TRANSCRIPT
Vision to Reality: Designing Transition Plans that Work
3-2-26

>>Belinda: So, what is a transition plan? It's a roadmap that we create as a team that helps our student and family really navigate the way to adulthood. It's not just a legal requirement, a check box. We have to take care of. But it really should be a true guide that ensures we're all on the same path, working towards the same goals, ensuring greater success for our students and family after the bus stops coming. It's tough to go from a supportive education system where they know who to contact for questions and understand how that process works in an unknown adult system. It's all new. If we don't have practice already working in that system, it can be quite a shock. And we want that change, that move from our school system to the adult system to just be a minor bump in the road for families instead of a road block that they can't get past. Our objectives for today. We're going to outline the legal requirements for transition. I will be talking about some Texas-specific requirements but most of it is still going to apply to the folks joining us from other states. We're going to discuss the unique role that VI professionals play in this process and then give you tools and resources that you can use, starting tomorrow, with your families and your students. I always think that's the best thing when I go to a training. What can I take away to start using with this student right away? So I'm excited to share those with you. So what are the requirements? Here's that Texas-specific thing. You see that it says we begin at 14 in Texas. Other states typically, or a lot of them, typically start at 16. But I want to emphasize this is not a meeting that happens in 12th grade. It's not just a form in the IEP or a graduation checklist. Transition is a long-term process preparing a student for adult life. And we're starting at the age of 14 in Texas but part of the plan is really determining the most appropriate course of study in high school. That's one of their requirements in transition planning. And we know that begins in middle school, earlier than 14. Sometimes as early as sixth or seventh grade. This is no different for students who are blind, Deafblind, or have low vision. We can and we should begin earlier. But I ask you too to stop and think about the ECC. The Expanded Core Curriculum. I could make a case for every single part of the ECC as having an impact on transition at some point. So I think, as VI professionals, that we begin working on transition-related skills as soon as we start providing services. It's just kind of baked in that it's naturally happening because we are looking at our students and home school in the community, it just naturally starts to happen. So some additional requirements. What are those requirements? So we looked at starting at age 14, age-appropriate assessments on the prior slide. Well, what does the process include? The student has to be involved, number one. We have to find a way to consider our student's access and really to give them a voice in the process. The family or guardian has to also be involved, at least until the student turns 18. And then the student gets a choice about whether to invite the family. We also have to find opportunities for our students to work on decision-making skills. That's huge, right? That impacts all aspects of life. And this is required by law. It's critical to adult success. Making choices should be a part of every student's instruction. And it should be individualized. So for one student it might be about what school to go to for college, right? They're making lists, they're thinking about big schools, small school, thinking about transportation options in the city. And choosing what works for them. For another student -- excuse me. For another student, we're making choices about what lotion to use during a massage routine. So take the time in their day to build this into the schedule so that we are giving our students a fair shot at learning how to make those decisions. Because they continue throughout life at their appropriate level. So defining the transition plan. Let's define what it actually is. Our special education management systems all have a form for a transition plan. Whether you're using Frontline or some other tool, it has a transition plan within that tool. Someone on the IEP team often completes that with the student. And we typically think of this as the transition plan. At the IEP meeting or ARD meeting, someone presents the family with a list of resources. It's great to give someone resources, a list of places they can contact. Maybe a list of things they need to do. But that isn't the full plan. Families really need more. You know, I ask you to think about too when they're sitting down with their case manager, for example, to work on the transition plan to fill out this questionnaire ahead of the ARD meeting or IEP meeting, you know, is this a person that they have a relationship with that -- or even that they have for a class. Sometimes they don't. So consider that as well. We really have to think about the unique needs of our students. And if we're talking data driven, which everything we do should be data driven, student driven, we need to give them a chance again to have a true voice in the process. And not answer questions about what they plan on doing for the rest of their life in that 15-minute meeting with a teacher say see once or twice a year. Plans also need to be community connected. Have we invited the community to participate in the planning? You may be thinking inviting the community, what do you mean by that? Well, is the student experiencing instruction in the community? Perhaps they have a volunteer opportunity Wednesday at the food bank. Is that going well? Can we expand on that activity? Do we need to make changes? Consider experience. We know that our students need intentional instruction and hands-on experience to learn concepts. A student may express an interest in working at an animal shelter but have they had the opportunity to explore that environment? Do they know it's messy, it's smelly, it's hot in the summer, cold in the winter? It's very loud. They may not know this unless they have had the opportunity to explore and to discover their interests. Discovery really happens through hands-on experiences. And it should be individualized. Finally, I would remind you too that a lot of these transition plans, something written on a piece of paper, but is it accessible for our student? Does it have meaning? Is it written in a format they can access? That's something that's very important to consider as well. So what are the requirements of these plans? I mentioned, you know, what's typically filled out is in your Frontline, eSped, e-star. What are the legal requirements? We mentioned student driven. There are seven areas in the transition services that have to be covered. They're listed here on the slide. So we have course of study, employment, FVE. I'm not talking Functional Vision Evaluation, it's functional vocational evaluation. Community experiences, post school and adult living objectives. Daily living skills and related services. We have to address these seven areas. Do we have to use that particular form? Not necessarily. That isn't a requirement. Your district may ask that of you but that's not -- like, there's no definition of a specific form that the law requires. Can we use a family-friendly option to guide a meaningful discussion? Yes, we can and we should. In the past, I know a lot of people -- and maybe some people are still doing this -- putting up the posters, the sticky posters on the wall and having a roundtable conversation. Those are great ways to make it family-friendly and then they take that information and input it into the form. That's within the system, the IEP management system. Let's talk a little bit more about the FVE. Functional vocational evaluation. What does that entail? Is it a single evaluation? No. It's not the same as we might think about a vision evaluation. It's really a compilation of gathering data. We're going to dive a little bit deeper into what that means. And the law says that if it's appropriate, we can do a functional vocational evaluation. And, you know, personally I feel like it really can be appropriate for every student. It just needs to be adjusted to fit where they are, where they're performing. So it's formal and informal data gathered that identifies work aptitude and it's collect from a variety of sources. I have two slides. They're a little bit text heavy. I will say that right up front. But you're going to have all of this in your handout in your notes. So we have on this particular slide formal sources. So these are things that have probably already been done in the student's recent past that you can go and grab information from. And then I have some concrete examples that kind of fit in these categories. And we know that what data we gather needs to be meaningful, relevant, and truly reflects our student's abilities and interests to support the FVE and overall transition plan but we also know these tests are not normed on our student population and won't necessarily reflect their true abilities. So we have to keep this in mind as the team tests or gathers data. So gather data from these formal sources through records review, from prior testing, collaborating with your diagnostician to consider new testing, if appropriate. For some students, you may gather the data yourself using something like the O*Net Ability Profiler. I am sharing the resources on your handout and it's going to have information about specific tests. The type of student that they may be appropriate for and age. It does break it all done. This is on the California School for the Blind's assessment website. They are a really great resource. But please remember collaborate with your diagnostician to select the best options. And if you need support, we have a really fabulous diagnostician on our team here in Outreach who can provide some assistance as well. So just reach out if you need that. So these are examples of the formal sources. Now, I'm going to share the informal sources of data that you can use to put together a functional vocational evaluation. For our students, we may get our best information from informal sources. Collaborating with a teacher to get information about performance in the classroom, creating and reviewing a student's portfolio, interviewing a student and family. Those are all excellent examples of informal sources of information. And then there are also some tools that you can use. One that TSBVI has created is the EVALS tool. That's an excellent option. I am sharing a website in the resources for you that has a list of tools that you can go to as informal sources of data. So I've given you lots of resources between the two slides. You have some examples there. Student portfolios, attendance, EVALS, Perkins total lifelong learning. The ARC self-determination scale, and then TSBVI's discovery document. But who is responsible for gathering this data? It can be a big job. What is the VI professional's role in this process? Just take a minute and put what you think in the chat. Like, what is your responsibility in this process of transition? What are you doing? What is everyone else doing? I'll give you a minute to put an answer in the chat as you think it through. What do you typically do and what do you wish you had time to do? We certainly know that can be a problem. Referrals to state agencies. TWC. Oh, my goodness. You have to get Texas Workforce Commission on board. Absolutely. And for our friends in other states, that is our vocational rehab connection for our state and they connect our students with camps, with pre-employment training. They help get technology in place for college. Very, very important to transition. Amber said supporting the team with ways to document trials and make sure they know of vision-specific opportunities. Yeah. Because we're typically the expert, right? They don't always know there are camps happening at guide dogs for the blind, leader dog for teams. There may be some programs at your local Lighthouse and other teachers and transition specialists are not necessarily aware of those resources. Connecting student and family with resources and contacts. Letting them know their rights. Yes. We need our students to be good advocates when it comes to getting accommodations in school, signing up for Medicaid waiver programs. That's another resource too. And Teresa said attend transition team meetings. Absolutely. We need to be there and we need to encourage others to be there as well. Yeah. Those are all really good recommendations. Good things that you're doing. So I'm going to share, on my next slide, I would also highlight these four as items that are really important. And you guys mentioned the resources. Knowledge of vision-related community services. That would be one of them, the resources. The truth is we're really in a unique position within the districts. The TVI and COMS are often the only person in the student's life who may continue to educate them from birth to 22. In larger districts, there may be a team that moves students from one caseload to another every few years. I know when I worked in Round Rock ISD, we tried to switch things up every three years, when possible. But many don't have that luxury if they're not part of a larger team. Or maybe you see students assigned geographically closer to where you live to reduce commute time. So it's not always an option. And then small and rural districts, you may be the only TVI or COMS there and it's just you the whole time. So you have that unique relationship with the family and know them very well. As well as that connection to the community resources. That ECC touches every aspect of the student's life and we have been there all along. It often makes sense for the TVI or COMS to take the lead role on the district side to navigate or coordinate transition planning. I'm not saying you're required to, definitely not, but it's worth having a discussion with the team to talk about rules and responsibilities. And you may find that you either work very closely with the transition specialist or case manager or you may become the lead, depending on the student's needs. And I would highlight too on the slide there we are the ones who have the ability to connect our students with mentors, whether they're in our community or across the state or the country. And it's just that specialized knowledge that other people don't have. And then, you know, special issues of concern, like guide dog school, transportation, Medicaid waivers. And we don't have to provide instruction in all areas of the ECC but we need to coordinate that instruction. So it could be that our student is the getting great cooking skills in a culinary class and we just need to make sure that that's happening in our annual assessment of the ECC and checking in to see where are they and what do they need. So, the key here is that really you need to have that discussion with the team to say, okay. Who is taking the lead in this role? Who is responsible for what part? And not just assume that someone is taking care of business and things can get dropped that way. So, I talked a little bit about our role and a little bit about discovery for students, figuring out what's of interest to them. Now I'm going to share with you a document that is an informal tool that can be used in helping in the planning process. We've developed this at the School for the Blind here in Texas. It's called discovery: Planning future life activities that are purposeful, meaningful, and enjoyable. Discovery is actually a legitimate part of transition planning. This is what we all do when we're younger. Trying things, learning what you like and don't like and making adjustments. So our students are doing the same thing but the difference is they need some explicit instruction and concrete support to create those opportunities. We have to figure out how to make them happen for our students. And then to evaluate the options once they happen. This tool is appropriate for any student on your caseload, including students who are college or workplace bound. And then students who have complex access needs. But the goal is to have a conversation with the student and their closest allies, including caregivers, siblings, and teachers and to walk through this document. I'm going to open the document and we're going to walk through the questions together. It is in your handout, so it is linked there. I would encourage you to open your copy and follow along with us. I would encourage you to take notes. And this discovery tool can be a significant section of the informal data that you use for the functional vocational evaluation. 

>>Kaycee: Belinda, while you're pulling that up, we had a question come in asking is applying for disability would be part of their transition meeting? 

>>Belinda: Well, it could be. So when a student turns 18, if they haven't already qualified for disability when they were younger, then, you know, you would hope that -- the goal should be -- typically what I've done is I have had it be an action item on the transition plan that the student would apply for disability at 18 and explain to them everything involved. I typically wouldn't do it in the meeting, it would be an action item on the list and you would assign an owner and you would assign a date. I'm going to show you -- after this tool we'll go through another tool -- and show you an action list where you could put that particular thing. The date that you want to complete it by and who is owning it, who's responsible for it. Any other questions come in, Kaycee? 

>>Kaycee: Nope. We're all caught up. 

>>Belinda: All right. So now we are looking at the Discovery document. This is a tool -- I would remind you not to just hand this to your families and say, okay. Fill this out. Bring this to our next meeting. I think you're not going to get really thoughtful, meaningful responses because families and students don't always know the answers to these questions. They really could use support in talking this through with a team of professionals and people who love their child who can say, you know what? Wherever I take Megan to the library, that is just -- her personality just changes. She absolutely loves going to the library and the librarian and the assistants all chatter up and just love it when she comes in. It's the highlight of her week. So is there a way -- that's a good place for her. We want to keep that in her adult routine as a weekly or couple times a month stop. It brings her joy. So you're going to learn about things like that when you're all together talking about the student. So this document is telling you, like some people really benefit from helping and figuring these things out. And thinking about -- like that first section is called "conditions for success." It's real important for all of our students, college bound or complex access needs who are going to need some additional support. What conditions have to be in place to help them be successful? When you're thinking about number one, think your student's emotional response to activities and routines. Do they feel most comfortable, for example, when they have a routine? When they have pictures or objects to guide them along the way? Do we know, for example, that being in a place where they have unexpected schedule changes happening frequently is stressful. We need to think about that. When we're planning a job or a recreational activity or a volunteer location. And then for number 2, what helps them understand the meaning and purpose of what they do? It means so much more when someone does have an understanding of the activity that they're doing. Tasks that just keep you busy are not fun at all. We have some of our students who have more complex needs doing things like sorting. Well, maybe they've sorted, you know, by color, 5,000 times and they're getting it wrong still but maybe it's because they're bored and they want to try something that actually has some meaning to them. So maybe sorting. A more appropriate task could be putting silverware in a tray after unloading the dishwasher. Now they're contributing to a routine in the home. They're still working on sorting but it's a meaningful activity. We all sort of forks from our spoons from our butter knives. And have them in the divider for the jar. We want them to understand what's the purpose of the task. Just picking something that has meaning in their life. And will pictures help them understand it or do they need to do an activity with the object or within the routine that gives them meaning? So working as a team to figure out what does that look like? What would give them meaning. Number 3, what is calming and what produces anxiety? None of us want to work in a place that is anxiety provoking. That looks so different for every single student. Consider what that looks like first. What is calm versus what is anxious. How to recognize that and how does that impact their self-regulation. So a grocery store, for example, with the music, the bright lighting, the visual clutter, frequent interruptions could be anxiety-provoking for some of our students versus another -- is it Aldi that's a much quieter grocery store with -- it's smaller. Less objects to manage. That may not be quite as overwhelming as -- in Texas we love our H-E-B and that's a pretty busy, active store. So just comparing things like that. And if someone tries an activity and it doesn't work out, you need to analyze what was it about that situation. What conditions for success weren't there and can we find an alternative. And how is information provided so that the person best understands? That would be number 4. Is a conversation sufficient? Do we need written directions? Do we need an e-mail they can refer back to later. Are there posted signs and are they accessible? Do we need pictures, tactile symbols, Braille? How is your student going to access location. 5, what makes a location comfortable? Position, seating, sound in the workplace. And this is an important one that can get overlooked. Who do they like to be with? Number 6 Everybody, you know, you have your favorite people that you enjoy working with. So our students are the same. Maybe they absolutely love their yoga routine that they do to stretch and get warmed up for the day. But maybe that's also because it's with their favorite teaching assistant who makes everything fun. And if they did the same yoga routine with their sister or mom, it's not going to be the same. 7, how does pace and stamina affect the person's success? Rec leisure. I have a daughter who has low vision and Cortical Visual Impairment, cerebral palsy. She has some medical challenges in addition to the vision loss. She loves to play bingo. She's 23 so we go to a local bar in town to play bingo. And it's so great. It's one game at a time and she can scan. It's large print and she does really well. There's a long pause between each call. And so we thought, man, we love this so much, let's go to a real bingo hall and give it a try. Things are much faster at the bingo hall. Everybody is playing 12 cards at a time and the calls are super fast so it was completely overwhelming. Not any fun whatsoever. The pace there just made it a completely anxious situation and we needed to go back to our one game at a time at a slower pace. And remember rec leisure, this is all appropriate for helping you find anything related to adult life. It's not just a job. We're talking all aspects of life. Okay. So number 8. What adaptations and accommodations lead to success? So just think that through. What is it that you need? We need certain colors to write with. The pictures. How are the adult people that they're going to be working with, how will they communicate with their student? What will they need to be successful? And the second half of this document is called discovery activities. I mentioned discovery. This is a legitimate part of transition where we are exploring activities, figuring out what it is in your life that you enjoy, why do you enjoy it, and how can we find some other activities? And then taking pieces of those activities and thinking, well, how could that become a job or how could that become an opportunity for you to volunteer in the community and have that social connection. We have a student -- I'm not going to go through each question individually -- but we have a student who really enjoyed throwing balls. Tossing -- well, really anything heavy. Tossing -- bowling. He absolutely loved bowling. He loved track and field where he tossed the heavy medicine ball. The team analyzed these. What did he really like? He liked the proprioception. He liked the feeling of the weight, the throwing. That turned him into lifting recycling bins, dumping them. He got the lifting, he got the dumping. He got the crushing. That all fed those interests that made him happy. And this turned into recycling into his home community when he returned back to his community. So he raises a little bit of money for himself with the recycling and it funds some of his personal activities that he enjoys too. He likes to get fancy designs cut into his hair. He loves haircuts and the social connection at his barbershop. So it funds that. But everybody wouldn't necessarily know all of these things about this young man unless they came together to have a discussion about what his interests were and put it together as a team. And it's worked out really beautifully for him. I see some numbers in the chat. Do I have a question, Kaycee? 

>>Kaycee: No, you're all good. It was all non-content stuff. 

>>Belinda: Try this document with your families and see what kinds of activities you can come up with. And move them into the community. Move them into volunteer activities so they do have that connection. Okay. Go back to our slides here. So the next tool I'm going to share with you is an example now of a transition plan. So how do we pull all of this together? We use that formal and informal information that we have gathered. And you can sit down with your team and complete the standard form that's in your special education software. That's perfectly fine. Or you can use a document like this slide deck to create a visual transition plan. We call this a visual transition plan because like we display it up on the smart screen so everybody can see the slides, follow along, and add to it. So your student could access it on the large screen, on their tablet, on a computer, through a Braille display, or auditorily, just depending on their access ability. But the parents can access it too. The job coach. We can all see it at once. You can see, based on the title here, the people in the room, mom, dad, VI, COMS, occupational therapist, teacher, the paraprofessional, job coach, and the speech-language pathologist. 

>>Kaycee: Belinda, we're not seeing it quite yet. 

>>Belinda: I'm so sorry. 

>>Kaycee: There we go. 

>>Belinda: Thank you for telling me. So these are all the people who came to this transition plan. Made a couple of hours in their day to sit down and have this plan for Kylie and her family has graciously let us share this. This plan is based on something we have adapted from Round Rock ISD's visual transition plan. It's very engaging. It's effective. It invites participation and conversation, because you're all in the room going through this. So we'll walk through Kylie's plan here. Okay. You have a copy of this. You have the sample as well as a blank template that you guys will be able to use. I'll just adjust the screen a little bit. We ask questions like we're using the other document, the informal data discovery document. And so we have had that conversation first. We've gathered other data with the team and now we're all sitting down together to go through this visual transition plan. So we look at what's her vision of her future, right? And everybody's putting some ideas out there. She wants to be socially engaged. She enjoys going to social events, helping others, sharing music. Who are the people in her life that are important to her? Because they're the ones who are going to drive her places, who are going to do the activities with her after school. So it's really important to take the time to figure out who are those key people. What gives Kylie the greatest source of joy? And she just absolutely loves swimming. She's a rough and tumble kind of girl. Special Olympics is like the highlight of her day. So everybody is chiming in. Now we have strengths and talents. Remember, dreams for the future are based on individual preferences and interests. What you like and also what you're pretty good at, right? We always have room to learn but Kylie is so good -- she has grit. She keeps going. She keeps trying, no matter what. She's so social and very positive. Those are strengths we want to think about building on. And then looking at her interests. She loves riding the bus. So that's the school bus. Can we start thinking about the community paratransit? Can we add that into her day? Kylie loves scanning things at H-E-B when she goes shopping for her lunch. Where else can she use a scanner? We came up with an idea, and I'll share that with you. Then we list those conditions for success. We're pulling that from that discovery document to talk about, okay, she's going to need a caregiver support to access all of her environment and her daily living skills. With new people, she needs support and communication. We want to give them a communication dictionary so they understand what some of her gestures and sounds mean. We documented those things. And then her current interests, what she's doing right now. The current activities that match her interests. And then we start looking at the actual goals. You know, sometimes people, parents especially -- I'm a parent and I will say this. It can be hard to verbalize these so it helps to have a conversation with the team and start working through those details. They would like Kylie, long term, to live in a community-based home with support. Starting to figure out how can we get there. And one of the ideas, scanning cards at the YMCA. We realized, okay, she loves scanning the groceries at H-E-B. She goes to the YMCA. Maybe she can scan guests' cards as they come in, to check in. So then we asked what is she doing now to meet her goals, right? We talked about the goals. What's she doing? She's helping put dishes away. That's important to contributing to the household. She has a friend group that meets in her city. Maybe that could turn into a resource for some families to put together a community home. And she enjoys going to happy hour and playing games with her family. And then after school we're looking at expanding her social group. So we're guiding you through, in this visual transition plan, goals for learning, goals for fun and friends. What is she doing now and what can she be doing? And we added in here using the scanner to check out books at the library. She's doing that as well. So this is where we started coming up with what are some additional activities that she can try. So we're going to do the YMCA. She loves doing yoga in her 18-plus program. How can we move that out into the community? So why don't we start doing it at the YMCA, right? Why don't we work on the scanning cards, handing out fliers at community theater. She loves to shred. She's very good at it. And maybe there's a place in the community where we can start volunteering to shred. And then some goody boxes, just some ideas that we brainstormed and came up with, based on her interests, what she's doing, and identifying needs for further training. Then we prioritized for this school year, because you can't do everything at once, right? Let's figure out what is the current priority. And then here's that action plan that I mentioned. This would be where you could put down the applying for disability services. In her case, we have -- let's say the top one there. Identify and videotape routines and language. That is helping with that communication dictionary so new caregivers will see documentation of what her routines and her language is like. Who is responsible for that? And then we have a deadline. When is this person or team going to report back to us or share the product? The next thing that the team does is you have to put together goals, right, for a transition plan. And you are required to have an employment, a work goal, an education goal. And then for some students, where it's appropriate, an independent living goal. I think for any of our students there is something that we can find that can be working towards an independent living goal. And for Kylie, it's loading and unloading the dishwasher. I have a template to show you kind of how to write those goals. And then we have the follow-up plan. Like, when are we meeting again? How are we having some discussions? Who's leading it? And, you know, assigning those dates. So you have this completed example and then you have a blank template in your resources that you can use right away with your students. And you can then take this document and archive it in your district's system so that -- you should talk to your district to see if they're okay with you using this visual transition plan and archiving it. And so not necessarily having to complete the form that's in eSped or you can input the information into this form. I would also archive this transition plan that's in a visual form in case the student moves to another district. Let's go back to our presentation. Now, so we've talked about some options to help you plan, right? We have some tools that you can take away. But what if, you know, you're finding that you need a little bit of support with transition. We want you to know that TSBVI offers a number of ways that we can support you, your student, and your families through the transition process. We offer consultations here in Outreach, training, and resources. And this is in Texas. We can come out and do consultations at your district. And partnership with short-term programs. We offer weekend workshops for families and students. Game of life is for middle school students and their parents. College and vocational prep is for high school and 18-plus students and families. And then discovering the future is for families of students with complex access needs or just who anticipate long-term support may be needed. I'm going to share a short video highlighting our wonderful Game of Life program. Let's make sure our sound is playing. 

>>The TSBVI wildcat logo appears and is replaced by a title reading short-term programs, game of life. Visuals illustrate what the voice over describes. [ Video ] 

>>Belinda: So it's a phenomenal weekend. Families make connections with one another. Students make connections, and they both set goals to step up and to step back. It's really -- I couldn't recommend it more. So what are your key steps, right? I want you to walk away knowing that you have some tools in your pocket that you can use to guide the team through the transition process or support them, if you're not taking the lead. That you have a clear understanding of what's required and know that you can adapt to make things family and student-friendly. The end goal is to help families find a path that works for them. Make sure everyone on the team knows what their role is and understands who is owning what tasks. Frequent discussions. So frequent meetings are really a key to successful planning. Discussing the formal and informal data that you've gathered, adapting, finding opportunities for new discovery activities. And then continuing to learn and updating goals and action items are all important pieces of this. Make sure that the plan doesn't stall. And really, you know, find out what works for your team that will help you create a plan that works for everyone. And we're here for that support, tsbvi.edu. In Texas, your local Education Service Center is also an excellent resource that's geographically closer to you. And you can contact Outreach here for consultations, resources, questions, and training. And then I have listed a whole lot of resources for you. These are all wonderful tools that you can take a look at. The Texas Transition and Employment Guide is actually handed out to students when they have the transition discussion at an ARD or IEP meeting. And as a TVI, I just hadn't been aware of it until, you know, I started diving into transition years ago and realized what a fantastic tool it is. So I highly recommend that you take a look at the resources that Texas requires -- or your state requires -- be handed out to your students. There's a great checklist that can supplement what you're working on and help support your students. And I want to leave you with this thought. I'm so thankful that you've taken the time from your busy schedule to join me today. Transition is so important for our families, for our students, and to our community as a whole. We are all impacted by the success of those around us. As you think about your students and families, remember the phrase: Nothing about me, without me. It's attributed to patient advocate Valerie Billingham but adopted by the disability community. Planning is a team effort and our students' voices are always at the center. So find a way to incorporate that voice. Thank you for your time.