1. September 15, 2011 Dr. Ed O’Leary September 15, 2011 Dr. Ed O’Leary

4. Purpose:  A free appropriate public education... designed to meet their unique needs and prepare students for further education, employment and independent living. Purpose: Shift in emphasis to:  Results oriented approach.  Focus on improved results. Shift in emphasis to:  Results oriented approach.  Focus on improved results.

5. Over the past 17 years, a number of federal and state efforts to improve access to transition planning and services to improve education, employment and community living outcomes for youth with disabilities have emerged. As a result some improvement has been made including increases in graduation rates, enrollment in postsecondary education and number of youth entering the workforce. While this progress is encouraging, education and employment outcomes continue to lag substantially behind that of their peers without disabilities. NLTS 2, ODEP Over the past 17 years, a number of federal and state efforts to improve access to transition planning and services to improve education, employment and community living outcomes for youth with disabilities have emerged. As a result some improvement has been made including increases in graduation rates, enrollment in postsecondary education and number of youth entering the workforce. While this progress is encouraging, education and employment outcomes continue to lag substantially behind that of their peers without disabilities. NLTS 2, ODEP

6. The primary focus of Federal and State monitoring activities shall be on: Improving educational results and functional outcomes for all children with disabilities; and Improving educational results and functional outcomes for all children with disabilities; and Ensuring that States meet the program requirements under Part B/Part C, with a particular emphasis on those requirements that are most closely related to improving educational/early intervention results for children with disabilities. Ensuring that States meet the program requirements under Part B/Part C, with a particular emphasis on those requirements that are most closely related to improving educational/early intervention results for children with disabilities. 6

7. Monitoring must use quantifiable indicators and qualitative indicators needed to measure performance in the following priority areas: Provision of a free appropriate public education in the least restrictive environment/provision of appropriate early intervention services to infants and toddlers with disabilities in natural environments. State exercise of general supervisory authority, including: child findchild find effective monitoringeffective monitoring the use of resolution sessions, mediation, andthe use of resolution sessions, mediation, and a system of transition services - secondary transition and early childhood transitiona system of transition services - secondary transition and early childhood transition Disproportionate representation of racial and ethnic groups in special education and related services, to the extent the representation is the result of inappropriate identification. 7

8. Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes Indicator 13 Indicator 13 Transition Services in Schools Indicator 14 Employment and Postsecondary Outcomes O’Leary, E. 2008

12. Present Level of Performance Annual Goals Short Term Objectives O’Leary, E., 1998 © Copyright

13. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

16.  Living independently  Enjoying self-determination  Making choices  Pursuing meaningful careers  Enjoying full inclusion and integration in the economic, political, social, cultural, and economic mainstream of American society.  Living independently  Enjoying self-determination  Making choices  Pursuing meaningful careers  Enjoying full inclusion and integration in the economic, political, social, cultural, and economic mainstream of American society. Congress finds that: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Congress finds that: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. This includes such things as:

19. Broad definition:  Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world. Broad definition:  Formal process of cooperative planning that will assist students with disabilities to move from school into the adult world.

21. One of the most critical practices to immediately improve the development and delivery of transition services that will impact post school results is to actively engage the student in all discussions and decision making in their IEP

22.  Schools must INVITE student’s to their IEP meeting if a purpose of that meeting is the consideration of the MPG’s and transition services.  There is no requirement for student’s to attend or participate in their IEP.  However, if a student does not attend the schools must take steps to ensure that the student’s preferences and interests are considered.  Schools must INVITE student’s to their IEP meeting if a purpose of that meeting is the consideration of the MPG’s and transition services.  There is no requirement for student’s to attend or participate in their IEP.  However, if a student does not attend the schools must take steps to ensure that the student’s preferences and interests are considered.

23. Is there evidence that the student was invited to the IEP team meeting? Is there evidence that the student was invited to the IEP team meeting?

24.  Every student who’s IEP will be in effect when the student turns 16 years of age, or younger if determined appropriate by the IEP team, must be invited to their IEP meeting.  Documented evidence in the IEP or cumulative folder that the student invitation was signed by the LEA and dated prior to the date of the IEP conference.  Every student who’s IEP will be in effect when the student turns 16 years of age, or younger if determined appropriate by the IEP team, must be invited to their IEP meeting.  Documented evidence in the IEP or cumulative folder that the student invitation was signed by the LEA and dated prior to the date of the IEP conference.

25.  Parent Notice is NOT an invitation to the student to attend their IEP meeting.  Invitation to attend does not mean equal opportunity for participation or decision making.  Parent Notice is NOT an invitation to the student to attend their IEP meeting.  Invitation to attend does not mean equal opportunity for participation or decision making.

26. Invite or Inform Invite implies the intent to participate Inform does not Participation requires preparation

27. Who Talked The Most – The Least

28. Teacher Directed  29.05 minutes Student Self-Directed  33.57 minutes Student directed meetings are not statistically significantly longer than teacher-directed meetings. Teacher Directed  29.05 minutes Student Self-Directed  33.57 minutes Student directed meetings are not statistically significantly longer than teacher-directed meetings. Average Length of Meeting

29. For more than a decade, the New Jersey Office of Special Education Programs has sponsored regional Dare to Dream Student Leadership conferences that highlight the importance of student self-advocacy and leadership. Each conference features presentations from accomplished students and young adults with disabilities who have demonstrated exemplary self-advocacy and leadership skills. The Student Leadership conferences have long been a positive and empowering experience for thousands of New Jersey’s students. http://www.youtube.com/watch?v=Yv5N6eugyik

30. Another critical practice to improve results is to help students determine and define their measurable post secondary goals.

31. Is there an appropriate measurable postsecondary goal or goals that covers education or training education or training employment, and employment, and as needed, independent living? as needed, independent living?

32. Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Age-appropriate transition assessments Training /EducationTraining /Education EmploymentEmployment Independent Living Skills –Independent Living Skills – (as needed) O’Leary, E., 2005 © Copyright

33. Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Student’s Measurable Annual Goals Educators/Systems Measurable Post secondary Goals Student’s

34.  The IEP contains a measurable postsecondary goal or goals for the student in education/training, employment and if applicable, independent living skills.  The goal can be counted or measured.  The goal will occur after the student graduates/terminates from school.  The MPG’s align with other information – present level of performance, student interests, student preferences.  The IEP contains a measurable postsecondary goal or goals for the student in education/training, employment and if applicable, independent living skills.  The goal can be counted or measured.  The goal will occur after the student graduates/terminates from school.  The MPG’s align with other information – present level of performance, student interests, student preferences.

35. There is no requirement for public agencies to determine whether the postsecondary goals have been met once a child is no longer eligible for FAPE. FAPE must be made available to all children residing in the State in mandatory age ranges. However, the obligation to make FAPE available does not apply to children who have graduated from high school with a regular high school diploma or to children who have exceeded the mandatory age range. When a child's eligibility for FAPE terminates under these circumstances, the LEA must provide a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's postsecondary goals. When a child's eligibility for FAPE terminates under these circumstances, the LEA must provide a summary of the child's academic achievement and functional performance, including recommendations on how to assist the child in meeting the child's postsecondary goals. Nothing in the IDEA requires the LEA to measure the child’s progress on these postsecondary transition goals, or provide any special education services to the child after the child has graduated from a regular high school or exceeded the mandatory age range for FAPE.

36. If the goal is measurable and occurs after the student has left…I am concerned about liability issues when student’s don’t meet the stated goals after school. NSTTAC Response …IDEA 2004 does not require that LEAs are held accountable for the attainment of postsecondary goals. The stated measurable postsecondary goals are required components of transition planning. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. The purpose of the legislation and this indicator is that a student's education program support their goals beyond secondary school. NSTTAC Indicator 13 Checklist Frequently Asked Questions and Responses – Question # 14 www.nsttac.org/pdf/i13checklistqa.pdf

38. Age appropriate transition assessments are critical in assisting students in determining and defining their measurable post secondary goals.

39. Is there evidence that the measurable postsecondary goals were based on age-appropriate transition assessment?

40. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

41. Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Age-appropriate transition assessments Training /EducationTraining /Education EmploymentEmployment Independent Living Skills – (where appropriate)Independent Living Skills – (where appropriate) O’Leary, E., 2005 © Copyright

42. Who’sTheSmartest?Who’sTheSmartest?

43. Division of Career Development & Transition Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996). Division of Career Development & Transition Transition assessment is "the ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal, and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the IEP" (Sitlington, 1996).

44. Measurable Postsecondary Goals – Help students define their MPG’s Course of study – Help students determine and plan courses and educational experiences Transition services – coordinated set of activities –  what needs to happen  by when, and  who will be responsible to carry out and oversee each activity Promotes self advocacy and self-awareness

45. 1. Explain the purpose of assessments to students (MPG’s, course selection, develop long range plan and activities). 2. Describe the variety of assessments (career, self determination, life skills, etc.) assessment tools and the different kinds of results. 3. With the student, decide which assessments/assessment tools. 4. Conduct assessments. 5. With the student review results:  What the results mean  Why the results  How the information can be used 6. Have students report on assessments – what – why - the results and how they used the information to define their MPG’s.

46. “if an evaluation is specific and individualized to a student AND impacts a student’s eligibility for special education and related services or changes those services, it may be an evaluation under IDEA that would require consent.” “if an evaluation is specific and individualized to a student AND impacts a student’s eligibility for special education and related services or changes those services, it may be an evaluation under IDEA that would require consent.” Letter to Sarzynski (OSEP 2005) 1.Some transition assessments involve only the review of existing data, and while part of an evaluation, parental consent is not required. 1.Some transition assessments involve only the review of existing data, and while part of an evaluation, parental consent is not required. 34 CFR § 300.300(d). 2.Many transition assessments are used as a screening device for all students (general and special education students) or with an individual student to determine appropriate instructional strategies and/or to monitor progress. In such cases, the transition assessment is not an evaluation, and parental consent would not be required. 34 CFR §§300.300 (d)(1)(ii), 300.302

47. Excluding the above two examples, which covers most circumstances, if a particular transition assessment administered to a specific student would impact the student’s eligibility for special education and related services or change those services, then parental consent would be required. Ultimately, whether parental consent is necessary for a particular assessment should be determined on a case-by-case basis. Barbara Goldsby, Supervisor, Secondary Transition Services CDE, Exceptional Student Leadership Unit, Denver, CO

48.  ‘Career Cruising’  TPI  Enderle Severson Transition Rating Scale  Instrument for Client and Agency Planning – ICAP

49. NSTTAC – NSTTAC.ORG Products and Resources Transition Assessment Guide  What is transition assessment? What is transition assessment? What is transition assessment?  Why conduct transition assessments? Why conduct transition assessments? Why conduct transition assessments?  How do I select instruments? How do I select instruments? How do I select instruments?  How do I conduct an age appropriate transition assessment? How do I conduct an age appropriate transition assessment? How do I conduct an age appropriate transition assessment?  Sample Instruments Sample Instruments Sample Instruments  Informal Assessment Informal Assessment Informal Assessment  Formal Assessment Formal Assessment Formal Assessment  Informative links to Podcasts and other sources of information about age appropriate transition assessment Informative links to Podcasts and other sources of information about age appropriate transition assessment Informative links to Podcasts and other sources of information about age appropriate transition assessment

50. Self-Determination Assessments  American Institute for Research Self –Determination Assessment  ARC Self-Determination Scale  ChoiceMaker Self-Determination Assessment  Field and Hoffman Self-Determination Assessment Battery http://education.ou.edu/zarrow Self-Determination Assessments  American Institute for Research Self –Determination Assessment  ARC Self-Determination Scale  ChoiceMaker Self-Determination Assessment  Field and Hoffman Self-Determination Assessment Battery http://education.ou.edu/zarrow

51. Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX www.proedinc.com www.proedinc.com Scales of Independent Behavior Riverside Publishing www.riverpub.com www.riverpub.com Informal Assessments for Transition Planning ProEd, Austin TX www.proedinc.com www.proedinc.com Enderle-Severson Transition Rating Scale www.estr.net Casey Life Skills www.caseylifeskills.org Adaptive Behavior and Transition Assessments Transition Planning Inventory (TPI) ProEd, Austin TX www.proedinc.com www.proedinc.com Scales of Independent Behavior Riverside Publishing www.riverpub.com www.riverpub.com Informal Assessments for Transition Planning ProEd, Austin TX www.proedinc.com www.proedinc.com Enderle-Severson Transition Rating Scale www.estr.net Casey Life Skills www.caseylifeskills.org

52. On-Line Individual Interest Inventories My Future www.myfuture.com/toolbox/workinterest.html I Oscar (Occupation and Skill Computer-Assisted Researcher) www.ioscar.org Career Voyages http://www.careervoyages.gov/ Career Clusters www.careerclusters.org On-Line Individual Interest Inventories My Future www.myfuture.com/toolbox/workinterest.html I Oscar (Occupation and Skill Computer-Assisted Researcher) www.ioscar.org Career Voyages http://www.careervoyages.gov/ Career Clusters www.careerclusters.org

53. Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htmwww.bls.gov/k12/index.htm (Exploring Careers) www.bls.gov/k12/index.htm Job Videos http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27 Students with Moderate to Severe Disabilities Choose and Take Action – www.sopriswest.com Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self- determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job. Occupational Outlook Handbook www.bls.gov/oco/home.htm www.bls.gov/k12/index.htmwww.bls.gov/k12/index.htm (Exploring Careers) www.bls.gov/k12/index.htm Job Videos http://www.acinet.org/acinet/videos.asp?id=27,&nodeid=27 Students with Moderate to Severe Disabilities Choose and Take Action – www.sopriswest.com Set of instructional activities designed to teach students with moderate to severe cognitive disabilities self- determination skills to introduce students to a variety of jobs and career possibilities and help them to identify what is most important to them about a job.

54. Engaging students in the planning, discussion and decision making of all courses and educational experiences

55. Do the transition services include courses of study that will reasonably enable the student to meet his or her postsecondary goal(s)?

56. Includes: Courses of study Includes: InstructionInstruction Related servicesRelated services Community experiencesCommunity experiences Employment and other post-Employment and other post- school adult living objectives school adult living objectives When appropriate: Daily living skillsDaily living skills Functional vocational evaluationFunctional vocational evaluation Step I Measurable Post-secondary Goals Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments TrainingTraining EducationEducation EmploymentEmployment Independent LivingIndependent Living Skills – where Skills – where appropriate appropriate O’Leary, E., 2005 © Copyright

57. Includes 1.Courses of study 2.Coordinated set of Activities - Instruction - Employment and other post-school adult living objectives - Instruction - Employment and other post-school adult living objectives - Related services - Community experiences - Related services - Community experiences - Employment and other post-school adult living objectives - Employment and other post-school adult living objectives When appropriate: - Daily living skills - Daily living skills - Functional vocational evaluation - Functional vocational evaluation Step III: Transition Services O’Leary, E., 2005 © Copyright

58. Includes 1.Courses of study 2.Coordinated set of Activities - Instruction - Employment and other post-school adult living objectives - Instruction - Employment and other post-school adult living objectives - Related services - Community experiences - Related services - Community experiences - Employment and other post-school adult living objectives - Employment and other post-school adult living objectives When appropriate: - Daily living skills - Daily living skills - Functional vocational evaluation - Functional vocational evaluation Step III: Transition Services O’Leary, E., 2005 © Copyright

59.  Locate the course of study (instructional program of study) or list of courses of study in the student’s IEP.  The courses of study is a multi-year description of coursework from the student’s current to anticipated exit year that is designed to help the student achieve their desired post-school goal(s).  The courses of study align with the student’s identified postsecondary goal(s).  Locate the course of study (instructional program of study) or list of courses of study in the student’s IEP.  The courses of study is a multi-year description of coursework from the student’s current to anticipated exit year that is designed to help the student achieve their desired post-school goal(s).  The courses of study align with the student’s identified postsecondary goal(s).

60. The ARD/IEP team helps the student identify the courses and educational experiences that will prepare them for post-secondary life. Focus on: — Courses of study [all courses and educational experiences] — How the educational program can be planned and relate directly to the student’s goals beyond secondary education — Show how those courses are linked to the MPG’s Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education. The ARD/IEP team helps the student identify the courses and educational experiences that will prepare them for post-secondary life. Focus on: — Courses of study [all courses and educational experiences] — How the educational program can be planned and relate directly to the student’s goals beyond secondary education — Show how those courses are linked to the MPG’s Promotes the concept that the high school program focuses on post-school results. Help students and family select courses of study that are meaningful and motivate students to complete their education.

61. If the student and parent are aware of and agree to a change in a course and that change would not have a direct impact on the student achieving his or her desired post-school outcome; or if the student taking the course would not require any accommodations or modifications (which would require goals and objectives); then this change would not be considered a substantive change and would not necessitate another IEP meeting.

62. Developing a ‘BIG PICTURE’ long range coordinated plan of activities and services that will result in the student achieving their desired post secondary goals

63. Are there transition services in the IEP that will reasonably enable the student to meet his or her postsecondary goal(s)?

64. Includes 1.Courses of study 2.Coordinated set of Activities - Instruction - Employment and other post-school adult living objectives - Instruction - Employment and other post-school adult living objectives - Related services - Community experiences - Related services - Community experiences - Employment and other post-school adult living objectives - Employment and other post-school adult living objectives When appropriate: - Daily living skills - Daily living skills - Functional vocational evaluation - Functional vocational evaluation Step III: Transition Services O’Leary, E., 2005 © Copyright

65.  For each measurable postsecondary goal area there should be some type of instruction, related service, community experience, employment and other post-school adult living objective, daily living skill and/or functional vocational evaluation listed in association with meeting the measurable postsecondary goal.  The transition services and activities (actions/steps) described under all of these areas is a coordinated plan for the transition from school to post-school adult life.  For each measurable postsecondary goal area there should be some type of instruction, related service, community experience, employment and other post-school adult living objective, daily living skill and/or functional vocational evaluation listed in association with meeting the measurable postsecondary goal.  The transition services and activities (actions/steps) described under all of these areas is a coordinated plan for the transition from school to post-school adult life.

68. The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the student’s measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies) The CSA must show evidence that: 1. Activities are individualized and student specific. 2. Activities lead toward the achievement of the student’s measurable postsecondary goals 3. Activities should show a minimum of 2 years 4. The activities demonstrate coordination between school, family, student and/or outside agency(ies)

69.  Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school  Should complement the course of study, include steps/activities needed for successful post school transition  If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.  Multi year - at least a 2 year description of coordinated activities/strategies to help students achieve their measurable post secondary goals while they are still in high school  Should complement the course of study, include steps/activities needed for successful post school transition  If there are transition services listed that are likely to be provided or paid for by an outside agency then you need to obtain written consent before inviting agency representative to the IEP meeting.

71. Attend and actively participates in all IEP meetings, discussions and decisions Attend and actively participates in all IEP meetings, discussions and decisions Share with the IEP team your desired post secondary goals (what you want to do after completing school – education, training, employment, independent living) Share with the IEP team your desired post secondary goals (what you want to do after completing school – education, training, employment, independent living) Describes areas in which help or assistance is needed; Describes areas in which help or assistance is needed; Updates the IEP team on how well you are doing in Updates the IEP team on how well you are doing in classes, work and community experiences; classes, work and community experiences; Learn about your disability, know your strengths and learn how to advocate for the accommodations, modifications and supports that you need in order to succeed during in school and the community Learn about your disability, know your strengths and learn how to advocate for the accommodations, modifications and supports that you need in order to succeed during in school and the community Role of the Student

72. Support your child’s active participation in their IEP meeting. Support your child’s active participation in their IEP meeting. Visit with your child about their post secondary goals and dreams. Visit with your child about their post secondary goals and dreams. Help your child develop a plan for the future including an education plan that matches their desired post secondary goals. Help your child develop a plan for the future including an education plan that matches their desired post secondary goals. Learn about community agencies, supports, services and programs that can help your child when they complete school. Learn about community agencies, supports, services and programs that can help your child when they complete school. Take responsibility for some of the activities/strategies in the transition plan. Take responsibility for some of the activities/strategies in the transition plan. Help your child learn about and understand their disability and their strengths. Help your child learn about and understand their disability and their strengths. Help your child learn how to advocate for themselves so they receive the necessary accommodations, supports and services. Help your child learn how to advocate for themselves so they receive the necessary accommodations, supports and services. Role of the Parent/Family

73. Invite the student, parent and appropriate agency(s) to the IEP meeting. Invite the student, parent and appropriate agency(s) to the IEP meeting. Assist the student and family in identifying post secondary goals and developing transition services. Assist the student and family in identifying post secondary goals and developing transition services. Provide the skills, knowledge and experiences necessary to prepare the student in their achieving their desired post secondary goals.Provide the skills, knowledge and experiences necessary to prepare the student in their achieving their desired post secondary goals. Become familiar with community, regional and state post school services supports, programs that work with and assist person with disabilities and their requirements. Become familiar with community, regional and state post school services supports, programs that work with and assist person with disabilities and their requirements. Be responsible for some of the activities/strategies in the student’s transition plan. Be responsible for some of the activities/strategies in the student’s transition plan. Provide self advocacy and self determination training. Provide self advocacy and self determination training. Assist the student in taking an active role in their IEP planning, discussion and decision making. Assist the student in taking an active role in their IEP planning, discussion and decision making. Role of the School

74. Rehabilitation Act Coordination with Education Officials The State plan shall contain plans, policies, and procedures for coordination between VR and education officials. The plan, policies and procedures must be designed to facilitate the transition of the students with disabilities from the receipt of educational services in school to the receipt of vocational rehabilitation services…This agreement must at a minimum provide for:  consultation and technical assistance to assist educational agencies in planning for the transition of students with disabilities from school to post ‑ school activities, including vocational rehabilitation services;  transition planning by personnel of the designated State agency and educational agency for students with disabilities that facilitates the development and completion of their individualized education programs.  the roles and responsibilities, including financial responsibilities, of each agency, including provisions for determining State lead agencies and qualified personnel responsible for transition services; and  procedures for outreach to and identification of students with disabilities who need the transition services.

75. Rehabilitation Act - Required Collaboration Each student determined to be eligible for VR services or, if under an order of selection, each eligible student served under the order, an IPE must be developed and approved before the student leaves the secondary school setting. Regulations at 34 CFR 361.22 It is important to note that VR agencies must collaborate with state education agencies in providing transition services to all students with disabilities and are required to conduct outreach and identify those students with disabilities who may need transition services. It is important to note that VR agencies must collaborate with state education agencies in providing transition services to all students with disabilities and are required to conduct outreach and identify those students with disabilities who may need transition services. Section 101[a][11][D][iv] of the Rehabilitation Act This includes students receiving special education and related services under the IDEA and students with disabilities covered only by Section 504 of the Rehabilitation Act (Section 504).