I 
113TH CONGRESS 
1ST SESSION 
H. R. 510 
To amend the Individuals with Disabilities Education Act to make improve-
ments to the individualized education program under that Act and facili-
tate the transition of children with disabilities to adulthood, and for 
other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 5, 2013 
Mr. HARPER (for himself and Mrs. MCMORRIS RODGERS) introduced the fol-
lowing bill; which was referred to the Committee on Education and the 
Workforce 
A BILL 
To amend the Individuals with Disabilities Education Act 
to make improvements to the individualized education 
program under that Act and facilitate the transition of 
children with disabilities to adulthood, and for other pur-
poses. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Transition toward Ex-
cellence, Achievement and Mobility through Education Act 
of 2013’’ or ‘‘TEAM–Education Act of 2013’’. 
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SEC. 2. FINDINGS AND PURPOSES. 
(a) FINDINGS.—Congress finds the following: 
(1) Evidence-based research has conclusively 
documented that youth with significant disabilities 
who were educated in inclusive settings, were ex-
posed to work experience and career exploration, and 
participated in a paid work experience while in 
school had better postsecondary outcomes and high-
er rates of sustainable employment. 
(2) Higher rates of self-determination, in which 
individuals with significant disabilities and their 
families have direct control over the decision-making 
process in order to ensure an appropriate individual-
ized transition strategy, lead to better outcomes. 
(3) Regulations and processes allowing for flexi-
bility in the blending and braiding of government 
funds to ensure seamless, collaborative strategies 
during the transition process lead to better outcomes 
for individuals with significant disabilities. 
(4) Agency officials involved directly in the pro-
vision of supports and services during a youth’s 
transition into adulthood and beyond must be pro-
vided additional training to become properly pre-
pared to adequately address the individual transition 
needs of students with significant disabilities. 
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(b) PURPOSES.—The purposes of this Act are the fol-
lowing: 
(1) Create a holistic system across multiple 
partners focused on successful transition of youth 
with significant disabilities into adulthood. 
(2) Create a systemic focus on achieving high 
expectations for all youth, through equality of oppor-
tunity, full participation through self-determination 
and informed choice, outcomes related to post-sec-
ondary options that lead to competitive integrated 
employment and economic self-sufficiency. 
(3) Promote innovative strategies to foster aca-
demic, professional, and social inclusion, and the so-
lidification of long-term supports and services re-
quired to ensure full integration into the community 
setting. 
(4) Better define and coordinate specific serv-
ices related to the effective transition of youth with 
significant disabilities. 
(5) Eliminate barriers and promote incentives 
for multiple stakeholders to collaborate and improve 
transition opportunities for youth with significant 
disabilities. 
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SEC. 3. DEFINITIONS. 
(a) TRANSITION SERVICES.—Section 602(34) of the 
Individuals with Disabilities Education Act (20 U.S.C. 
1401(34)) is amended— 
(1) in subparagraph (A), by inserting ‘‘and cus-
tomized employment’’ after ‘‘supported employ-
ment’’; 
(2) in subparagraph (B), by striking ‘‘and’’ at 
the end; 
(3) in subparagraph (C), by striking the period 
at the end and inserting a semicolon; and 
(4) by adding at the end the following new sub-
paragraphs: 
‘‘(D) includes training in self-advocacy and 
self-determination activities and the skills need-
ed to participate in making informed choices to 
prepare and empower the child to advocate and 
negotiate on the child’s own behalf; and 
‘‘(E) does not include facility-based em-
ployment or activity settings, such as sheltered 
workshops, day habilitation centers, mobile 
work crews, or enclave work settings.’’. 
(b) OTHER DEFINITIONS.—Section 602 of the Indi-
viduals with Disabilities Education Act (20 U.S.C. 1401) 
is amended by adding at the end the following new para-
graphs: 
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‘‘(37) INFORMED CHOICE.—The term ‘informed 
choice’ means a choice-making process that includes 
the following elements: 
‘‘(A) The provision of adequate informa-
tion to the child and the child’s parents about 
the full range of options that are to be consid-
ered. 
‘‘(B) Sufficient resources (personnel as 
well as fiscal) to support the choice made by the 
child and the child’s parents. 
‘‘(C) Willingness of any provider of serv-
ices to accept the choice and the reasonable 
risks associated with the choice. 
‘‘(D) Information on the parameters of the 
choice and the relevant options being considered 
in the language and capabilities of the child in 
the choice-making process. 
‘‘(E) Acknowledgment by the child and all 
parties involved that the use of public-funds 
should be focused on choices that foster per-
sonal, social, and professional development in 
integrated settings and lead to outcomes of in-
creased economic self-sufficiency and profes-
sional advancement. 
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‘‘(38) INTEGRATED
EMPLOYMENT.—The term 
‘integrated employment’ means work compensated at 
the greater of minimum wage or competitive wages 
with related employment benefits, occurring in a typ-
ical work setting where the employee with the dis-
ability interacts or has the opportunity to interact 
continuously with non-disabled co-workers, has an 
opportunity for advancement and mobility, and is 
preferably engaged in full-time employment. 
‘‘(39) SELF-DETERMINATION ACTIVITIES.—The 
term ‘self-determination activities’ has the meaning 
given the term in section 102 of the Developmental 
Disabilities Assistance and Bill of Rights Act of 
2000 (42 U.S.C. 15002). 
‘‘(40) STATE
INTELLECTUAL
AND
DEVELOP-
MENTAL
DISABILITIES
AGENCY.—The term ‘State 
intellectual and developmental disabilities agency’ 
means the primary State agency or subdivision with 
administrative, programmatic, and operational re-
sponsibility for the full range of services and sup-
ports furnished to individuals with intellectual and 
developmental disabilities.’’. 
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SEC. 4. STATE-LEVEL ACTIVITIES. 
Section 611(e)(2)(C) of the Individuals with Disabil-
ities Education Act (20 U.S.C. 1411(e)(2)(C)) is amend-
ed— 
(1) by redesignating clauses (vii) through (xi) 
as clauses (viii) through (xii), respectively; and 
(2) by inserting after clause (vi) the following 
new clause: 
‘‘(vii) To enter into contracts with en-
tities that have expertise in the provision 
of transition services specifically related to 
assisting children with disabilities in the 
accomplishment of the transition objectives 
outlined in the child’s IEP to the extent 
such objectives relate to the provision of 
school-based preparatory activities, work- 
based learning experiences, career prepara-
tion, and job experiences in an integrated 
community setting, other than facility- 
based employment and activity settings, 
such as sheltered workshops, day habili-
tation centers, mobile work crews, and en-
clave work settings.’’. 
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SEC. 5. STATE ELIGIBILITY. 
Section 612(a) of the Individuals with Disabilities 
Education Act (20 U.S.C. 1412(a)) is amended by adding 
at the end the following new paragraph: 
‘‘(26) PLAN RELATING TO TRANSITION SERV-
ICES.— 
‘‘(A) IN GENERAL.—The State has estab-
lished a plan to ensure that the State edu-
cational agency coordinates efforts among the 
various State agencies involved in the successful 
transition of youth with disabilities into adult-
hood, including the State agencies described in 
subparagraph (B), and to align practices and 
direct resources toward the effective provision 
of transition services to address the needs of 
children with disabilities, including involvement 
and progress in the general curriculum in the 
least restrictive environment, academic and 
school-based preparatory experiences, work and 
career readiness, youth development and leader-
ship, comprehensive community connections, 
and family involvement and engagement. 
‘‘(B) STATE AGENCIES DESCRIBED.—The 
State agencies referred to in subparagraph (A) 
are— 
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‘‘(i) the State intellectual and develop-
mental disabilities agency; 
‘‘(ii) the State vocational rehabilita-
tion agency; 
‘‘(iii) the agency responsible for the 
State medicaid program under title XIX of 
the Social Security Act; and 
‘‘(iv) the State department of labor or 
workforce investment board.’’. 
SEC. 6. INDIVIDUALIZED EDUCATION PROGRAMS. 
(a) EVALUATIONS
BEFORE
CHANGE
IN
ELIGI-
BILITY.—Section 614(c)(5)(B)(ii) of the Individuals with 
Disabilities Education Act (20 U.S.C. 1414(c)(5)(B)(ii)) 
is amended— 
(1) by striking ‘‘the child with a summary’’ and 
inserting ‘‘to the child and the child’s parents, not 
later than 7 days after the child’s eligibility termi-
nates, with— 
‘‘(I) a summary’’; 
(2) by striking the period at the end and insert-
ing ‘‘; and’’; and 
(3) by adding at the end the following new sub-
clause: 
‘‘(II) a comprehensive record of 
the child’s work experiences, skills, 
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talents and strengths relevant for dis-
cussions with prospective employers, 
post-secondary education programs, 
career placement services, and men-
tors.’’. 
(b) INDIVIDUALIZED EDUCATION PROGRAM.—Sec-
tion 614(d)(1)(A) of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1414(d)(1)(A)) is amended— 
(1) in clause (i)— 
(A) in subclause (VII), by striking ‘‘and’’ 
at the end; 
(B) in subclause (VIII)— 
(i) in the matter preceding item 
(aa)— 
(I) by striking ‘‘16’’ and insert-
ing ‘‘14’’; and 
(II) by inserting ‘‘at a minimum’’ 
after ‘‘updated’’; and 
(ii) by striking items (bb) and (cc) 
and inserting the following: 
‘‘(bb) a strategy to address 
the needs of the child related to 
academic and school-based pre-
paratory experiences, work and 
career readiness, youth develop-
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ment and leadership, comprehen-
sive community connections, and 
family involvement and engage-
ment; and 
‘‘(cc) objectives leading to 
postsecondary 
education, 
sus-
tained integrated employment, 
economic self-sufficiency, inde-
pendent living and community 
participation;’’; and 
(C) by adding at the end the following: 
‘‘(IX) beginning not later than 
the date on which the first IEP is to 
be in effect when the child attains the 
age of 14— 
‘‘(aa) a description of the 
transition 
services 
(including 
courses of study and work experi-
ence) that will be provided to as-
sist the child in reaching the 
postsecondary goals described in 
subclause (VIII)(aa); and 
‘‘(bb) a description of the 
training in self-advocacy, develop-
ment of self-determination activi-
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ties, and the skills needed to par-
ticipate 
in 
making 
informed 
choices to prepare and empower 
the child to negotiate and advo-
cate on the child’s own behalf; 
and 
‘‘(X) beginning not later than 1 
year before the child reaches the age 
of majority under State law, a state-
ment that the child and the child’s 
parents have been informed of the 
child’s rights under this title, if any, 
that will transfer to the child on 
reaching the age of majority under 
section 615(m).’’; and 
(2) by adding at the end the following: 
‘‘(iii) ADDITIONAL
RULE
OF
CON-
STRUCTION.—Nothing in clause (i)(VIII) 
shall be construed to authorize the use of 
facility-based employment or activity set-
tings, such as sheltered workshops, day ha-
bilitation centers, mobile work crews, or 
enclave work settings in a child’s IEP.’’. 
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(c) INDIVIDUALIZED EDUCATION PROGRAM TEAM.— 
Section 614(d)(1)(B) of the Individuals with Disabilities 
Education Act (20 U.S.C. 1414(d)(1)(B)) is amended— 
(1) in clause (vi), by striking ‘‘and’’ at the end; 
(2) redesignating clause (vii) as clause (viii); 
and 
(3) by inserting after clause (vi), as amended 
by this subsection, the following: 
‘‘(vii) beginning at the age of 14 with 
respect to a child with a disability who is 
expected to be eligible to receive adult serv-
ices under the State medicaid program 
under title XIX of the Social Security Act 
(or any services provided under a waiver 
under such program) or any other adult 
services provided by the State intellectual 
and developmental disabilities agency upon 
reaching the age of majority, a representa-
tive of the State intellectual and develop-
mental disabilities agency; and’’. 
(d) DEVELOPMENT OF IEP.—Section 614(d)(3) of 
the Individuals with Disabilities Education Act (20 U.S.C. 
1414(d)(3)) is amended— 
(1) in subparagraph (A)— 
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(A) in clause (iii), by striking ‘‘and’’ at the 
end; 
(B) in clause (iv), by striking the period at 
the end and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(v) the transition services necessary 
to assist the child to attain a postsec-
ondary education, integrated employment, 
independent living, and community partici-
pation.’’; and 
(2) 
by 
redesignating 
subparagraphs 
(B) 
through (F) as subparagraphs (C) through (G), re-
spectively; 
(3) by inserting after subparagraph (A) the fol-
lowing new subparagraph: 
‘‘(B) PREPARATION
FOR
DEVELOPMENT 
OF IEP FOR A CHILD IN TRANSITION YEARS.— 
The IEP Team, upon the request of a child who 
has attained the age of 14, shall— 
‘‘(i) offer a preliminary meeting and 
advocacy training for the child and child’s 
parents to support the preparation of the 
parents in advocating on their child’s be-
half during any upcoming IEP team meet-
ing that will be conducted by a certified 
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trainer with specific experience in self-ad-
vocacy and family advocacy training; and 
‘‘(ii) ensure that all pertinent infor-
mation, including school records, edu-
cational materials regarding transition 
services available and background informa-
tion on any pre-existing partnerships be-
tween the local educational agency and any 
outside providers of transition services or 
post-secondary education, is sent to the 
child at least ten days prior to the IEP 
team meeting.’’; and 
(4) in subparagraph (G) (as redesignated), by 
striking ‘‘subparagraph (D)’’ and inserting ‘‘sub-
paragraph (E)’’. 
(e) REVIEW
AND
REVISION
OF
IEP.—Section 
614(d)(4)(A) of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1414(d)(4)(A)) is amended— 
(1) in clause (i), by striking ‘‘and’’ at the end; 
(2) in clause (ii), by striking the period at the 
end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(iii) beginning when the child attains 
the age of 14, evaluates the progress made 
in achieving the child’s transition objec-
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tives, identifying challenges and opportuni-
ties and discussing any additional transi-
tion services that need to be secured to op-
timize the child’s successful completion of 
transition objectives set forth in the child’s 
IEP leading to postsecondary education, 
integrated employment, independent living, 
and community participation.’’. 
SEC. 7. GRANTS FOR ESTABLISHMENT OF LOCAL COORDI-
NATORS FOR TRANSITION SERVICES. 
Section 614 of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1414) is amended by adding at the 
end the following: 
‘‘(g) GRANTS FOR ESTABLISHMENT OF LOCAL COOR-
DINATORS FOR TRANSITION SERVICES.— 
‘‘(1) IN GENERAL.—The Secretary is authorized 
to provide grants to State educational agencies to 
provide authorization, funding, and support to local 
educational agencies to establish coordinators to pro-
vide transition services to children with disabilities 
under this part. 
‘‘(2) ACTIVITIES
OF
COORDINATORS.—Coordi-
nators established under paragraph (1) shall— 
‘‘(A) manage the development and imple-
mentation of the transition services components 
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of an IEP for children with disabilities under 
this part; and 
‘‘(B) facilitate relationships between chil-
dren with disabilities and parents of children 
with disabilities and public and private agencies 
involved in transition services for children with 
disabilities under this part. 
‘‘(3) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this subsection $50,000,000 for each of the fiscal 
years 2014 through 2018.’’. 
SEC. 8. EFFECTIVE DATE. 
The amendments made by this Act take effect on the 
date of the enactment of this Act and apply with respect 
to fiscal years beginning on or after the date of the enact-
ment of this Act. 
Æ 
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