Post-Secondary Transition Planning - UPDATED 03/22/2022

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I hope everyone had a restful Spring Break! We are on the downhill slide of this school year and I've got lots of new Transition information to share with you :)

ALL TED's are required to complete training before the end of the current school year. Your special education directors have assured TEA that the TED(s) for their school district(s) will have the 8 hour training requirement completed on or before the last day of school. If you are designated as a TED, and have not completed the required training hours, you need to start those ASAP! Additional information can be found below in the SMORE :)

Please check out the information below and let me know if you have any questions!

Student Centered Transition Network - At-a-Glance Resources

The Student Centered Transition Network (SCTN) is happy to provide you with a NEW resource. The At-a-Glance document attached below will help walk you through all the options currently available to you through the website.

ALSO! TEA has recently updated IEP Model Form!!! TEA has changes the "Requirements for Transition Services" section. Transition will NO LONGER be known as a "supplement". This terminology has been officially change and will be known as Transition SERVICES moving forward. Gone are the days when the Transition section of an IEP should be known as a supplement :) Transition is an integral component to the ARD process and should never be treated as an "add-on". Review the IEP Model Form and make sure your voice is heard with your current IEP software program to ensure your IEP documents reflect the correct terminology.

Texas A&M Capacity Building Project

Texas A&M University's Capacity Building Project will start a new initiative this April, focusing on how schools and TWC counselors support employability skill development in students with disabilities ages 14 to 16. We know that most students receiving transition services are 17 and 18, and we want to know how to better support younger students.

Many of you are familiar with this process from 2019, when the Capacity Building Project gathered information on how schools and TWC can work as a team. This is phase 2 of that process.

In this phase we will gather TEDs and TWC VRS counselor input to develop training and resources to help both groups support younger students better. The result will be new training, conferences, CDD projects, and TWC programs and services.

We will start with TWC Region 1, which is giant!

TWC is asking that we nominate three TEDs or transition experts from Region 17 to participate in this next round of capacity building.

· On April 26th, we will bring 20 educators and 20 TWC VRS counselors together in Lubbock.

· They will have a chance to share what they are doing well, where they are struggling to serve younger students, and what needs to change.

· We will pay for all travel expenses, including food, lodging, and mileage/airfare.

Please email me ASAP if you would like to attend this capacity building session on April 26th. If you would like to attend, I will nominate you with Texas A&M and send them your contact information.

2021-22 Graduation Flowchart

The handy, dandy graduation flowchart has received a few updates and is ready for use. Please make sure you are using this "orange" version moving forward :)

Community of Practice TED Newsletter

The first TED newsletter was created by members of the Community of Practice for Transition and Employment Designees (TEDs).

This newsletter was written for all TEDs across the state of Texas by our newsletter committee: Meghan Jones from Flour Bluff ISD, Dr. Kristina Martin from Graham ISD, and Damali Whitehead from Victoria ISD.

Be on the lookout for the next edition later this semester. Download and read the newsletter below.

Transition and Employment Designee (TED) Required Training is now available and open for registration

The Transition and Employment Designee (TED) Required Training is now available and open for registration at the following link: REGISTER HERE.

All TEDs, new and experienced, are required to complete these 8 hours of training.

After you register for the course, you will have 90 days from your enrollment date to complete this 2-hour self-paced course and an additional 6 hours of professional development in a transition priority area of your choice. You may choose those 6 hours from any of the training options provided in the embedded Professional Development Plan for Building Capacity.

Please register soon so you'll have everything you need to serve your students this school year! Also see attached PDF documents to help with planning.

Here are some common FAQs:

Who must take the training?

  • Anyone identified in the role of TED for a Local Educational Agency (LEA), including charter schools.
  • TEDs who completed the training previously must also complete the revised training.
  • TEDs who support multiple LEAs, such as a Shared Service Arrangement (SSA), only need to take the revised training one time to represent all districts in their SSA assignment.
  • Anyone can access the training, even those not in the role of TED.

What is the revised required TED training?

  • One 2-hour online course
  • 6 additional hours of follow-up training
  • Total TED training hours: 8 hours

How can the required training be accessed?

When must this new training be completed?

  • By the end of the 2021-22 school year, each TED must complete the new online course (2 hours), and the follow-up training (6 hours) for a total of 8 hours.
  • Once started, the participant has 90 days to complete the online course and the additional 6 hours of training to receive their certificate.

How must a TED document that they have completed the training?

How will TED training be monitored?

  • TEA can access the online course and verify if the TED assigned to an LEA has completed the online training.
  • A facilitator will be assigned to the TED online course. This facilitator will review course completion, certificates from additional training hours, and capacity-building plans to award certificates for completion.

What are LEA requirements for TED training?

  • Once an LEA provides assurances in Legal Framework (LF) that the TED has been appropriately assigned in AskTED (no later than October 29, 2021), there is no requirement to submit documentation of completed training for TED.
  • LEAs can determine locally if the TED will be required to submit proof of completion internally.

For the Required TED Online Course: The additional 6 hours of PD must come from the PD Plan that is given to them in the course. TEA is not making any exceptions this school year.

Transition and Employment Designee (TED) Guidelines

The Student-Centered Transitions Network has posted the Transition and Employment Designee Guidelines. This resource provides TEDs with information and tools to better understand their role. Included in this guide are frequently asked question, statutory requirements, information about interagency coordination, and specifics about the various TED responsibilities.

NEW!!! Transition & Employment Designee (TED) Guidelines Booklet

CHECK OUT this new guidelines booklet for the latest requirements to be a TED in your school district as well as training requirements.

On-Demand Courses for Texas Transition planning

On-demand courses that relate directly to items on the SPP 13 checklist are available through the Student-Centered Transitions Network (SCTN) on the Texas Transition website:

These courses are available at no cost. Each course includes interactive ways to check your knowledge and ample opportunities to understand how to apply these required transition elements in your work.

Also......You earn badges upon completion! 🌟

Texas Transition and Employment Guide

The Texas Transition & Employment Guide (English & Spanish) has been revised and published to the Texas Transition website:

What to do with this new resource:

  • Read it! How can it help you in your role?
  • Share it! Who else needs to see this guide?
  • Post it! The T&E Guide must be posted to every LEA website in Texas. Where is the link on your LEA website?

Why not just post the PDF….?

Well, things change. If the Guide is updated, even for a minor issue like a broken link, it can take a while to get the newer version onto the LEA website. Meanwhile, TEA and other monitoring agencies are checking to be sure that LEAs are meeting the requirements in TEC §29.0112:

(e) A school district shall:
(1) post the transition and employment guide on the district’s website if the district

maintains a website

Using the link directly to the page on the Texas Transition website where the Guide is posted will guarantee that your LEA is always meeting this requirement.

Customized Flyer for Pathways Transition & Employment Guide

Now that you have the revised Texas Transition and Employment Guide, as transition leaders you need to ensure your school is meeting the requirements under TEC §29.0112:

(e) A school district shall:

(1) post the transition and employment guide on the district's website if the district maintains a website;

(2) provide written information and, if necessary, assistance to a student or parent regarding how to access the electronic version of the guide at:

(A) the first meeting of the student's admission, review, and dismissal committee at which transition is discussed; and

(B) the first committee meeting at which transition is discussed that occurs after the date on which the guide is updated; and

(3) on request, provide a printed copy of the guide to a student or parent.

Consider the following:

  • Does your IEP software include information about the Texas Transition Guide? If so, does the link take you to the page on the Texas Transition website with the current version?
  • Use this AMAZING one page, customizable flyer to share information about the Guide. You can order a PDF with your LEA information.
    • Click here to customize an English version of the flyer
    • Click here to customize a Spanish version of the flyer
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House Bill 3-Financial Aid Application Requirements

New Graduation Requirements

Beginning the 2021-2022 school year, graduating seniors must complete a Free Application for Federal Student Aid (FAFSA), Texas Application for State Financial Aid (TASFA), or opt-out as a graduation requirement.

Each school district and open-enrollment charter school will be required to provide students with the following information:

· Written notification of the financial aid requirement;

· An explanation of FAFSA, TASFA, and the difference between the two;

· Resources that are available to support completion and submission of FAFSA or TASFA; and

· How to access applications and opt-out forms.

Counselors began tracking the financial aid application requirement during the 2021-2022 school year.

In May/June 2022, transcripts for the class of 2022 will include a "Date Met" field, where districts will indicate that the graduation requirement has been met.

Find out more about HB 3 -Financial Aid Application Requirements HERE.

TWC - 2022 Summer Earn & Learn

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TEA clarification on CTE and special education questions

The Student-Centered Transitions Network has recently received clarification from TEA about two questions related to CTE and special education:

  1. Can a special education teacher who has taken the WBL training serve as the CTE rep in ARD meetings?
  2. Must all students, regardless of support needs and impact of their disability on access to grade-level content, be placed in a general education setting for CTE courses?

See responses below from Susie May and Lacy Freeman with TEA:

1. The Texas Education Agency has received inquiries from the field as well as education service center representatives about whether a teacher certified in special education who has taken the Work-Based Learning (WBL) module may serve as the Career and Technical Education (CTE) representative on the Admission, Review, and Dismissal committee (ARDC). While we encourage the teacher to serve on the ARDC to provide insight into the student’s knowledge and skill progression, this teacher typically does not have the knowledge necessary to speak about all CTE programs of study and curricular options. The CTE representative at the ARDC meeting should be someone who has a full understanding of the sequence of courses, course content, prerequisite skills, equipment and safety rules, possible certification and licensure requirements, related fees, and participation in related organizations. In addition, with respect to continued placements, the CTE representative should be able to report on student performance and progress in the CTE program, be aware of and share concerns, and explain whether accommodations and modifications are effective for the individual student's success. A special education teacher who has taken the WBL module does not typically possess the CTE programmatic and curricular knowledge to serve as the CTE representative on the ARDC.

2. The TEA has also received inquiries from the field and ESC representatives about not including students with special needs in CTE courses with their peers. The Individuals with Disabilities Education Act (IDEA) states that a student who receives special education services must learn in the least restrictive environment (LRE). This means that, to the maximum extent appropriate, a student with a disability must be educated with students who do not have disabilities. It also means that a student with a disability may not be placed in a special class that removes the student from the regular educational environment unless the nature or severity of the disability is such that education in a regular class with the use of supplementary aids and services cannot be achieved satisfactorily. Access to the general curriculum, LRE, and a continuum of alternative placements must be considered when addressing students’ needs and making placement decisions. These decisions are made on an individual basis by the student’s ARD committee, which must include a representative from Career and Technical Education, preferably the teacher, when considering the initial or continued placement of a student in a career and technical education program. The ARD committee determines the student’s placement, which may, in limited situations, include a CTE course in a self-contained setting that serves only students with disabilities, but only when deemed necessary as described above. Therefore, an LEA can provide a CTE course in a special-education-only setting if the ARD committee has made an individualized determination that this setting is the LRE for the student. Also, because of the individualized decisions that must be made for each student with a disability, there must not be a pattern of “guiding” students with disabilities into any one program, and there must be an opportunity for interaction with peers in general education programs. Students who receive special education services must have access to general education courses, including CTE, as deemed appropriate by the ARDC.

Accommodations for Industry-Based Certification Exams in Career and Technical Education

TEA’s Career and Technical Education CTE provides resources for Industry-Based Certifications (IBC) and accommodations provided by vendors. The chart identifies IBC’s with allowable accommodations and includes information to make the request with supporting documentation. Find IBC resources HERE.

Find Industry-Based Certification Resources here.

A New Guide for Parents

The SCTN's new resource, A Parent's Guide to Early Childhood Intervention (ECI) and Early Childhood Special Education (ECSE), is now available. This guide provides information, explanations, and resource links to assist parents with understanding what is meant by ECI/ECSE and what options are available to them.

This guide includes tips and information for parents on:

  • ECI/ECSE Eligibility;
  • What a Transition Conference looks like from ECI to Preschool
  • The evaluation process and;
  • What the Continuum of Services should look like

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Elizabeth Adams

Feel free to call and leave me a message or send an email. I am are happy to help however I can!