Transition planning allows an IEP team to consider the Preferences, Interests, Needs and Strengths of individual students in order move students toward achieving their post secondary goals. Person centered planning, family involvement, program structure and ongoing assessment is crucial in this process.
The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living [34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)].
Ohio specifically requires that:
- Comprehensive secondary transition planning and provision of transition services begin not later than the first IEP to be in effect when the child is 14 years of age;
- Transition services include the development of employment in an integrated competitive environment; and
- Transition services shall be provided by individuals who have the competencies, experiences and training required to meet the individual student's transition service needs.
Ohio Longitudinal Transition Study
There is an extension to the data collection deadline for school districts currently required to participate in the Ohio Longitudinal Transition Study. All exit and follow-up survey data is now due on Oct. 31, 2020. Please contact Amy Syzmanski at [email protected] with further questions.
Pre-Employment Transition Services
Opportunities for Ohioans with Disabilities has begun implementing Pre-Employment Transition Services. These exciting new services are available to students with disabilities on an IEP or who are eligible for purposes of a 504, regardless of if the students have an open vocational rehabilitation case. More information can be found through the side link titled "Pre-Employment Transition Services".
Graduation Flexibility - 2021 and Beyond
Recently enacted legislation (HB 164 - Section 12) allows districts and schools to substitute an eligible student’s final course grade in an eligible course for the corresponding high school end-of-course examination. Substituting course grades will ensure minimal disruption to a student’s education experience by eliminating the need to take the missed examinations for the purposes of graduation. Students who completed qualifying courses in the 2019-2020 school year also may elect to take the associated end-of-course examinations in a future administration. For example, students who took algebra I in spring 2020 have the choice to either substitute their final course grades for a corresponding point value or performance level on the algebra I end-of-course exam or take the exam in a future year and use that test score.