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1342.12 Companion
July 12, 2017
Page 103
each of whom may play a role in supporting needed transition activities. A transition plan is created and
completed for a student before the 16th birthdate.
Specific Transition Services
The transition services are:
1.
Based on a student’s needs, taking into account their preferences, interests, and abilities.
2.
Developed through an outcome-oriented process and identified as a series of steps toward
reaching a student’s desired employment and adult living goals.
3.
Coordinated activities encompassing a broad range of services and supports including those
provided by the school, the family, the community, the adult service system, and postsecondary
environments.
4.
Designed to promote student movement from school to post-school activities by developing
bridges of generic, time-limited, and ongoing supports that extend into early adulthood.
CSC Responsibilities for Individual Transition Planning
CSC responsibilities for individual transition planning include:
1.
Developing a transition planning team made up of the student, parents, and core IEP Team with
additional members as appropriate.
2.
Scheduling transition planning meeting (may be a part of the annual review);
3.
Develop appropriate measurable postsecondary goals based on age-appropriate transition
assessments elated to training, education, employment and, where appropriate, independent
living skills;
4.
Ensure the plan is in place not later than the first IEP to be in effect when the student turns 16,
or younger if determined appropriate by the CSC, and updated annually;
5.
Monitoring the progress of the transition goals through annual review meetings;
6.
Updating transition components of the IEP through annual review meetings; and
7.
Scheduling an exit transition meeting no less than three months before the student's graduation
or permanent exit from secondary education.;
8.
Student and parents are notified by providing PWN that graduation is a change in special
education placement and ends entitlements to special education services.
Instructions Pertaining to Students with an Individual Education Program
Instructions pertaining to students with an Individual Education Program include:
a)
In limited and compelling circumstances, the Special Education CSC and the principal may grant
an exception to a specific course, course credit, or minimum GPA requirement (without District
Superintendent approval), provided that all reasonable alternatives have been considered.
b)
Exception requests for students with an IEP are managed through the CSC process, documented
by the case manager in the IEP, and coordinated with the school counselor.
c)
The CSC (including student, parent, school counselor, general educators, and administrators)
must collaboratively develop and review the student's educational strengths and areas for
improvement, accommodations, and interventions needed in the educational setting and the
documented impact of the student's disability on their capacity to successfully participate in the
general education program. Students with disabilities must participate to the greatest extent
possible in the general education program.