Preparing students for the success in the world after graduation includes providing training and technical assistance to districts in transition planning, inter-agency coordination, school/business partnerships, and job coaching. Our staff is able to address issues related to graduation requirements, course development, and program participation.
Contact: Stephanie Dominique, Ph.D.
Transition Planning and Assessments
Transition assessment is a required component of transition services for students with disabilities according to IDEA.
Transition Employment Services Designee
As a result of HB 617 from the 83rd Texas Legislature, each local education agency (LEA) or shared services arrangement (SSA) is required to designate at least one employee to serve as the designee regarding transition and employment services for students receiving special education services.
To find contact information for a transition employment services designee or to access the list of transition and employment services designees, click here.
New online courses are available on the Transition in Texas website. These courses are available to the public at no cost.
Course registration is simple, but will require accessing the ESC Region 11 course catalog and Canvas portal. See below for options, and feel free to contact me with questions.
Go to www.transitionintexas.org
Click the course announcement image (Learn More)
Go to www.esc11.net
Click Professional Learning
Click Browse Catalog
Click Online and Webinar
Courses are listed alphabetically
The Texas Transition and Employment Guide can be found here:The Texas Transition and Employment Guide includes information about self-advocacy, transition services, employment, Social Security, community supports, postsecondary education and training, state agencies, and alternatives to guardianship.
Texas Transition and Employment Guide - Revised 2018
SPP Indicator 13
The State Performance Plan (SPP) for Indicator 13 measures transition planning for students age 16 and above. This data must be reported annually to TEA.
For more information about this indicator, please click on the information below.
SPP Indicator 14
The State Performance Plan (SPP) for Indicator 14 measures postsecondary outcomes within one year of leaving high school for students who had an IEP in effect at the time of graduation. This data must be reported annually to TEA.
For more information about this indicator, please click on the information below.
Self-determination is an important part of transition for students with disabilities because it provides the skills and tools necessary to allow students to make their own choices and decisions about their lives.
Self-determination instruction should start in elementary school and continue until a student graduates from high school.
For more information, check the resources below:
What are 18–22 programs and services? 18–22 services are transition services available to students ages 18–22 who have completed all credit/curriculum/state assessment requirements and will be graduating under option 89.1070 (g)(4)(A-C) or (b)(2)(A-C).
18–22 programs may be offered in a district, school, or charter in the form of a campus-based program, district-based program, or community-based program. A campus-based program is an age-appropriate instructional environment that is located on a high school campus. A district-based program is an age-appropriate instructional environment that is located on a site that is operated or owned by the school district. A community-based
program is an age-appropriate instructional environment where the student is provided education services in their community.
Who is eligible? Students receiving special education services who are ages 18–22 who have completed all credit/curriculum/state assessment requirements and will be graduating under option 89.1070 (g)(4)(A–C) or (b)(2)(A–C) and require additional transition services in order to meet the requirements for graduation.
Are flexible schedules allowed? Yes. All transition services and programs for students ages 18–22 who are receiving special education services should be individualized based on the student’s specific postsecondary needs relative to a successful transition to their adult life. Attendance should be documented based on the options available in the StudentAttendance Accounting Handbook(e.g., ADA Code 1—Full-Day Attendance, ADA Code 2—Half-Day Attendance, ADA Code 0—Enrolled, Not in Membership).
All students who receive special education services must meet the graduation requirements of their high school plan in order to graduate with a diploma in Texas.
Graduation Requirements for All Students
Graduation for Special Education Students
2018 Accountability Manual for calculations, and point them to TEC 39.053 (g)(2)
TSDS on the IEP Continuer Code (from Spring 2016)
More information about graduation for students receiving special education services can be found in the Live Binder here.
Guardianship and Alternatives to Guardianship
*SB 748 - Alternatives to Guardianship
Resources available for school districts to reference related to guardianship, alternatives to guardianship and supported decision-making agreements:
Transition Legal Guidelines
Transition services: Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—
(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills
IDEA 2004 §300.320
(j) Beginning with the 2018-2019 school year, not later than when a student reaches 14 years of age, the ARD committee must consider and, if appropriate, address the following issues in the IEP:
(1) appropriate student involvement in the student's transition to life outside the public school system;
(2) if the student is younger than 18 years of age, appropriate involvement in the student's transition by the student's parents and other persons invited to participate by:
(A) the student's parents; or
(B) the school district in which the student is enrolled;
(3) if the student is at least 18 years of age, involvement in the student's transition and future by the student's parents and other persons, if the parent or other person:
(A) is invited to participate by the student or the school district in which the student is enrolled; or
(B) has the student's consent to participate pursuant to a supported decision-making agreement under Texas Estates Code, Chapter 1357;
(4) appropriate postsecondary education options, including preparation for postsecondary-level coursework;
(5) an appropriate functional vocational evaluation;
(6) appropriate employment goals and objectives;
(7) if the student is at least 18 years of age, 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 student's transition goals and objectives;
(8) appropriate independent living goals and objectives;
(9) appropriate circumstances for facilitating a referral of a student or the student's parents to a governmental agency for services or public benefits, including a referral to a governmental agency to place the student on a waiting list for public benefits available to the student such as a waiver program established under the Social Security Act (42 U.S.C. Section 1396n(c)), §1915(c); and
(10) the use and availability of appropriate:
(A) supplementary aids, services, curricula, and other opportunities to assist the student in developing decision-making skills; and
(B) supports and services to foster the student's independence and self-determination, including a supported decision-making agreement under Texas Estates Code, Chapter 1357.
TAC § 89.1055 (j)
Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.
IDEA 2004 §300.39
IDEA defines transition services as “a coordinated set of activities for a child with a disability that—
(1) 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 postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.”
IDEA 2004 §300.43
In computing completion rates under Subsection (c)(4)(A)(i), the commissioner shall exclude students who:
(1) are at least 18 years of age as of September 1 of the school year as reported for the fall semester Public Education Information Management System (PEIMS) submission and have satisfied the credit requirements for high school graduation;
(2) have not completed their individualized education program under 19 T.A.C. Section 89.1070(b)(2) and the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.); and
(3) are enrolled and receiving individualized education program services.
TEC §39.053 (g)(2)
Texas Workforce Commission - Vocational Services (Formerly known as DARS)