2. At what age is transition planning required under the IDEIA? (5 points) According to IDEIA, transition planning is required at the “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” (IDEA 2004). One can see, that the student is required by law to have a transition plan when he or she turns 16 or earlier if stated on their IEP. In other words, if the IEP states that the student should have a transition plan at the age of 13 then by law it has to be complete by that time because an IEP is a legal binding document.
The book, Instructional Methods for Secondary Students with Learning and Behavior Problems, by Patrick J. Scholoss, states: “By the time the student reaches 16 years of age, the plan must include two items. First is a statement of needed transition services, defined as a coordinated set of activities that promote the movement form school to post school activities”. In my opinion, I think this is a great idea and it benefit the students. Since, this helps the child figure out what they should do after graduating high school.
3. Who must be present at an IEP meeting during which transition planning occurs, according to the IDEIA? (5 Points) Members that must be present for the period of transition planning are student, regular education teacher(s) (if needed), school system representative, transition services agency representatives, parents, individual who can interpret evaluation results, and special education teacher(s) or provider. The book suggest that the parents or the provider invite a transition services agency representatives such as representatives from adult service agencies, regional Office Service Coordinator, dputy Juvenile Officer (DJO), vocational Rehabilitation VR) counselors or a disability support services personnel from colleges or universities (Schloss 2007). Since technically it is an IEP meeting the usual members should participate. Like stated before, there should be a transition services agency representatives, since they can provide additional option for the student. Subsequently, this meeting is to benefit and secure the future of the student.
4. What is the difference between a foster parent and a surrogate parent? (10 points) Foster parents are people who are legal in charge of the child because the true parents could not provide for the child under several circumstances. According to Kids Health, foster parents, “take kids into their homes and take care of them for as long as kids need” (Kids Health 2016). On the other hand surrogate parents are those who are appointed by the school to represent the interest of a child when their parent cannot be identified (Roalson 2013). So one can see that the main difference between a foster parent and a surrogate parent is that a surrogate parent gets chosen by the school when the foster parents or true parents cannot be identified.
5. Identify two individuals who have responsibility for transition programming in the Flagstaff public schools, or in the public school system in the community where you intend to work. (10 Points) • Name: Zeenat Pereira • Title: IEP Specialist • [email protected] · 928-502-5930 • Mrs. Pereira is in charge of revising every IEP that is written at Cibola High School. She makes sure that the teachers are writing measurable goals and makes sure the IEP’s are not violating any laws. She is also in charge of setting transitional planning • Name: Tayde Lund • Title: Special Education Teacher • [email protected] • 928-502-5930 • Mrs. Lund is a special education teacher that teaches living skills, art, and school to work classes. S2W classes help students with disabilities get prepare for post-school. She teaches students how to fill out a job application, build resumes, plan for college and encourages volunteering in many job positions. She haves here student try out many job position so they get the experiences and find out what they want to do after graduating high school.
6. What components must be included in a transition plan? Please describe each briefly. (15 points) o Measurable Postsecondary Goals(MPGs)- are measurable goals that articulate what a student with a disability is going do to get prepared after he or she graduates high school. These goals should be met to ensure that the student is ready for what he/ she want to do after graduation. (AZED 2016) o Age-Appropriate Transition Assessments- These scores articulate the areas in which the child need addition support. These scores are used to formulate what MPGs. (AZED 2016) o Transition Services and the Course of Study.
According to the AZ Department of Education, this is the framework that helps the student reach his/her goals. In other words, this the criteria that is needed to help the child get prepare to reach his/her postsecondary goals. (AZED 2016) o Annual Goals- These are goals in the transition plan that break down the MPGs. These goals ensure that the student is making precise progress in to meeting is MPG. (AZED 2016) o Summary Performance- According to the Arizona Department of Education, the summary performance is a review that exits the student from a transition plan. This can happen due to graduation or being over the age limit to receive special services. (AZED 2016)
7. Why did Congress determine that transition planning should be an integral part of a student’s IEP? (5 points) According to GreatSchools Staff, ‘When Congress updated the nation’s special education law, the Individuals with Disabilities Education Act (IDEA 2004), it sought to improve postsecondary results for students with disabilities by requiring public high schools to provide better transition planning” (Great Kids 2010). In other words, they were helping student make a smoother transition after graduating high school. So, that high schools were fully preparing their students with disabilities for after high life. These would ensure that our students would be perfect candidate to obtain a job and go college or university. It makes them aware of choices that they can make after high school.
8. Dax is a student at Connor Spivey High School in Wichita, Kansas. He has been receiving accommodations for his attention deficit disorder through a 504 plan. Can Dax receive a transition plan for his desired interest of attending Kansas State University as a mechanical engineering major? Explain. (10 points) According to Janine Solomon, “This means that for youth with IEPs who have been entitled to services under IDEA while attending school, it will be necessary for the student to advocate for themselves in requesting accommodations when they transition to employment, postsecondary education, or in the community” (Solomon 2012).
In other words, if a student is under a 504 plan, he/she is require to advocate for themselves, unless he/she requests help. For example, if the students or parents come and ask for support then that help should be giving. It should be up to the IEP team if there should be an IEP meeting to discuss these transition options. So, it could be a formal or informal meeting. I guess it depends on how much the student need the extra support.
9. Jennifer has reached the “age of majority,” and is legally eligible to assume her educational rights. Her parents are concerned that Jennifer does not have the cognitive capacity to manage her educational rights and responsibilities. Do her parents need to transfer those rights to her? If yes, please explain why. If no, please explain their options. (10 points) According to A.R.S $15-773, ‘When a pupil with a disability reaches eighteen years of age, all rights previously accorded to the pupil’s parent under part B of the individuals with disabilities education act (20 United States Code sections 1400 through 1420) and all rights previously accorded to the pupil’s parent under the laws of this state are transferred to the pupil, unless the pupil has been declared legally incompetent.”
This means, that if Jennifer’s parents did not declared a legally incompetent then Jennifer can manage her educational rights and responsibilities once she turn 18. Keeping in mind that Jennifer can terminate the contract at any time after 18. In my opinion, if it is safe to assume that Jennifer cannot make decision on her own because of her disability then it would be okay to conserve those rights to the parents. However, there is not guideline that need to be met that determine the student to giving up their rights. So, if Jennifer agree or assume that she has a serve disability then I would be safe to say that those rights need to stay with the parents. However, if Jennifer can speak for herself and she can think for herself then it is okay for her to control her future.
10.Tara has a specific learning disability and attends St. Xavier Preparatory School, a private parochial school in Upper Montclair, New Jersey. Is Tara’s school responsible for preparing a transition plan for her, if she wishes to attend Rutgers University as a special education major? Why or why not? (20 points) According to Understanding Special Education, “IDEA defines the legal rights of private school students to publicly funded special education services. Specifically, it states that a private institution student DOES NOT have the same legal rights to special education services as a special education student in public school” (U.S.E. 2009).
This means that Tara has the right to purse any career she wants. A IEP is a legal binding document, so unless it states that Tara cannot purse that career for any reason then she cannot. Furthermore, if Tara’s IEP already has a transition plan stating that she would attend Rutgers University as a special education major and she goes to private school, by the law they are require to help. One should know that an IEP is a paper of the law and it has to be completed as it states. I do not remember who told me, but there was a story where a private school got sued because they did not follow a student’s IEP after it was legally written.