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1) Ticket to Work - Social Security Employment Incentive Plan
2) Easter Seal resource for vacation planning
3) Review of the Transition Proposed Changes in IDEA
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2) Easter Seals Project ACTION's
Accessible Travelers' Database includes a comprehensive resource for summer vacation planning. The database of United States transit systems is supplemented with information on
accessible tours and tour companies, accessible airport and other private shuttles, and accessible taxi services.
http://www.easter-seals.org/site/R?i=s1qMQtdRlHnaIQOLCgommw..

3) Review of the Transition Proposed Changes in IDEA
Reauthorization compiled by Laura Eisenman of the CECS.06
The Individuals with Disabilities Education Improvement Act of 2003 Excerpt from ``SEC. 602. DEFINITIONS.``(32) Transition services. The term `transition services' means a coordinated set of activities for a child with a disability (as defined in paragraph (3)(A)) that_``(A) 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 training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; ``(B) is based on the individual child's needs, taking into account the child's capacity, preferences, and interests; and ``(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional
vocational evaluation.

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PART B
excerpts from Section 614. EVALUATIONS, ELIGIBILITY DETERMINATIONS,
INDIVIDUALIZED EDUCATION PROGRAMS, AND EDUCATIONAL PLACEMENTS Sec 614(d)(1)(A)(i)``(VIII) beginning not later than the first IEP to be in effect when the child is 14, and updated annually thereafter_ ``(aa) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; ``(bb) the transition services (including courses of study) needed by the child to reach those goals, including services to be provided by other agencies when needed; and ``(cc) beginning at least 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child's rights under this title, if any, that will transfer to the child on reaching the age of majority under section 615(m).

Sec. 614(d) ``(5) Three-year iep. _ ``(A) Development of 3-year iep._The local educational agency may offer a child with a disability who has reached the age of 18, the option of developing a comprehensive 3-year IEP. With the consent of the parent, when appropriate, the IEP Team shall develop an IEP, as described in paragraphs (1) and (3), that is designed to serve the child for the final 3-year transition period, which includes a statement of_ ``(i) measurable goals that will enable the child to be involved in and make progress in the general education curriculum and that will meet the child's transitional and postsecondary needs that result from the child's disability; and ``(ii) measurable annual goals for measuring progress toward meeting the postsecondary goals described in clause (i). ``(B) Review and revision of 3-year iep._``(i) Requirement. Each year the local educational agency shall ensure that the IEP Team_ ``(I) provides an annual review of the child's IEP to determine the child's current levels of progress and determine whether the annual goals for the child are being achieved; and ``(II) revises the IEP, as appropriate, to enable the child to continue to meet the measurable transition goals set out in the IEP. ``(ii) Comprehensive review. If the review under clause (i) determines that the child is not making sufficient progress toward the goals described in subparagraph (A), the local educational agency shall ensure that the IEP Team provides a review, within 30 calendar days, of the IEP under paragraph (4). ``(iii) Preference. At the request of the child, or when appropriate, the parent, the IEP Team shall conduct a review of the child's 3-year IEP under paragraph (4) rather than an annual review under subparagraph (B)(i). ``(6) Failure to meet transition objectives. If a participating agency, other than the local educational agency, fails to provide the transition services described in the IEP in accordance with paragraph (1)(A)(i)(VIII), the local educational agency shall reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in that program. ``(7) Children with disabilities in adult prisons._``(A) In general. The following requirements shall not apply to children with disabilities who are convicted as adults under State law and incarcerated in adult prisons: ``(i) The requirements contained in section 612(a)(16) and paragraph (1)(A)(i)(V) (relating to participation of children with disabilities in general assessments). ``(ii) The requirements of items (aa) and (bb) of paragraph (1)(A)(i)(VII) (relating to transition planning and transition services), do not apply with respect to such children whose eligibility under this part will end, because of their age, before they will be released from prison. ``(B) Additional requirement. If a child with a disability is convicted as an adult under State law and incarcerated in an adult prison, the child's IEP Team may modify the child's IEP or placement notwithstanding the requirements of sections 612(a)(5)(A) and 614(d)(1)(A) if the State has demonstrated a bona fide security or compelling penological interest that cannot otherwise be accommodated.
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``SEC. 616. MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. ``(a) Federal and State Monitoring._ ``(1) In general. The Secretary shall_ ``(A) monitor implementation of this Act through_ ``(i) oversight of the States' exercise of general supervision, as required in section 612(a)(11); and ``(ii) the system of indicators, described in subsection (b)(2); and ``(B) enforce this Act in accordance with subsection (c); and ``(C) require States to monitor implementation of this Act by local educational agencies and enforce this Act in accordance with paragraph (3) of this subsection and subsection (c). ``(2) Focused monitoring. The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on improving educational results and functional outcomes for all children with disabilities, while ensuring compliance with program requirements, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities. ``(3) Monitoring priorities. The Secretary shall monitor, and shall require States to monitor, the following priority areas: ``(A) Provision of a free appropriate public education in the least restrictive environment. ``(B) Provision of transition services, as defined in section 602(32). ``(C) State exercise of general supervisory authority, including the effective use of complaint resolution and mediation.``(D) Overrepresentation of racial and ethnic groups in special education and related services, to the extent the overrepresentation is the result of inappropriate policies, procedures, and practices.``(4) Permissive areas of review. The Secretary may examine other relevant information and data, including data provided by States under section 618, and data from the State's compliance plan under subsection (b)(2)(C).``(b) Indicators._``(1) System. The Secretary shall implement and administer a system of required indicators as described in paragraph (2) that measures the progress of States in improving their performance under this Act. ``(2) Indicators. _ ``(A) In general. Using the performance indicators established by States under section 612(a)(15), the Secretary shall review_ ``(i) the performance of children with disabilities in the State on assessments, including alternate assessments, dropout rates, and graduation rates, which for purposes of this paragraph means the number and percentage of students with disabilities who graduate with a regular diploma within the number of years specified in a student's IEP; and``(ii) the performance of children with disabilities in the State on assessments, including alternate assessments, dropout rates, and graduation rates, as compared to the performance and rates for all children.``(B) Secretary's assessment. Based on that review and a review of the State's compliance plan under subparagraph (C), the Secretary shall assess the State's progress in improving educational results for children with disabilities. ``(C) State compliance plan. Not later than 1 year after the date of the enactment of the Individuals with Disabilities Education Improvement Act of 2003, each State shall have in place a compliance plan developed in collaboration with the Secretary. Each State's compliance plan shall_ ``(i) include benchmarks to measure continuous progress on the priority areas described in subsection (a)(3); ``(ii) describe strategies the State will use to achieve the benchmarks; and ``(iii) be approved by the Secretary.``(3) Data collection and analysis. The Secretary shall_ ``(A) review the data collection and analysis capacity of States to ensure that data and information determined necessary for implementation of this subsection is collected, analyzed, and accurately reported to the Secretary; and``(B) provide technical assistance to improve the capacity of States to meet these data collection requirements.

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``PART D_NATIONAL ACTIVITIES TO IMPROVE EDUCATION OF CHILDREN WITH
DISABILITIES

``(1) The Federal Government has an ongoing obligation to support activities that contribute to positive results for children with disabilities, enabling them to lead productive and independent adult lives.

``(2) Systemic change benefiting all students, including children with disabilities, requires the involvement of States, local educational agencies, parents, individuals with disabilities and their families, teachers and other service providers, and other interested individuals and organizations to develop and implement comprehensive strategies that improve educational results for children with disabilities.

``(3) State educational agencies, in partnership with local educational agencies, parents of children with disabilities, and other individuals and organizations, are in the best position to improve education for children with disabilities and to address their special needs.

``(4) An effective educational system serving students with disabilities should_ ``(A) maintain high academic achievement standards and clear performance goals for children, consistent with the standards and expectations for all students in the educational system, and provide for appropriate and effective strategies and methods to ensure that all children with disabilities have the opportunity to achieve those standards and goals;

``(B) clearly define, in objective, measurable terms, the school and post-school results that children with disabilities are expected to achieve; and

``(C) promote transition services as described in section 602(32) and coordinate State and local education, social, health, mental health, and other services, in addressing the full range of student needs, particularly the needs of children with disabilities who need significant levels of support to participate and learn in school and the community.

``(5) The availability of an adequate number of qualified personnel is critical to serve effectively children with disabilities, to assume leadership positions in administration and direct services, to provide teacher training, and to conduct high quality research to improve special education.

``(6) High quality, comprehensive professional development programs are essential to ensure that the persons responsible for the education or transition of children with disabilities possess the skills and knowledge necessary to address the educational and related needs of those children.

``(7) Models of professional development should be scientifically based and reflect successful practices, including strategies for recruiting, preparing, and retaining personnel.

``(8) Continued support is essential for the development and maintenance of a coordinated and high quality program of research to inform successful teaching practices and model curricula for educating children with disabilities.

``(9) A comprehensive research agenda should be established and pursued to promote the highest quality and rigor in special education research, and to address the full range of issues facing children with disabilities, parents of children with disabilities, school personnel, and others.

``(10) Training, technical assistance, support, and dissemination activities are necessary to ensure that parts B and C are fully implemented and achieve high quality early intervention, educational, and transitional results for children with disabilities and their families.

``(11) Parents, teachers, administrators, and related services personnel need technical assistance and information in a timely, coordinated, and accessible manner in order to improve early intervention, educational, and transitional services and results at the State and local levels for children with disabilities and their families.

``(12) Parent training and information activities assist parents of a child with a disability in dealing with the multiple pressures of parenting such a child and are of particular importance in_

``(A) playing a vital role in creating and preserving constructive relationships between parents of children with disabilities and schools by facilitating open communication between the parents and schools; encouraging dispute resolution at the earliest possible point in time; and discouraging the escalation of an adversarial process between the parents and schools;

``(B) ensuring the involvement of parents in planning and decision making with respect to early intervention, educational, and transitional services;

``(C) achieving high quality early intervention, educational, and transitional results for children with disabilities;

``(D) providing such parents information on their rights, protections, and responsibilities under this Act to ensure improved early intervention, educational, and transitional results for children with disabilities;

``(E) assisting such parents in the development of skills to participate effectively in the education and development of their children and in the transitions described in section 602(32);

``(F) supporting the roles of such parents as participants within partnerships seeking to improve early intervention, educational, and transitional services and results for children with disabilities and their families; and``(G) supporting such parents who may have limited access to services and supports, due to economic, cultural, or linguistic barriers.

``(13) Support is needed to improve technological resources and integrate technology, including universally designed technologies, into the lives of children with disabilities, parents of children with disabilities, school personnel, and others through curricula, services, and assertive technologies.

``(a) Purpose._The purpose of this subpart is to assist State educational agencies in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities.

``(a) Professional Development Activities. A State educational agency that receives a grant under this subpart shall use the grant funds to support activities in accordance with the State's plan described in section 653, including 1 or more of the following:
``(3) Providing professional development activities that_ ``(A) improve the knowledge of special education and regular education teachers concerning_ ``(i) the academic and developmental or functional needs of students with disabilities; or``(ii) effective instructional strategies, methods, and skills, and the use of State academic content standards and student academic achievement and functional standards, and State assessments, to improve teaching practices and student academic achievement; and ``(B) improve the knowledge of special education and regular education teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices and that_ ``(i) provide training in how to teach and address the needs of students with different learning styles; ``(ii) involve collaborative groups of teachers and administrators; ``(iii) provide training in methods of_ ``(I) positive behavior interventions and supports to improve student behavior in the classroom; ``(II) scientifically based reading instruction, including early literacy instruction; ``(III) early and appropriate interventions to identify and help children with disabilities; ``(IV) effective instruction for children with low incidence disabilities; ``(V) successful transitioning to postsecondary opportunities; and ``(VI) using classroom-based techniques to assist children prior to referral for special education;

``Subpart 2_Scientifically Based Research, Technical Assistance, Model Demonstration Projects, and Dissemination of Information

``SEC. 660. PURPOSE. ``The purpose of this subpart is_``(1) to provide Federal funding for scientifically based research, technical assistance, model demonstration projects, and information dissemination to improve early intervention, educational, and transitional results for children with disabilities; and ``(2) to assist State educational agencies and local educational agencies in improving their education systems.

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``SEC. 662. RESEARCH TO IMPROVE RESULTS FOR CHILDREN WITH DISABILITIES.

``(1) Establishment._ ``(A) In general. There is established, in the Institute of Education Sciences established under section 111 of the Education Sciences Reform Act of 2002 (hereinafter in this section referred to as `the Institute'), the National Center for Special Education Research. ``(B) Mission. The mission of the National Center for Special Education Research (hereafter in this section referred to as the `Center') shall be to_ ``(i) sponsor research to expand knowledge and understanding of the needs of infants, toddlers, and children with disabilities in order to improve the developmental, educational, and transitional results of such individuals; ``(ii) sponsor research to improve services provided under, and support the implementation of, this Act; and ``(iii) evaluate the implementation and effectiveness of this Act in coordination with the National Center for Education Evaluation.

``(2) Commissioner. _The Center shall be headed by a Commissioner for Special Education Research (hereinafter in this section referred to as `the Commissioner'). The Commissioner shall be appointed by the Director of the Institute (hereinafter in this section referred to as `the Director') in accordance with section 117 of the Education Sciences Reform Act of 2002. The Commissioner shall have substantial knowledge of the Center's activities, including a high level of expertise in the fields of research, research management, and the education of children with disabilities.``(3) Applicability of education sciences reform act of 2002._Parts A and E of the Education Sciences Reform Act of 2002, and the standards for peer review of applications and for the conduct and evaluation of research under sections 133(a) and 134 of such Act, respectively, shall apply to the Secretary, the Director, and the Commissioner in carrying out this section. ``(4) Grants, contracts, and cooperative agreements. In carrying out the duties under this part, the Director may award grants to, or enter into contracts or cooperative agreements with, eligible entities. ``(b) Authorized Activities. Activities that may be carried out under this section include research activities to_``(10) examine and improve secondary and postsecondary education and transitional outcomes and results for children with disabilities;``(15) help parents improve educational results for their children, particularly related to transition issues.

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``SEC. 663. TECHNICAL ASSISTANCE, DEMONSTRATION PROJECTS, DISSEMINATION
OF INFORMATION, AND IMPLEMENTATION OF SCIENTIFICALLY BASED RESEARCH.``(a) In General._From amounts made available under section 675, the Secretary, on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, eligible entities to provide technical assistance, carry out model demonstration projects, disseminate useful information, and implement activities that are supported by scientifically based research. ``(b) Required Activities._The Secretary shall support activities to improve services provided under this Act, including the practices of professionals and others involved in providing such services to children with disabilities, that promote academic achievement and functional performance to improve educational results and functional outcomes for children with disabilities through_``(1) implementing effective strategies that are conducive to learning and for addressing inappropriate behavior of students with disabilities in schools, including strategies to prevent children with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services; ``(2) improving the alignment, compatibility, and development of valid and reliable assessment methods, including alternate assessment methods and evaluation methods, for assessing adequately yearly progress as described in section 1111(b)(2)(B) of the Elementary and Secondary Education Act of 1965;``(3) providing information to both regular education teachers and special education teachers to address the different learning styles and disabilities of students; ``(4) disseminating innovative, effective, and efficient curricula, materials (including those that are universally designed), instructional approaches, and strategies that_ ``(A) support effective transitions between educational settings or from school to post-school settings; ``(B) support effective inclusion of students with disabilities in general education settings, especially students with low-incidence disabilities; and ``(C) improve educational and transitional results at all levels of the educational system in which the activities are carried out and, in particular, that improve the progress of children with disabilities, as measured by assessments within the general education curriculum involved; and ``(5) demonstrating and applying scientifically-based findings to facilitate systematic changes related to the provision of services to children with disabilities.

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``SEC. 664. PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR
CHILDREN WITH DISABILITIES.

``(a) In General._The Secretary, on a competitive basis, shall award grants to, or enter into contracts or cooperative agreements with, eligible entities_``(1) to help address State identified needs for highly qualified personnel in special education, related services, early intervention, transition, and regular education, to work with children with disabilities, consistent with the needs identified in the State plan described in section 653(a)(2) and the standards described in section
612(a)(14);
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Readers are invited to send information about new resources on secondary education, transition from school, services and supports for adults with disabilities to connectingpoint@projectcore.org . Approved information will then be posted. Additional questions or comments can be sent to the Project Coordinator at coordinator@projectcore.org . While The Connecting Point is not a discussion group, additional questions and discussions can be posted at
bulletinboard@projectcore.org .
The CORE Project is funded by the Department of Education Rehabilitation Services Administration.
The CORE Project (In Washington State)
Phone- 1-800-5-PARENT
Phone- 1-509-928-1522
Fax 1-509-928-1522
Web site www.projectcore.org

CORE Project
PMB 175
1324 N. Liberty Lake Rd
Liberty Lake, WA 99019
(A Project of Washington PAVE)

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