Policy – Category 6000 (Instruction) BP 6001 – Transition Services
Beginning not later than the first IEP to be in effect when the child is 16 years of age, and updated annually thereafter, the IEP shall include appropriate measurable postsecondary goals, measurable annual goals, and transition services needed to assist the child in reaching those goals. The governing board of each Charter LEA shall adopt a policy to implement a course of study that prepares children to meet Charter LEA and state requirements for graduation or a certificate of completion ( Title 34 of the Code of Federal Regulations § 300.320; Education Code §§ 51225.3 and 51225.4 ). Requirements for graduation and specified alternative means for completing the prescribed course of study shall be made available to children, parents, guardians, and the public. The Charter LEA’s course of study shall provide children with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and the workplace. The DMCS 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 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 SELPA form D/M 139 - Summary of Performance,
BP 6001 – Transition Services
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 10/19)
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