The IDEA, reauthorized and signed into law on December 3, 2004 as the Individuals with Disabilities Education Improvement Act, (IDEA 2004) changed the definition of transition services. In IDEA 2004, 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 to facilitate the child’s movement from school to post-school activities, including post secondary education; vocational education; integrated employment (including supported employment); continuing adult education; adult services; independent living or community participation.
Brevard Public Schools (BPS) provides Transition Support Services to independent and supported level exceptional education students. Under contract with BPS, Brevard Achievement Center (BAC) provides a wide variety of services to prepare students to secure and retain employment. Under the supervision and guidance of the Exceptional Education Program Support Office, students explore and research career opportunities in addition to job shadowing, internships and on-the-job support, as needed, once they are competitively employed.
State Board of Education Rule 6A-6.03028, Florida Administrative Code (FAC), Development of Individual Education Plans for Students with Disabilities, requires transition services to be addressed in a student’s Individual Education Plan (IEP), “Beginning by the student’s fourteenth birthday or younger if determined appropriate by the IEP team…”
"This State law supersedes the federal regulation"
World of Work
The World of Work (WOW)program is a transition support services program serving independent level middle school exceptional education students. Services include Junior Achievement curriculum, industry site tours, interest inventories and professionals from industry speaking to classes. This is an exploratory program that begins in the eighth grade.
Beginning by the student’s sixteenth birthday (or younger if determined appropriate by the IEP team an IEP team including the student and the student’s parents should convene to write a statement of needed transition services for the student including. If appropriate, a statement of the interagency responsibilities or any needed linkages. The statement should be updated annually and include activities in the areas of instruction, related services, community experiences, and development of employment, and other post-school adult living objectives.
Practical Applications of Career Exploration
Practical Applications of Career Exploration (PACE)is a transition support program provided to students in the high school Career Preparation course. These independent exceptional education students continue to explore and research a variety of careers through Junior Achievement curriculum, job shadowing experiences, participating in “mock” interviews, highlighting the real world application of employability skills.
Know yourself, value yourself, plan, act, experience otucomes, and learn.
Beginning by the student’s fourteenth birthday (or younger if determined appropriate by the Transition Individual Educational Plan (TIEP) team), the TIEP team must consider the need for instruction or the provision
of information in the area of self-determination to assist the student to be able to actively and effectively participate in TIEP meetings and self-advocate, if appropriate.
Learn to Earn Internship Program
The Learn to Earn Internship program (LtE) is a transition support program offering Independent Level exceptional education students (18 years old and older) the opportunity to implement employability skills learned at area businesses. This 12-18 week program is an unpaid work experience which allows students to experience real world interviews, participate in orientations, be mentored by employees and write letters of resignation as part of their curriculum. This unique program has significant support from the community and students receive elective credit for participation.
The Individual with Disabilities Education ACT (IDEA) requires that a Transition Individual Educational Plan (TIEP) be developed for each student with special needs. The TIEP must include career goals supported by evidence of informed decision-making. Students must learn about the rights that transfer at age 18. If a student has been determined to be incompetent, then rights would not transfer to the student and would be retained by the individual appointed by the court as the student’s guardian.
Learner Empowerment through Agency Partnerships
Learner Empowerment through Agency Partnerships (LEAP) is a community-based training program for supported and independent level adults with disabilities (18 and older) who need to use and lean skills in real life situations. The purpose of the program is to provide an opportunity for individuals with disabilities to learn job and life skills needed to obtain self-sufficiency and enhance their potential. This program requires an application process.
Community Partner Support
A community collaboration project with local area businesses, community-based organizations, and Brevard Public Schools.
This program requires an application process.
The Project SEARCH high school transition program is provided in collaboration with Brevard Public Schools and community partnerships. It is a one year program designed to prepare students with significant disabilities, in their last year of high school eligibility, for entry level employment. The program builds essential job specific skills needed to gain and maintain meaningful employment, lead productive lives and become integrated in the adult work environment. The program integrates career exploration with a variety of worksite experiences, skill development and related employability skills coursework. Through this unique workplace immersion training program, both intensive classroom and skills training occur in the employment setting.
Brevard Achievement Center employment staff work closely with businesses to understand personnel needs. Business needs are then matched to the skills and interests of individuals. Follow-up support is provided to the business and the employee.
Benefits to Employers
• Qualified pre-screened employees
• No-cost job placement services
• Post-employment follow-up and support
• Technical assistance on workplace accommodations
• Recruitment – matching an employee to tasks and duties within the company
Supported level students will acquire the skills necessary for successful individual competitive employment. Students work in an integrated work setting with on-going support services from career coaches. These career coaches provide intensive on-site training, on-going monitoring and advocacy training. Students are paid at or above minimum wage. After stabilizations, students receive support with at least one hour of follow-along service per week up to 150 days. All students are referred to Vocational Rehabilitation and Agency for persons with Disabilities for after graduation support.
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