Policy – Category 6000 (Instruction) BP 6001 – Transition Services
employment, the community, and adult living. The IEPs of children with disabilities who attend high school must be reflective of the general education curriculum framework and standards. In accordance with standards-based educational reform, “transition plans” for children who receive special education services and “graduation plans” for children in general education need to be merged. Appropriate inclusion of children with disabilities can merge the seemingly two separate systems into one coordinated plan (Transition Fact Sheet, The Federation for Children with Special Needs, Inc., 1999). This publication was approved by the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). Charter LEAs are encouraged to develop curricular plans, which address the interests and needs of individual children. This may be an infusion into all or part of the general education curriculum, special class services, or some other practice for provision of an education that reflects preferences, a career goal, and positive outcomes for adult living. All children should have opportunities to gain insights into the vocational or career world delivered at their level of development. 10.0 Interagency Agreements California Education Code § 56462. The transition services shall include, but not be limited to, the following:…(a) In-service training programs, resource materials, and handbooks that identify the following:…(3) the roles of other agencies in the transition process including, but not limited to, the scope of their services, eligibility criteria, and funding; (b) Development of the role and responsibilities of special education in the transition process, including the following:…(4) The coordination of the transition planning process, including development of necessary interagency agreements and procedures at both state and local levels; and (g) Coordination with other specialized programs that serve students who face barriers to successful transition. Interagency agreements shall contain a description of the scope of the agency’s services, eligibility criteria, and funding. Services will be coordinated to serve children who face a barrier to a successful transition from school to adult living. The case carrier will review student abilities and challenges and, with the consent of the parent or the child if he/she has attained the age of majority, will invite appropriate agency representatives to the IEP annual review. The notice to parents and, in cases where the child is 18 or older, to the child, shall contain notification of the agency’s participation in the IEP meeting. It is clear that the inclusion of agency participation in the child’s transition planning should start prior to the last year of the child’s high school education. Interagency access is accomplished through the IEP process. All children have the right to access services offered by the community agencies; however, the school system is not
BP 6001 – Transition Services
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 10/19)
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