SEVIER COUNTY SCHOOL SYSTEM TRANSITION OVERVIEW

The Sevier County Department of Special Education is interested in promoting quality educational services for students who are transitioning from high school to the adult community.

Summary: Youth who are transitioning from high school to adult environments will benefit from improved planning, service coordination and interagency collaboration for a seamless, non-interrupted system of service to prepare then for success in their next environment.

Background: The Individuals with Disabilities Act Amendments of 1997 (PL 105-17) requires the consideration of transition needs for student beginning at age 14.

Key provisions include:

1.Inviting the student to the IEP meeting when transition will be discussed (beginning no later than age 14).

2.Inviting other agency representatives to the IEP who may be responsible for providing or paying for transition services and if they are not able to attend, taking other steps to obtain their participation (typical agencies but not limited to: community college, vocational rehabilitation, mental health).

3.Beginning at age 14 and annually thereafter a statement of the transition service needs that focuses on the child’s course of study.

4.Beginning at age 16 a statement of the transition services needed, which is defined as:

A coordinated set of activities that are designed with an outcome-oriented process, promoting movement from school to post school activities (including post-secondary education, vocational training, integrated employment, adult education, adult services, independent living or community participation),

is based in student needs and takes into account students’ interests and preferences, includes instruction, related services, community experiences, development of employment, adult living objectives and when appropriate acquisition of daily living skills and functional vocation evaluation.

Issues:

1.Lowering the drop rate for student with disabilities to be at least the rate of students without disabilities.

2.Collection of information on student employment, post secondary educational outcomes and agency support after students leave school (develop common identifiers and use the existing shared information systems to collect information).

3.Continued development of training throughout the state so that all students have the opportunity to benefit from effective practices.

4.Removing barriers for students so that they may fully participate in the general curriculum.

5.Interagency collaboration so that students experience a seamless transition to post school activities.