Policy – Category 6000 (Instruction)
BP 6001 – Transition Services
An assessment to determine that a student 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 LEA shall provide the student with a summary of the student’s ac ademic achievement and functional performance of the student (DM 139), which shall include recommendations on the manner in which to assist the student in meeting his/her postsecondary educational goals. Education Code § 56381
7.0
High School to Work
The California Department of Education (CDE) shall jointly develop assessment procedures for determining client eligibility for the Department of Rehabilitation (DOR) services for disabled students in secondary schools to help them make the transition from high school to work. The assessment procedures shall be distributed to LEAs. The DOR shall maintain the current level of services to secondary school students in project Work Ability and shall seek ways to augment services with funds that may become available.
8.0
Beginning Age
According to IDEA 2004, the term transition services means a coordinated set of activities that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of a student with a disability and facilitating the student’s movement from school to post -school activities, including postsecondary education, vocational education, employment, continuing and adult education services, independent living, and community participation. These activities are determined and coordinated as part of a student’s IEP. These transition services are based on the individual’s needs, taking into account the student’s strengths, preferences, and interests. They include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate the acquisition of daily living skills, and functional vocational evaluation. Beginning not later than the first IEP to be in effect when the student 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 student in reaching those goals.
8.1
Transition Services May be Special Education if Provided as Specially Designed Instruction
Transition services for individuals with exceptional needs may be special education, if provided as specially designed instruction, or a designated
BP 6001 – Transition Services
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 10/19)
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