On December 14, 2015, the Department of Public Instruction (DPI) received a complaint under state and federal special education law from XXXXX against the XXXXX School District. This is the department’s decision regarding that complaint. The issues are whether the district, during the 2015-16 school year, properly developed and implemented a post-high school transition plan for a student with a disability.
Beginning not later than the first Individual Education Program (IEP) to be in effect when the student turns 14, or younger if determined appropriate by the IEP Team, and updated annually thereafter, the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and the transition services needed to assist the student in reaching those goals.
On September 11, 2015, an IEP team meeting was held for the purpose of developing a statement of postsecondary transition goals and services. Representatives of three outside agencies likely to be responsible for providing or paying for transition services were invited and attended the IEP team meeting. Measurable postsecondary goals in the areas of training, employment and independent living were developed based on an age-appropriate transition assessment which included a student interview. Annual goals were developed that will help the student make progress toward the postsecondary goals, addressing such concepts as social communication skills and functional vocabulary development to improve independence in the community and worksite; telling time and counting money; following directions and asking for clarification; and reading functional signs in the community.
The student receives the specially designed instruction in Practical Mathematics, Reading, English Language Arts, and Life Skills as specified in the student’s IEP. The district collaborated with the Department of Vocational Rehabilitation to locate three appropriate community worksites, and contracted with outside agencies for job coaching. The special education teacher participates in meetings with the outside agencies. In addition to these three work experiences, the student is in the community with the special education teacher as part of the Life Skills class. At the December 2, 2015 IEP team meeting, transportation from the student’s home to school and from school to the student’s worksite was added to the IEP as a related service.
The district properly developed and implemented a postsecondary transition plan for the student. The IEP includes appropriate measurable postsecondary goals and transition services and the transition plan is being implemented.
This concludes our review of this complaint.
//signed CST 2/3/2016
Carolyn Stanford Taylor
Assistant State Superintendent
Division for Learning Support