On April 17, 2017, the Department of Public Instruction (department) received a complaint under state and federal special education law from XXXXX against the Mosinee School District. The issues are whether the district, since April 17, 2016:
- properly developed and implemented a post-high school transition plan for a student with a disability; and
- properly conducted periodic reviews of the individualized education program (IEP) of a student with a disability to determine whether annual goals were being achieved and revised the IEP, as appropriate, to address any lack of expected progress.
Beginning not later than the first 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. The IEP team must review the student’s IEP periodically, but not less than annually, to determine whether the annual goals for the student are being achieved and revise the IEP, as appropriate, to address any lack of expected progress toward the annual goals.
The student’s IEP team met on April 7, 2016, to conduct an evaluation, develop an annual IEP and placement, 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, writing, and mathematics. The team determined the student would receive specially designed instruction in reading and writing, and supported instruction in a co-taught mathematics class. The IEP also included an out-of-school job placement to begin during the fall of 2016.The IEP includes a post-secondary transition plan. Outside agency representatives from the Department of Vocational Rehabilitation (DVR) and a local provider of vocational services were invited, but did not attend the meeting. The post-secondary transition plan indicates the student completed a vocational interests and preferences profile, and includes measurable postsecondary goals in the areas of education and employment based upon that profile. The plan includes several transition services including a course of study.
Reports of the student’s progress toward meeting annual goals were completed in May 2016, October 2016, and January 2017. The reports indicate the student was making progress toward attaining the goals, but had not yet met them. In January 2017, the district initiated a reevaluation for the purposes of obtaining additional information to share with providers of postsecondary services in anticipation of the student’s 18th birthday in May 2017. The IEP team conducted assessments of the student’s cognitive ability, information processing, and academic achievement.
>On March 16, 2017, the student’s IEP team met to complete the reevaluation, review the student’s progress and develop an annual IEP, and develop a statement of transition goals and services. The student and the student’s parent attended the meeting. Representatives from DVR, a local provider of vocational services, and the county Aging and Disability Resource Center attended the meeting along with several district staff members. The team reviewed the student’s progress toward meeting annual goals, and determined to continue including annual goals in reading, writing, and mathematics. The goals were adjusted to reflect the student’s increased achievement in reading and writing, and the focus of the mathematics goal was changed in light of the student’s lack of expected progress. Documentation of this discussion is included in the IEP.
The IEP developed on March 16, 2017, includes a revised post-secondary transition plan. The post-secondary transition plan indicates the student completed several transition assessment tools and participated in a transition interview. The plan includes measurable postsecondary goals in the areas of education, employment, and based on the student’s plan to move from the family home to an apartment, a measurable postsecondary goal in the area of independent living skills. The plan includes several transition services including a course of study. The IEP indicates the student was participating in a job placement with support of a local provider of vocational services and DVR. The district properly developed and implemented post-high school transition plans for the student and properly conducted periodic reviews of the student’s IEP to determine whether annual goals were being achieved and appropriately revised the IEP to address the student’s progress.
This concludes our review of this complaint.
//signed by CST 6/16/17
Carolyn Stanford Taylor
Assistant State Superintendent
Division for Learning Support