Transition Services

Graduation Information

Minimum Recommended Student Involvement in ARD committee meetings

Functional Vocational Assessments for PISD Special Education students

Commonly Asked Questions About Transition

What does “transition services” mean?

1. According to the Individuals with Disabilities Act (IDEA), “transition services” means a coordinated set of activities for a student with a disability that:
   
   • is designed within an outcome-oriented process that promotes movement from school to post-school activities, including:
   • post-secondary education
   • vocational training
   • integrated employment
   • continuing and adult education
   • adult services
   • independent living
   • community participation
     
2. is based on the individual student's needs, taking into account the student's preferences and interests;
   
3. transition services, adopted by the ARD committee and included in the IEP objectives. These may include instruction, related services, community experiences and the development of other post-school adult living objectives. If appropriate, includes acquisitions of daily living skills and functional vocational evaluations.

What are the legal requirements?

Legal Requirements

I DEA states the public agency (Pflugerville I.S.D.) shall invite a student with a disability to attend his/her ARD meeting when transition planning is addressed.

If the student does not attend the ARD meeting, Pflugerville ISD shall take other steps to ensure that the student's preferences and interests are considered. Agency representatives (that are likely to be responsible for providing or paying for transition services) will be invited and encouraged to attend the ARD meeting to collaborate in the planning of any transition services.

KEY IDEA: IDEA wants to ensure that all students have the opportunity to pursue life goals which reflect their personal interests and preferences.

Individual Transition Planning

AGE 14

Each student with a disability, beginning at age 14, will have a “statement of transition service needs” focusing on the student's courses of study and desired post-secondary outcomes expressed by the student.

AGE 16

For each student with a disability, beginning at age 16, a statement of “needed transition services” will be included in the IEP. If appropriate, a statement of the interagency responsibilities or any needed linkages will be included.

KEY IDEA: This federal law (IDEA) ensures early planning for students so that post-school goals could be reached. Those agencies responsible for helping to attain student goals are to participate in the planning process.

How does transition affect the Individual Educational Plan?

Transition and the IEP

Information determined through transition planning will set the focus for what should be considered and ultimately integrated in the development of the student's IEP.

Issues that must be addressed include:

• 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 Pflugerville ISD;
• any post-secondary options;
• a functional vocational evaluation;
• employment goals and objectives;
• independent living goals and objectives;
• referrals to government agencies or other adult service providers if appropriate.

KEY IDEA: Because transition is a process, the planning required to help students reach their desired post-school outcomes must become a part of the IEP in order for skills and knowledge to be gained and for goals to be reached.