The Charter SELPA recognizes that children with disabilities are entitled to a course of study that provides them with free appropriate public education (FAPE) and modifications to the Charter LEA’s regular course may be needed on an individual basis to provide FAPE. In accordance with law, each child’s IEP team shall determine the appropriate goals, as well as any appropriate individual accommodations necessary for measuring the academic achievement and functional performance of the child on state and districtwide assessments. State and federal law state the IEP for each child with a disability must contain statements of measurable annual goals that would enable the child to progress in the general education curriculum and a statement regarding any accommodations necessary to measure the child’s performance on state and districtwide assessments ( Title 34 of the Code of Federal Regulations § 300.320; Education Code § 56345 ). For children in grades seven to 12, inclusive, any alternative means and modes necessary for the child to complete the prescribed course of study of the Charter LEA and to meet or exceed proficiency standards for graduation shall be documented in the child’s IEP. The child’s IEP shall contain a multi-year description of the child’s coursework from current year to anticipated exit year, to enable the child to meet his/her appropriate postsecondary goal. The IEP team shall document and/or attach a copy of the child’s course of study to Charter SELPA form D/M 68D – Transition Plan. An assessment to determine that a child with a disability is no longer an individual with exceptional needs shall not be required due to graduation from high school with a regular diploma, or due to exceeding the age eligibility for FAPE. Under these circumstances, the Charter LEA shall provide the child with a summary of the child’s academic achievement and functional performance using Charter SELPA form D/M 139 - Summary of Performance, which shall include recommendations on the manner in which to assist the child in meeting his/her postsecondary educational goals ( Education Code § 56381 ). Section G – High School to Work The California Department of Education (CDE) shall jointly develop assessment procedures for determining client eligibility for the Department of Rehabilitation (DR) services for children with disabilities in secondary schools to help them make the transition from high school to work. The assessment procedures shall be distributed to Charter LEAs. The DR shall maintain the current level of services to secondary school students in the Transition Partnership Program (TPP) and shall seek ways to augment services with funds that may become
available. Eligibility
The child and the DR counselor will obtain and review medical and other information to identify and assess how the disability affects the child’s ability to work and to determine how the DR services can help the child obtain or retain a job. After obtaining sufficient information, the DR counselor will determine the child’s eligibility for services.
Chapter 6 – Transition Services, Charter SELPA As of 10/17/2019 Steering Committee Review/Adoption
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