usually a parent) is assigned by the court to make important decisions. Conservatorship � Allows a person to retain as many rights as possible. Depending on the needs of the individual, the court outlines decisions that can be made by the conservator. Discuss �Notice of ARD� for parents. Once a student reaches 18, the notice is not an invitation to come to the ARD. If they come to the ARD and the student does not want them there, they could be asked to leave. If a student does want the parent to attend, then the points on the slide become very important. As the parents change from primary decision maker to a support system for their student, the parents must avoid being overprotective and try to help the student understand how to speak up for himself or herself so that desired outcomes are addressed in an acceptable manner. Parents should help their student learn how to participate in planning his or her IEP and leading the IEP meeting. Encourage them to invite people to the meeting who can help support their decisions. Help student develop a good working relationship with the school. For parents who have students who are unable to be self-advocates, the guardianship issues should be discussed. Assist parents in understanding their options in order for them to make an informed choice. Guardianship � Student in considered to be legally incompetent and a guardian (usually a parent) is assigned by the court to make important decisions. Conservatorship � Allows a person to retain as many rights as possible. Depending on the needs of the individual, the court outlines decisions that can be made by the conservator.

40. Texas Statewide Transition 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.

41. Texas Statewide Transition Working together Success for Student

42. Texas Statewide Transition 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 The next four slides provide Web resources that can be used to glean information about special services that may be available to your student.The next four slides provide Web resources that can be used to glean information about special services that may be available to your student.

43. Texas Statewide Transition Resources National Center on Secondary Education and Transition www.ncset.org National Dissemination Center for Children with Disabilities www.nichcy.org

44. Texas Statewide Transition 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

45. Texas Statewide Transition 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