PRINTER'S NO. 1612

THE GENERAL ASSEMBLY OF PENNSYLVANIA

HOUSE BILL

No.

1305

Session of

2017

INTRODUCED BY RAPP, D. MILLER, CALTAGIRONE, D. COSTA, MACKENZIE,

DAVIDSON, MILLARD AND PASHINSKI, MAY 1, 2017

REFERRED TO COMMITTEE ON EDUCATION, MAY 1, 2017

professional development related to secondary transition

services.

The General Assembly of the Commonwealth of Pennsylvania

hereby enacts as follows:

Section 1. The act of March 10, 1949 (P.L.30, No.14), known

as the Public School Code of 1949, is amended by adding a

section to read:

Section 1614.1. Professional Development Related to

Secondary Transition Services.--(a) (1) Beginning with the

2018-2019 school year, each professional educator employed by a

training again every five years thereafter.

(2) Each school entity shall monitor and ensure that

professional educators employed by the school entity comply with

paragraph (1).

(3) The training developed by the department under

subsection (b) shall be optional for special education

paraprofessionals who provide services to students who are

preparing for secondary transition.

(b) Within 180 days of the effective date of this section,

the department shall develop an online training program and

shall develop and provide a curriculum for face-to-face

(1) Foundations and implementation of transition services

education, including, but not limited to, the following:

(i) Related Federal and State laws.

(ii) Inclusive models, research, best practices, community-

based education and postsecondary education options.

(iii) Transition planning and service delivery for all

students with individualized education programs, including

culturally and linguistically diverse youths.

(2) Knowledge of individual transition services assessments

and system evaluation, including, but not limited to, the

interests, strengths, preferences, aptitudes and needs related

to competitive employment, education, training and independent

living.

(ii) Developing individualized appropriate measurable

postsecondary goals and annual individualized education program

goals based on the individualized transition services assessment

results.

(iii) Delivering transition services.

(3) Ability to develop transition services systems and

supports, including, but not limited to, the following:

(i) Best practices in postsecondary education.

(v) Assistive technology as related to transition goals.

(vi) Development of self-determination skills across all

settings.

(4) Instruction on how to collaborate and coordinate with

students, their families, professional educators and the public

in the following:

(i) Strategies for active participation of students and

families in individualized education program development,

transition education and services and support networks.

(ii) Development of partnerships with employers,

development to school personnel.

(5) Ability to coordinate in-school and employer instruction

and training activities with the total school curriculum and

philosophy, including the following:

(i) Establishing program guidelines and ensuring

understanding of rules and regulations.

(ii) Implementing appropriate strategies for recruiting

students.

(iii) Correlating related classroom instruction and on-the-

job training activities by developing a training agreement and a

training plan.

training activities in areas such as academic and training

activities, attire and employer or school emergency needs.

(6) Knowledge of vocational guidance in the following areas:

(i) Aptitude, interest and ability assessment instruments.

(ii) Identifying student characteristics that may affect

performance.

(iii) External resources available to the secondary

transition services program specialist to enhance student

performance.

(iv) Developing and using follow-up student interviews and

components of an individualized education program, through the

following:

(i) Identifying and selecting appropriate material for

students.

(ii) Identifying appropriate strategies or modifications for

the development of training stations for students.

(iii) Identifying local agencies that can aid the vocational

development of students with special needs.

(8) Additional topics to support parents or guardians as

they prepare students for transition to adult service providers,

including, but not limited to:

this Commonwealth with online Internet access to the training

and educational materials developed under subsection (b) upon

receiving a request from the nonpublic school.

(d) Completion of the training program developed and made

available by the department under subsection (b) shall be

credited toward a professional educator's continuing

professional education requirement under section 1205.2, toward

any staff development requirements for paraprofessionals under

22 Pa. Code § 14.105 (relating to personnel) and toward a school

or system leader's continuing professional education requirement

this section to participate in the training during paid working

hours or in-service training.

(f) The department shall review and modify the content of

the training materials at least every five (5) years to reflect

best practice in the field of secondary transition services, and

when necessary, to reflect changes under Federal or State law.

(g) As used in this section, the following words and phrases

shall have the meanings given to them in this subsection unless

the context clearly indicates otherwise:

"Department." The Department of Education of the

Commonwealth.

"School entity." A school district, joint school district,

charter school, regional charter school, cyber charter school,

intermediate unit or area vocational-technical school.

"School or system leader." As defined in section 1205.5(g).

"Secondary transition services." As defined in 34 CFR §

300.43 (relating to transition services).

"Special education paraprofessionals." Public school

employees who provide instructional or noninstructional support

to special education students and who meet the educational

requirements established by the department. Special education

teaching assistants, associate teachers, travel trainers,

personal care aides, personal care assistants, job coaches, one-

on-one aides and support staff.