2. A description of the activities provided to support the transition of students from the special education program into the general education program. Section D – Transition from Elementary School District to High School District When a student is to enroll in a high school district from an elementary district, the elementary district shall invite the high school district to the IEP team meeting prior to the last scheduled review. If the authorized high school personnel participate with the elementary district personnel in the IEP team meeting, the IEP shall specify the appropriate high school placement. If the authorized representative of the high school district has not participated in the IEP development prior to transfer from the elementary program, the elementary school district shall notify the high school district of those individuals with exceptional needs who require special education and related services. For each student listed who enrolls in the high school district, the administrator shall make an interim placement in accordance with Education Code section 56325 or shall immediately convene an IEP team meeting. C.C.R. 3024 Section E – Course of Study The governing board of each LEA shall adopt a policy to implement a course of study that prepares students to meet district and state requirements for graduation or a certificate of completion. 34 C.F.R. 300.320; E.C. 51225.3 and 51225.4 Requirements for graduation and specified alternative means for completing the prescribed course of study shall be made available to students, parents/guardians, and the public. The LEA’s course of study shall provide students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and the workplace. The Desert/Mountain SELPA recognizes that students with disabilities are entitled to a course of study that provides them with a free appropriate public education (FAPE) and that modifications to the LEA’s regular course may be needed on an individual basis to provide FAPE. In accordance with law, each student’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 student on state and district-wide assessments. State and federal law provide that the IEP for each student with a disability must contain statements of measurable annual goals that would enable the student to progress in the general education curriculum and a statement regarding any accommodations necessary to measure the student’s performance on state and district-wide assessments. 34 C.F.R. 300.320; E.C. 56345 For students in grades seven to twelve, inclusive, any alternative means and modes necessary for the student to complete the prescribed course of study of the LEA and to meet or exceed proficiency standards for graduation shall be documented in the student’s IEP. The student’s IEP shall contain a multi-year description of the student’s coursework from current year to anticipated
Chapter 9 – Transition Services, Desert/Mountain SELPA As of 10/18/2019 Steering Committee Review/Adoption
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