Source: http://education.vermont.gov/new/html/pgm_sped/policy/transition/transition_rules.html
Timestamp: 2013-05-19 21:50:47
Document Index: 155603524

Matched Legal Cases: ['§2363', '§2362', '§2363', '§2363', 'art 2', 'arts 300', '§ 300', 'arts 300']

Rules & Regulations Extractions - Secondary Transition Planning Resources | Vermont Agency of Education
Programs & Services : Special Education : Policy & Administration : Secondary Transition Planning Resources : Rules & Regulations Extractions
SECONDARY TRANSITION PLANNING RESOURCES:
RULES & REGULATIONS EXTRACTIONS RELATED TO
SECONDARY TRANSITION Pay It Forward - Assistive Technology (AT) Project PDF
There is an opportunity to support students with disabilities to access "mobile" assistive technology by making a donation of old and/or unused IPhones (version 2 or 3). The VT DOE is working on a statewide Assistive Technology (AT) Project to increase access to assistive technology for students who otherwise might not have an equal opportunity to use this technology in their everyday lives. We are actively looking to convert old iPhones into "cool" AT devices to help students gain access to digital text, communication and other academic apps. Please consider this as an opportunity to make a difference in a student’s life and "Pay It Forward".
For more information about this unique project please contact Michael Ferguson✉, Assistive Technology Project Director with the Vermont Agency of Education.
It can be difficult to find the state and federal regulations pertaining to secondary transition (ST), since they are imbedded in various larger regulations. To facilitate the process of finding the ST regulations, the following extractions all of the secondary transition regulations are provided below.
Vermont Agency of Education/Vermont State Board of Education
Vermont Agency of Education: STATE BOARD OF EDUCATION MANUAL OF RULES AND PRACTICES What do the Vermont Special Education Regulations say about transition planning?
Vermont Agency of Education State Board of Education Manual of Rules and Practices: §2363.8 (i) Content of IEP
(i) age appropriate and measurable post secondary goals based upon age appropriate assessments related to:
(A) community employment;
Vermont Agency of Education State Board of Education Manual of Rules and Practices:
(c) To ensure successful postsecondary transition, transition services may be special education, if provided as specially designed instruction, or related services, if required to assist a student to benefit from special education.
(i) Are designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child who is eligible to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
Vermont Agency of Education State Board of Education Manual of Rules and Practices: §2362.2.4(m) Evaluation Procedures (Summary of Performance)
If a student is due to graduate with a regular high school diploma or will be attaining the age when his/her entitlement to a FAPE ends, there is no requirement to conduct a special education evaluation. The responsible school district shall provide the child with a summary of the child’s academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s post secondary goals.
Vermont Agency of Education State Board of Education Manual of Rules and Practices: §2363.4(b) IEP Team
(b) Additional participants when the transition services of the student will be discussed.
(1) Not later than the IEP to be in effect when a student is age 16 (or younger, if determined appropriate by the IEP team), the school district shall continue inviting the student to attend his/her IEP meetings to discuss transition services.
Vermont Agency of Education State Board of Education Manual of Rules and Practices: §2363.5(d) Participation in IEP meeting
For Further Research: View the Vermont Agency of Education - State Board of Education Manual of Rules and Practices Rule 2360
U.S. Department OF EDUCATION IDEA 2004 What does the United States Agency of Education IDEA 2004 law say about transition planning? The term ‘transition services’ means a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability.
A) Facilitate the child’s movement from school to post-school activities, including postsecondary education, integrated employment (including supported employment), continuing and adult education, adult services, and independent living; and…
B) Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. Public Law 108-446 (IDEA) Re-Authorization December 3, 2004 Page 118 Statute:
For Further Research: View the United States Agency of Education Individuals with Disabilities Education Act (IDEA)
FEDERAL REGISTER What does the federal register say about transition 300.320?
Part 2 - United States Agency of Education 34 CFR Parts 300 and 301
(Authority: 20 U.S.C. 1401(34)
(c) Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child’s rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under
§ 300.520.
(Authority: 20 U.S.C. 1414(d)(1)(A)
For Further Research: Agency of Education 34 CFR Parts 300 and 301 (PDF)
FOR QUESTIONS OR ADDITIONAL ASSISTANCE Michael Ferguson, Secondary Transition Consultant
John Spinney, Secondary Transition Consultant