2020                              7641

Students

SUBJECT:    TRANSITION SERVICES

Transition services means a coordinated set of activities for a student with a disability, designed within a results-oriented process that is focused on improving the academic and functional achievement of this student to facilitate movement from school to post-school activities. Post-school activities include, but are not limited to, post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must be based on the student’s strengths, preferences, and interests, and will include needed activities in the following areas:

a)      Instruction;

b)      Related services (the term “related services” does not include a medical device that is surgically implanted, the optimization of the device’s functioning (e.g., mapping), maintenance of, or the replacement of such device);

c)      Community experiences;

d)      The development of employment and other post-school adult living objectives; and

e)      When appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

Beginning not later than the first individualized education program (IEP) to be in effect when the student is age 15 (and at a younger age, if determined appropriate), and updated annually, the student’s IEP must include:

a)      A statement of the student’s needs taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities;

b)      Appropriate measurable post-secondary goals based upon age appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills;

c)      A statement of transition service needs that focuses on the student’s courses of study, such as participation in advanced-placement courses or a vocational educational program;

d)      Needed activities to facilitate the student’s movement from school to post-school activities, including instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, when appropriate, acquisition of daily living skills and functional vocational evaluation; and

e)      A statement of the responsibilities of the District and participating agencies, when applicable, for the provision of such services and activities, before the student leaves the school setting, that promote movement from school to post-school opportunities.

When developing transition goals and services, the District will discuss with the student’s parents:

         a)      Graduation requirements;

         b)      The student’s progress toward receiving a diploma; and

         c)      The appeal, safety net, and Superintendent determination pathway options that may be available.

At the CSE meeting where the District discusses transition services with parents, it will provide written information explaining the graduation requirements, including eligibility criteria and processes for seeking an appeal and for requesting a local diploma through the Superintendent’s determination pathway. The District will also inform parents that graduating with a local or Regents diploma terminates their child’s entitlement to a free public education and special education services.

The District must invite a student with a disability to attend the student’s CSE meeting if a purpose of the meeting will be the consideration of the post-secondary goals for the student and the transition services needed to assist the student in reaching those goals. If the student does not attend the CSE meeting, the District must take other steps to ensure that the student’s preference and interests are considered. To the extent appropriate, with the consent of the parent or a student who has reached the age of majority, the District must also invite a representative of any participating agency that is likely to be responsible for providing or paying for transition services.

Graduation/Aging Out

The District is not required to conduct a reevaluation of a student before the termination of a student’s eligibility due to graduation with a local high school or Regents diploma or exceeding the age eligibility for a free appropriate public education. However, the District must provide the student with a summary of the student’s academic achievement and functional performance, including recommendations on how to assist the student in meeting his or her post-secondary goals.

Before a student’s graduation from high school with a Skills and Achievement (SA) Commencement Credential or Career Development and Occupational Studies Commencement Credential (CDOS), parents must receive prior written notice indicating that the student continues to be eligible for a free appropriate public education until the end of the school year in which the student turns 21 or until receipt of a regular high school diploma.

 

• Individuals with Disabilities Education Act (IDEA), 20 USC §§ 1400 et seq.
• 34 CFR §§ 300.321, 300.343, 300.347, and 300.348
• Education Law § 4401
• 8 NYCRR §§ 200.1(qq), 200.1(fff), 2004.(d)(2)(ix), and 200.5(c)(2)(vii)

NOTE:      Refer also to Policy

• #7617 — Declassification of Students with Disabilities

Adopted:  8/24/11
Revised:  9/22/20