Transition Tribune

EFFECTIVE NOVEMBER 7, 2024

TAC 89.1070

(e) A student who has reached maximum age eligibility in accordance with 89.1035 of this title without meeting the credit, curriculum, and assessment requirements specified in subsection (b) of this section is not eligible to receive a diploma but may receive a certificate of attendance as described in TEC, 28.025(f).

TEC 28.025

(f) A school district shall issue a certificate of attendance to a student who receives special education services under Subchapter A, Chapter 29, and who has completed four years of high school but has not completed the student's individualized education program. A school district shall allow a student who receives a certificate to participate in a graduation ceremony with students receiving high school diplomas. A student may participate in only one graduation ceremony under this subsection. This subsection does not preclude a student from receiving a diploma under Subsection (c)(2).

*TEDS - In the near future - Look for an email with an invite to a brief virtual gathering to review revisions to graduation requirements.

See Page 13, 1.16, in the TEA Q&A for Individualized Education Program (IEP) Measurable Annual Goals.

1.16 What are short-term objectives/benchmarks and when are ARD committees required to write annual goals that include short-term objectives/ benchmarks?

Short-term objectives/benchmarks are required for those students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). In Texas, this means all students who take the State of Texas Assessments of Academic Readiness (STAAR®) Alternate 2 assessment (STAAR® Alternate 2 Resources) must have short-term objectives/benchmarks as part of every annual goal. At least two short-term objectives/benchmarks for each annual goal must be included for these students. Some LEAs may choose to establish local operating procedures that include short- term objectives/benchmarks for additional student groups, but this is NOT required at the state or federal level.

*All IEP Goals for students that take STAAR Alt 2 assessments must have at least two objectives for every annual IEP goal - this includes the Transition related IEP goal(s).

Work-based learning provides students with real-world experiences, essential skills, and

increased confidence as they transition to adult life. By supporting WBL initiatives, we can

empower these students to achieve their career goals and live fulfilling lives.

Texas A&M Work-Based Learning Project Funding Details:

● Amount: $10,000 per project

● Eligibility: Public, private, and charter schools in Texas

● Target Students: Students receiving special education or 504 services

● Focus: Development or expansion of WBL programs, with an emphasis on

school-based enterprises that provide authentic work experiences in integrated settings.

How Schools Can Apply:

Utilize the Texas A&M WBL website to access the application and comprehensive resources. They've included an application guide and manual on the work-based learning website to assist

them through the process.

We recognize your expertise and commitment to supporting students. We're confident that,

together, we can make a significant impact in expanding WBL opportunities across Texas.

Congratulations to Diboll and Jacksonville ISDs for being accepted to participate in the WBL Project with Texas A&M!

As the Transition Employment Designee (TED) for your district or charter school, you are likely serving in multiple roles and managing many responsibilities. The Community of Practice (CoP) is here to help and applications will be accepted throughout the year. Information and a link to submit your

application to join are available on Texas SPED Support.

The TED CoP is open to Local Education Agency (LEA) staff currently serving in the TED role. Before you apply, check to be sure you are listed as the TED for your district or charter school. See the section for “Locating the TED in AskTED” in the TED Guidelines if you need support to navigate AskTED.

When considering graduation codes, what does workforce readiness mean?

Chapters 2 & 4 of the 2024 Accountability Manual include definitions for each way that students can demonstrate college, career, or military readiness. For example, the list on page 16 of Chapter 2 includes the following information (for Student Achievement domain):

Graduate with completed IEP and Workforce Readiness: A graduate receiving a graduation type code of 54, or 55, which indicates the student has completed his/her IEP and has either demonstrated self-employment with self-help skills to maintain employment or has demonstrated mastery of specific employability and self-help skills that do not require public school services.

The PACT Project is one of four federally funded Parent Training and Information Centers (PTI) serving Texas parents of children and youth with disabilities ages 0-26. They serve families living in ESC regions 7,8,10, and 11.

What kind of assistance does PACT offer?

• Individual assistance over the phone and in-person
• Workshops and webinars on a variety of special education topics
• Access to resources such as printed publications and online courses

View the October 2024 PACT E-Newsletter for Youth Hangouts, Statewide Events, and PACT virtual clinic dates, HERE.

New Transition Employment Designees, Transition Coordinators, and Transition Specialists will receive hands-on professional development related to best practices and legal requirements for Transition.

December's Focus: SPPI 13 & 14 Process & Timeline & TED Guidelines Overview

When: December 4, 2024

Time: 8:30-11:30

Where: In-Person Only, ESC R7

REGISTER HERE

The transition services sessions will provide special education professionals with the knowledge to implement quality transition services that are required as part of the Individual Education Plan for all students 14 years and older. The focus will be on evidence-based practices, collaboration, and networking.

December's Focus: Review of TED Guidelines & Requirements for making Agency Connections, Identify your LEA's Community Partners, & Q&A with State Agency Representatives (HHSC, DSHS, and DFPS)

When: December 4, 2024

Time: 12:30 pm - 3:30

Where: In-Person/Region 7 OR Virtual * NOW A HYBRID OPTION FOR THE P.M. SESSION

REGISTER HERE

Welcome to Transition Topics Tuesday, an engaging series of virtual professional development meetings crafted specifically for TEDs and Special Education Vocational Staff members. Join us for each session as we delve into highly requested and relevant transition topics, providing valuable insights and fostering professional growth. Explore key areas of interest, enhance your expertise, and connect with fellow educators in this dynamic learning experience.

NOVEMBER: ESTABLISHING WORK BASED LEARNING OPPORTUNITIES

When: Tuesday, November 12, 2024

Time: 12:00 pm - 1:30 pm

Where: Virtual

REGISTER HERE

JANUARY: FUNCTIONAL VOCATIONAL EVALUATIONS

When: Monday, January 13, 2025 - Yes, Transition Tuesday is on a Monday for this session.

Time: 12:00 pm - 1:30 pm

Where: Virtual

REGISTER HERE

This workshop looks at ways to empower students with intellectual disabilities to acquire the skills necessary to live in future environments with purpose, independence, and joy. Topics will include disability awareness, self-advocacy, person-centered planning, student-led ARD meetings, and resources to promote sincere and strategic futures planning.

When: December 10, 2024

Time: 9:00 - 3:00 pm

Where: In-Person, ESC Region 7

REGISTER HERE

The 2024 Texas Transition Conference will be held February 19th – 21st at the Royal Sonesta Galleria in Houston, TX. Visit the hotel page for more information.

The maximum capacity for the live event is 500. A virtual option is available, and the registration rate is the same as the live event.

• Students, families & preservice teachers rate $200
• Early Registration Rate $350 (registration & payment received before 12/13/24)
• Regular Registration Rate $425 (registrations & payments received after 12/13/24)

This Google Form was created by Brian Ross, Hallsville’s Junior High Special Education Lead Teacher! He created this to gather data from students and allow them to have somewhat of an interactive experience learning about their post-secondary interests. They make choices in each section of the form, which then prompts them to another set of questions that are solely based on their responses. The first section simply asks the student what type of post-secondary education option is most closely related to the career they discussed with their case manager in their transition meeting. Based on their response, it prompts them to another question where they are able to explore different community colleges in Texas, Universities in Texas, vocational programs offered at Texas State Technical College or military branches in the United States. There are website and quiz links embedded within some of the questions, and the students have to then go to that link and either take a short quiz or gather specific information to report in their response to the questions on the Google Form.

This form is not used for every student. It was created specifically for students who are struggling to express their post-secondary education or career interest in their transition meeting with their case manager. They are writing annual transition goals related to career exploration and assigning this form to those students through Google Classroom. They are using the data collected to update progress on this goal.

"We are working on creating a Google Form that is related to Endorsement Exploration for students who will be moving into high school as well, so they can explore the endorsements that are offered within our district. It is a little time consuming in the beginning, but very much worth it!”

~Shelby Parker, TED, Hallsville ISD