Transition Services.
Transition planning is an often-overlooked part of the IEP process that tends to get only a couple of lines in what may be an otherwise comprehensive IEP. The goal of transition services can be found directly in IDEA, which refers to preparing children with disabilities to “lead productive and independent adult lives, to the maximum extent possible.” 20 USC 1400(c)(5)(A)(ii).
Whether a student wants to attend a vocational program or college or simply pursue independent living to the extent they are able, the IEP should be complete with goals that allow them to do so. Public schools must have a variety of supports and services for IDEA-eligible students designed to support your child, whether the discussion solely involves a job or extends to enabling them to be prepared for college or careers.
IDEA defines transition services.
It provides that transition services mean a coordinated set of activities for a child with a disability that is:
Designed to be within a results-oriented process, focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to postschool activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
Based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests and including: Instruction. Related services. Community experiences. The development of employment and other postschool adult living objectives. If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
It also provides that transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. 34 CFR § 300.43.
Alternative Tracks to Graduation.
Regular High School Diploma
Generally the term “regular high school diploma” means the standard high school diploma awarded to the majority of students in the state that is fully aligned with state standards. This is an academic credential.
Alternative Diploma
Alternate diploma means a diploma for students with intellectual or cognitive disabilities, as defined by the state, who are assessed with a state’s alternate assessment aligned to alternate academic achievement standards under section 1111(b)(2)(D) of the Elementary and Secondary Education Act. It is: 1) Standards-based, 2) aligned with the state’s requirements for a regular high school diploma, and 3) obtained within the time period in which the state ensures the availability of a free appropriate public education under section 612(a)(1) of the Individuals with Disabilities Education Act ESEA Title VIII, Sec. 8101(25).
Waivers and Alternative Pathways to Graduation
Depending on your state there are a variety of additional tracks to graduation and a diploma. In some states a requirement for graduation is passing the state’s standardized testing. However, there are often alternative pathways that are available so that students who are unable to pass the testing can pursue an alternative track and still receive a diploma.
Certificate of Completion
A certificate of completion is recognition your child has completed high school even though they did not meet the requirements for a full diploma. A certificate of completion is not an academic credential. There are no courses or grade requirements necessary to earn a certificate of completion.
Provisions from IDEA.
34 CFR 300.320 (b) Transition Services
(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include—(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and(2) The transition services (including courses of study) needed to assist the child in reaching those goals.(c) Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child's rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under § 300.520.(d) Construction. Nothing in this section shall be construed to require—(1) That additional information be included in a child's IEP beyond what is explicitly required in section 614 of the Act; or(2) The IEP Team to include information under one component of a child's IEP that is already contained under another component of the child's IEP. (See Also: 20 U.S.C. 1414 (d)(1)(A) and (d)(6))
34 CFR 300.321 IEP Team
(a) General. The public agency must ensure that the IEP Team for each child with a disability includes—(1) The parents of the child;(2) Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);(3) Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;(4) A representative of the public agency who—(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;(ii) Is knowledgeable about the general education curriculum; and(iii) Is knowledgeable about the availability of resources of the public agency.(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (a)(6) of this section;(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and(7) Whenever appropriate, the child with a disability.(b) Transition services participants. (1) In accordance with paragraph (a)(7) of this section, the public agency must invite a child with a disability to attend the child's IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under § 300.320(b).(2) If the child does not attend the IEP Team meeting, the public agency must take other steps to ensure that the child's preferences and interests are considered.(3) To the extent appropriate, with the consent of the parents or a child who has reached the age of majority, in implementing the requirements of paragraph (b)(1) of this section, the public agency must invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.(c) Determination of knowledge and special expertise. The determination of the knowledge or special expertise of any individual described in paragraph (a)(6) of this section must be made by the party (parents or public agency) who invited the individual to be a member of the IEP Team.(d) Designating a public agency representative. A public agency may designate a public agency member of the IEP Team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this section are satisfied.(e) IEP Team attendance. (1) A member of the IEP Team described in paragraphs (a)(2) through (a)(5) of this section is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.(2) A member of the IEP Team described in paragraph (e)(1) of this section may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if—(i) The parent, in writing, and the public agency consent to the excusal; and(ii) The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.(f) Initial IEP Team meeting for child under Part C. In the case of a child who was previously served under Part C of the Act, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services. (See Also: 20 U.S.C. 1414 (d)(1)(B)-(d)(1)(D)
34 CFR 300.324 (c) Development, review, and revision of IEP – Failure to meet transition objectives
(c) Failure to meet transition objectives —(1) Participating agency failure. If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with § 300.320(b), the public agency must reconvene the IEP Team to identify alternative strategies to meet the transition objectives for the child set out in the IEP.(2) Construction. Nothing in this part relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to children with disabilities who meet the eligibility criteria of that agency. (See Also: 20 U.S.C. 1412 (a)(1), 1412(a)(12)(A)(i), 1414(d)(3), (4)(B), and (7); and 1414(e)