When and how should schools involve community and adult agencies in the transition process?
A. IVRS should be invited to participate in IEP meetings as soon as a need is identified. This may occur quite early as some students require assistance of IVRS when considering services and accommodations that are needed (i.e. driver’s training). Other students may not require early referrals. However, no student should be referred later than the first semester of their junior year of high school. It is preferable for IVRS to participate actively in a student’s sophomore year of high school so that a comprehensive course of study can be identified that is meaningful to each student. Adult and community agencies should be involved in transition as part of describing the “coordinated set of activities” related to the transition process. The “coordinated set of activities” is a multi-year description of coordinated activities and strategies to help each student achieve their desired post- school outcome. Agencies that could provide or pay for services outside the school should be involve
Related Questions
- How should agencies involve the general public in the Section 106 review process to ensure that their views are considered while expediting Recovery Act funded programs and projects?
- is the process for selecting credentialing (certificating) agencies, schools, institutions?
- What does the collections process involve?
