2023 Rhode Island General Laws › Title 16 - Education › Chapter 16-24 - Children With Disabilities [See Title 16 Chapter 97 — The Rhode Island Board of Education Act] › Section 16-24-18. - Transition from school to self-sufficient adulthood for students with disabilities.

§ 16-24-18. Transition from school to self-sufficient adulthood for students with disabilities.
(a)
There is established within the department of elementary and secondary education an interagency transition council (the “transition council”) composed of:
(1)
The administrators or their designees of the following:
(i)
Department of human services — office of rehabilitation services;
(ii)
Department of behavioral healthcare, developmental disabilities and hospitals — division of developmental disabilities;
(iii)
Department of behavioral healthcare, developmental disabilities and hospitals — division of behavioral healthcare;
(iv)
Department of children, youth, and families;
(v)
Department of elementary and secondary education — office of student, community and academic supports;
(vi)
Department of elementary and secondary education — office of adult and career and technical education;
(vii)
Department of labor and training — human resource investment council;
(viii)
Department of health — division of community, family health, and equity; and
(2)
Commissioner of higher education or his or her designee; and
(3)
Two (2) young persons with disabilities, two (2) parents of young persons with disabilities, and two (2) representatives of local school districts and one transition coordinator from one of the regional educational collaboratives, appointed by the commissioner of elementary and secondary education.
(4)
One representative of community-based providers of services to adults with developmental disabilities and one representative of community-based providers of adult behavioral healthcare services, appointed by the director of the department of behavioral healthcare, developmental disabilities and hospitals.
(b)
The goal of the transition council is to ensure the preparedness of students with disabilities, upon leaving school, to live and work in the community.
(c)
The transition council shall draft and propose periodic revisions to the cooperative agreement among the state departments and offices for the provisions of services in the transition of young persons with disabilities from school to self-sufficient adult life. The directors of the state departments and agencies shall sign the cooperative agreement and any revisions, prior to their implementation. The transition council shall oversee the implementation of the cooperative agreement. The council shall issue guidelines or instructions and recommend to the state departments and agencies appropriate directives necessary to effectuate the implementation of the cooperative agreement. The transition council shall develop joint plans for state departments and agencies and local school districts for providing transition services to assist young persons with disabilities. The transition council shall, after hearing from the public, issue an annual report to the governor, children’s cabinet, and general assembly on the status of transition services and recommendations for improving opportunities for young persons with disabilities to make a successful transition from school to self-sufficient adult life.
(d)
Individualized transition planning will be initiated by the school district to include the young person with a disability, guardian, general education and special education personnel as appropriate, career and technical education, and representatives of any party to the delivery and implementation of the individual plan. Transition planning will begin by age fourteen (14) or younger if determined appropriate in the individualized education program, for each eligible young person with a disability and shall be reviewed and updated annually.
(e)
As used in this section:
(1)
“Transition services” means a coordinated set of activities for a young person with a disability, designed within an outcome oriented process, that promotes movement from school to post-school activities including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The activities shall be based on the needs of the individual young person with a disability, taking into account the young person with a disability’s preferences and interests; and shall include needed activities in the areas of:
(i)
Instruction:
(ii)
Community experiences;
(iii)
The development of employment and other post-school adult living objectives; and
(iv)
If appropriate, acquisition of daily living skills and functional vocational evaluation.
(2)
“Young person(s) with a disability” means those students:
(i)
Evaluated in accordance with the Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq., as having mental retardation, hearing impairments including deafness, speech or language impairments, visual impairments including blindness, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf-blindness, or multiple disabilities; or
(ii)
Who because of those impairments needs special education and related services, and
(iii)
Age fourteen (14) or younger if determined appropriate in the individualized education program.
History of Section.
P.L. 1994, ch. 230, § 1; P.L. 1998, ch. 128, § 1; P.L. 1998, ch. 320, § 1; P.L. 2000, ch. 320, § 1; P.L. 2000, ch. 466, § 1; P.L. 2012, ch. 197, § 1; P.L. 2012, ch. 244, § 1.