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TRANSITION SERVICES

TRANSITION SERVICES

Authorities:  34 C.F.R. Part 300; Texas Education Code; Texas Estates Code; 19 T.A.C. Chapters 75, 89
 
 
 
  FEDERAL AND STATE REQUIREMENTS
Transition services means a coordinated set of activities for the child with a disability that:
  • 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:
    • Post-secondary 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 provision of a functional vocational evaluation.
Transition services may be special education, if provided as specially-designed instruction, or a related service, if required to assist the child with a disability to benefit from special education as described in the SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES framework.
If the child does not attend the ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING where transition services are discussed, as set forth in the ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP framework, the local educational agency (LEA) must take other steps to ensure the child's preferences and interests are considered.
 
BY AGE 14
Beginning with the 2018-2019 school year, not later than when the child reaches age 14, the admission, review, and dismissal (ARD) committee must consider and, if appropriate, address:
  • Appropriate child involvement in the child's transition to life outside the public school system; 
  • If the child is younger than age 18, appropriate involvement in the child's transition by the child’s parent and other persons invited to participate by:
    • The child’s parent; or
    • The LEA in which the child is enrolled;
  • Appropriate postsecondary education options, including preparation for postsecondary-level coursework;
  • Appropriate functional vocational evaluation;
  • Appropriate employment goals and objectives; 
  • If the child has reached age 18, the availability of age-appropriate instructional environments, including community settings or environments that prepare the student for postsecondary education or training, competitive integrated employment, or independent living, in coordination with the adult student’s transition goals and objectives;  
  • Appropriate independent living goals and objectives; 
  • The use and availability of appropriate:
  • Appropriate circumstances for facilitating a referral of a child or the child's parent to a governmental agency for services or public benefits, including a referral to a governmental agency to place the child on a waiting list for public benefits available to the child; and
    • Supplementary aids, services, curricula, and other opportunities to assist the child in developing decision-making skills; and 
    • Supports and services to foster the child’s independence and self-determination, including a supported decision-making agreement.
Beginning with the 2018-2019 school year, a child’s ARD committee will annually review and, if necessary, update the portion of the child’s individualized education program (IEP) that addresses these issues.
 
BY AGE 16
Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the ARD committee, and updated annually thereafter, the IEP must include the following:
  • Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to:
    • Training;
    • Education;
    • Employment; and
    • Where appropriate, independent living skills; and
 
BY AGE 17
  • Transition services, including courses of study, needed to assist the child in reaching those postsecondary goals.
Not later than one year before the 18th birthday of the child with a disability, the LEA must comply with the ADULT STUDENT AND TRANSFER OF RIGHTS framework.
 
BY AGE 18
Beginning with the 2018-2019 school year, for an adult student the ARD committee must consider and, if appropriate, address involvement in the student’s transition and future by the adult student’s parent and other persons, if the parent or other person:
  • Is invited to participate by the adult student or the LEA in which the adult student is enrolled; or 
  • Has the adult student’s consent to participate pursuant to a supported decision-making agreement.
When a child with a disability reaches age 18, the LEA must comply with the ADULT STUDENT AND TRANSFER OF RIGHTS framework.
 
OTHER ISSUES RELEVANT TO TRANSITION
When determining the courses of study, the ARD committee must consider the GRADUATION framework.
The LEA must ensure that children with disabilities have access to career and technical education (CTE) classes.
When determining placement in a CTE classroom, the ARD committee must consider the child's graduation plan, the content of the IEP, including the consideration of transition services, and classroom supports.
If a participating agency, other than the LEA, fails to provide the transition services described in the IEP:
  • The ARD committee must identify alternative strategies to meet the transition objectives set out in the IEP.
 
TRANSITION AND EMPLOYMENT GUIDE
The LEA must:
  • Provide written information and, if necessary, assistance to the child or parent regarding how to access the electronic version of the guide at:
    • The first meeting of the child's ARD committee at which transition is discussed; and
    • The first ARD committee meeting at which transition is discussed that occurs after the date on which the guide is updated; and
  • On request, provide a printed copy of the guide to the child or parent.
  Last Updated : Mon, May 09, 2022