Texas Transition Checklist for Special Education Audit

Parents and families play an essential role in special education. SPEDTEX offers resources that can assist families in understanding disabilities and the special education process.

Regional Education Support Committees (ESCs) play an essential role in monitoring TEA’s system of support for Individuals with Disabilities Education Act (IDEA). TCISC membership comprises representation from key perspectives and roles, including parents, educators, related service providers, evaluation personnel and members of the public.

1. Student’s Individualized Education Plan (IEP)
An Individual Education Plan, or IEP, is a written document that sets goals for your child’s education. An IEP team comprises your child’s teacher, the special education specialist who evaluated your child, and an official from the school system (usually counselor or principal). Parents may be included if desired on this team.

Document that details your child’s present levels of performance and establishes measurable goals to support progress within their general curriculum. IEP also contains lists of supplementary aids and services as well as program modifications deemed necessary by its team for your child to reach his/her goals effectively.

An Individual Education Plan (IEP) also details whether or not your child will participate in state and district achievement tests that other students at their school take, along with any accommodations necessary for these tests. In addition, it lists when and where your special education services will be provided.

2. Individualized Transition Plan (ITP)
Individualized Transition Plans, or ITPs, must become part of every student’s Individualized Education Plan by age 16. ITPs serve to prepare a student for life after school by taking into account their interests, strengths, needs and key stakeholders’ feedback when formulating goals, tailoring support services to individual needs and monitoring progress.

ITPs may include activities like job shadowing, vocational training, community involvement and creating interagency linkages. Ideally, students should take an active part in planning their transition and should be invited to any meetings related to their ITP.

ITPs are designed to prepare students for post-school goals that may include further education or training, employment or even daily living skills development. An ITP will outline specific activities a student will engage in to meet these post secondary goals as well as any educational environments or services provided that will aid with this preparation process.

3. Individualized Transition Assessment (ITA)
Transition Assessments provide students with an in-depth evaluation of their strengths, interests and needs in order to set appropriate measurable postsecondary goals and transition services that may assist them in reaching them. They may include formal and informal assessments as well as any real life community experiences (paid work, extracurricular activities and volunteering) applicable to their skill set. They should be performed by school personnel.

Noteworthy is the focus of federal transition assistance (TA) efforts on helping individuals with disabilities find competitive integrated employment, while this effort deserves praise and should also explore strategies for strengthening statewide capacity and quality assurance in CRPs as they pertain to transitioning into the workforce.

Many family-led organizations at both the national and state levels have developed and distributed useful and appropriate TA tools, resources, and materials for families and youth/young adults. RAISE, National PLACE and their state partners have all shared these materials widely with families and youth/young adults.

4. Individualized Transition Support Plan (ITSP)
Transition planning must become part of an IEP when the student turns 16. Students should play an active role in creating their own plan, identifying strengths and interests, setting goals, and being invited to ARD committee meetings where transition services are discussed.

Interagency linkage is also essential. Schools must create relationships with organizations and agencies in the adult world to assist students with finding employment, living independently and making friends. They should also help develop support systems to assist with independence by connecting students to mentors or individuals who can serve as role models.

Health care transition is another essential element of ITP. Young adults must learn about their medical needs, communication strategies with physicians, and when to use a health care proxy. At school they can develop these skills by seeking help from their therapist or case manager and participating in health class activities.