Career and Technical Education in Pennsylvania offers students the opportunity to develop critical skills through a combination of classes and hands-on learning experiences, which allow them to apply academics to real-world problems.

Joining PaTTANpod is the Director of the Bureau of Special Education, Carole Clancy and Lee Burket, Director of Career and Technical Education at the Pennsylvania Department of Education.

New resources have also been added to support the field including updated graphics and a frequently asked questions guide. Check these resources out under New and Noteworthy.

Invitation to Participate in the IEP Team Meeting or Other Meeting

The number one issue found during the cycle monitoring, item FSA 21A - Transition Services, is failure to provide evidence that the student was invited to the IEP. Remember 1 no on 1 file in FSA 21A makes the district out of compliance for Transition Services.

Students must be invited to attend any IEP team meetings where transition planning will be discussed. Federal law requires this once the student turns 16, and younger if determined appropriate by the IEP team. In Pennsylvania, Chapter 14 sets the required age to 14.

You must provide evidence that student was invited to the IEP meeting. The student’s signature on the IEP will not suffice. ​ Therefore, the student must be listed on the IEP meeting invitation. Further, because the purpose of this meeting is to begin or continue Transition Planning, this box must be checked on the invitation. ​

In addition, for a transition-aged student, we must also clearly document agency involvement on the invitation. We need to invite an agency: (a) if the agency is likely to provide or pay for transition services and (b) only with parent permission. For compliance purposes, any agency representative must be listed on the invitation, which is sent home to the parents/family. This will suffice regarding the requirement to inform parents of agency involvement. HOWEVER, it is highly recommended and encouraged that you converse with and address agency attendance and participation in the meeting with the parent/family above and beyond listing the representative on the invitation prior to the meeting date. If an agency will not be invited or participating in this IEP, you must clearly document why agency involvement is not pursued at this time. Compliance officers will look for this information if Transition Services is not checked or if the Community Agency Representative name box is left blank.

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Some things to consider:

• This invitation must include a student if the student is 13, turning 14 during the year in which the IEP will be implemented.
• Make parents aware of this requirement and the importance of including all students in the process of their own transition planning.
• Student involvement should not be limited to attendance, and hopefully, active participation during the IEP meeting. Time needs to be set aside to help prepare the student before the meeting and debrief after the meeting.
• Include documentation of the invitation in the student’s file.

Work-based learning in high school helps prepare students with special needs for future careers, asserts Rachel Jorgensen, a special-education teacher and coordinator of work-based learning at a Minnesota school district. In this article, Jorgensen shares several tips for effective work-based learning, including avoiding over-helping and integrating a classroom component. Check out the article in Edutopia.

Check out their Training Resource Library.

If you're new to transition, be sure to check out Transition 101!

There are two sessions left in a free webinar series to become TAGG Certified. These sessions are designed to provide in-depth information on our transition assessments, goal implementation, and resources to teach transition skills. Click below to register:

Click on the dates below to register:

Session 3: November 19

Session 4: December 3

11/9/2022

3:00-4:00 p.m.

Work Learning Activities as a Pathway to Competitive Integrated Employment: Webinar attendees will hear from panelists and leaders from across the country who model successful work learning programs as a second key component of Community Engagement. Learn about how state leaders successfully blend Vocational Rehabilitation and Developmental Disability Agency Supports to create effective work-learning opportunities for those looking to build skills while looking for work, and for students currently engaged in Pre-Employment Transition Services (Pre-ETS).

Register Here!