Special Programs


What is Transition?

Transition services.

  1. Transition services mean a coordinated set of activities for a child with a disability that—
    1. 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 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;

    2. Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—

      1. Instruction;
      2. Related services;
      3. Community experiences
      4. The development of employment and other post-school adult living objectives; and
      5. If appropriate, acquisition of daily living skills and provision of functional vocational evaluation.
  2. Transition services for children with disabilities may be special education if provided as specially designed instruction, or a related service if required to assist a child with a disability to benefit from special education.

When Does it Begin?

Transition services are intended to prepare students to move from the world of school to adulthood. Transition planning begins during high school at the latest. IDEA requires that transition planning starts by the time the student reaches age 16. Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so. (Texas STARTS AT AGE 14) Transition planning takes place as part of developing the student’s individualized education plan (IEP). The IEP team (which includes the student and the parents) develops the transition plan. The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered. In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation. Transition services must be a coordinated set of activities oriented toward producing results. Transition services are based on the student’s needs, preferences, and interests.

(Note the main difference between Federal and state requirements is the age a full Transition Plan development is required)

ATP (18+)

The 18+ is a non-traditional education that is designed to provide instruction in the community in age-appropriate environments. Locations include work-based learning sites and paid-employment sites, postsecondary education options, service learning, community services such as grocery stores and adult agencies, and community transportation services. Community sites for recreation/leisure are included in the transition programming options for students in the 18+ program. The specific locations where the instruction occurs and the supports needed are individually designed and based on the adult student’s IEP developed by the ARD (Admission, Review, and Dismissal) Committee through a data-driven decision-making process based on current evaluation data. 18+ is a community-based program that uses the community as an extension of the classroom. The opportunity to learn side by side with individuals without disabilities is a critical component of the program. The individualized education program, for each adult student, is designed to be implemented in natural environments in the community that has been identified as post-school goals by the adult student and parent/guardian. Current evaluation data is used to identify strengths, preferences, and interests related to postsecondary goals. Information on instructional needs identified in the current evaluation data is provided to the ARD Committee to make data-driven decisions in the development of the individualized education program (IEP). The IEP is the guiding framework to implement instruction for work-based learning, postsecondary education, travel training, independent living, service learning, recreation/leisure activities, or other areas of need identified by the ARD Committee.

The program goals for 18+/ is to serve young adults with disabilities as they transition from public school to adult life, may include one or more of the following:

  • Assist adult students to obtain full or part-time paid employment skills

  • Assist adult students to participate in postsecondary education and/or training

  • Provide travel training to adult students to ensure access and sustainability of skills learned and performed in the community

  • Facilitate the learning and use of self-determination skills

  • Improve communication skills related to business and social relationships, meeting personal needs, employment, postsecondary education/training, and independent living

  • Assist adult students in developing social relationships with same-age peers as a natural support system

  • Facilitate the application to and client-ship of adult agencies and/or community services that provide continued assistance and supports to adults with disabilities

  • Assist adult students in developing and participating in adult recreation/leisure activities

  • Train parents/guardians and family members on strategies and skills to provide support to adult students with disabilities after graduation or aging-out of high school

  • Provide training, support, and opportunities for adult students with disabilities to increase their level of independence and participation in adult life.

Program Requirements for Participation

The target audience for the ATP Program is Lamar Consolidated ISD’s students with disabilities, ages 18 to 21, which have met the requirements for graduation and have participated in Community Based Vocational Instruction (CBVI). The decision for placement into the Adult Transition Program is an ARD committee decision. ATP is not appropriate for all adult students with disabilities who are 18 or older. To be considered for ATP, the student must:

  • Be ages 18-21 and reside in LCISD.
  • Have a current Individual Education Plan (IEP).
  • Have completed their high school courses for graduation
  • Referred for consideration by the high school staff, parent or student request
  • Require and/or seek support in skills necessary for adult life beyond the age of 18.
  • Be employable and/or interested in skills training.