Paris Independent School District

To accomplish great things we must first dream, then visualize, then plan...believe...act!   Alfred A. Montapert

• Is designed to be within a results-oriented process
• Is focused on improving the academic and functional achievement of the child with a disability
• Facilitates child's movement from school to post-school activities (including postsecondary education, vocational education, integrated employment including supported employment)
• Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes--instruction, related services, community experiences
• The development of employment and other post-school adult living objectives
• If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.  (IDEA 300.43(a)

It provides a process for families and students to plan for the future in further education, employment, and independent skills.

• Student
• Family
• Special Education Teachers
• School Administrators
• Other appropriate school staff such as counselors, transition specialists, or vocational adjustment coordinators
• Agency Representatives (if given permission by family or adult student)
• Any person you feel knows the educational needs of your child

• Understand laws regarding transition services;
• Help the child's identify goals in the areas of further education, employment, and independent living;
• Before your child turns 18, be an active participant in the development of the Individualized Education Plan (IEP);
• After he or she turns 18, support your child in the decision-making process
• By law, your child must be invited to attend the ARD meeting if a purpose of the meeting will be to discuss student's post-secondary goals and the transition services needed to achieve those goals;

For each student with a disability, beginning at the age of 16 (prior to the date on which a student turns 16 years of age) or younger, if determined appropriate by the ARD committee, the following issues must be considered in the development of the IEP, and, if appropriate, integrated into the IEP:

(1) appropriate student involvement in the student's transition to life outside the public school system;

(2) if the student is younger than 18 years of age, appropriate parental involvement in the student's transition;

(3) if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled;

(4) any post secondary education options;

(5) a functional vocation evaluation;

(6) employment goals and objectives;

(7) if the student is at least 18 years of age, the availability of age-appropriate instructional environments;

(8) independent living goals and objectives; and

(9) appropriate circumstances for referring a student or the student's parents to a governmental agency for services.

In Texas, a student reaches the age of majority (adulthood) upon turning 18.  At this time, the student (regardless of the disability) becomes an adult and all rights previously afforded to the parent now transfer to the student.  This means that the student will be the decision-maker in the Admission, Review, and Dismissal (ARD) meetings, and will be the person who consents to or refuses services.  The parent will always be notified of an ARD meeting, but notice is not the same as invitation.  However, the parent may be invited by either the student or the school district.  If invited, the parent will be able to participate in the ARD meeting; however, the adult student remains the person who consents to or refuses services when he or she turns 18 years of age.