Erin Stanton, M.Ed., BCBA
Coordinator of Special Education
estanton@coppellisd.com
214-496-6936

1. Is designed within an outcome-oriented process that promotes movement from school to post-school activities, including:

• post-secondary/vocational training
• integrated employment
• Adult/daily living (if appropriate)
• functional vocational evaluation (if appropriate)
• independent living
• community involvement (if appropriate)

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.

Legal Requirements

Texas H.B. 617
Special Education Transition Planning and Services

IDEA states the public agency (Coppell ISD) shall invite a student with a disability to attend his/her ARD meeting when transition planning is addressed. This will occur at every annual review meeting for students 16 years of age. Student –led ARD meetings, when appropriate for student age, are preferred. Students are expected to participate and share their anticipated goals, interests for post-secondary life, and identify needs to support a seamless transition from high school to adult education/adult life/college/employment.

Agency representatives that are likely to be responsible for providing or paying for transition services beyond high school will be invited and encouraged to attend ARD meeting to collaborate in the planning of any transition services. Agency invitation will be at the consent of the parent or adult student only and with prior notice.

KEY POINT: 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: For each student with a disability, beginning at age 14, a “statement of transition service needs” and “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 POINT: 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.

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 Coppell ISD
• any post-secondary options
• a functional vocational evaluation (if appropriate)
• employment goals and coordinated set of activities
• education/training goals and coordinated set of activities 
• independent living goals and objectives (if appropriate)
• referrals to government agencies or other adult service providers (if appropriate)

KEY POINT: 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 time for skills and knowledge to be gained and for goals to be reached. 

Pathways to Independence

The Texas Education Agency in collaboration with Statewide Leadership in Secondary Transition and Post School Results at Education Service Center Region 11 are pleased to announce that the Texas Transition and Employment Guide has been posted to the website and is located at www.transitionintexas.org.  The purpose of this guide is to provide information on statewide services and programs that assist students with disabilities in the transition to life outside of the public school system. Additionally, Sandye Cox has posted both the English and Spanish versions on the Helpful Resources tab of the R10 Transition website http://www.region10.org/special-education/transition/.