On December 26, 2019, (form dated December 23, 2019), the Department of Public Instruction (department) received a complaint under state and federal special education law from XXXXX (complainant) against the XXXXX (district). This is the department’s decision regarding that complaint. The issue identified is whether the district, since December 26, 2018, properly developed the individualized education program (IEP) of a student with a disability regarding a statement of appropriate measurable postsecondary goals and transition services.
Beginning at the age of 14, each student’s IEP must include a postsecondary transition plan (PTP) including 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 (including courses of study) needed to assist the student in reaching those goals. The plan must be reviewed at least annually. (Wis. Stat. § 115.787[g]1).
The student’s IEP team met on May 8, 2019, to develop an annual IEP and develop a statement of transition goals and services. The student and the student’s parent attended the meeting. The IEP team developed measurable annual goals in reading and writing. The team determined the student would receive specially designed instruction in reading and writing. The IEP team also included several supplementary aids and services in the areas of reading, writing, and self-advocacy. The IEP team developed measurable postsecondary goals in the areas of training and employment based on an age-appropriate transition assessment, which included a student interview. The IEP included a postsecondary transition plan with several transition services, such as instruction in self-advocacy, job exploration counseling services, postsecondary and higher education related services, and work-based learning experiences. In addition, the transition services included a plan for visiting college programs of interest, submitting required documents for admissions, and a transition meeting with the student to discuss accommodations needed for college. The district properly developed the student’s IEP regarding a statement of appropriate measurable postsecondary goals and transition services.
This concludes our review of this complaint. This decision is final for the IDEA State Complaint process. These issues may be addressed through other dispute resolutions, including mediation and due process hearings. Visit the department's website at http://dpi.wi.gov/sped/dispute-resolution for more information.
//signed by BVH 2/21/20
Barbara Van Haren, PhD
Assistant State Superintendent
Division for Learning Support