Secondary Transition Basics: Policy, Compliance, and SEDS

1. Secondary Transition Basics: Policy, Compliance, and SEDS October 18, 2019 | Christie Weaver-Harris, Policy Manager Division of Systems and Supports, K-12

2. Agenda • Secondary Transition Legal Requirements: IDEA and Policy • Monitoring and Specific Conditions • Ensuring a Compliant Student File • Secondary Transition Planning in SEDS

3. Review of Secondary Transition Legal Requirements

4. IDEA Secondary Transition Requirements (b)Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include: (1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and (2) The transition services (including courses of study) needed to assist the child in reaching those goals. 34 C.F.R. § 300.320

5. DCMR Secondary Transition Requirements The first IEP in effect after a child with a disability reaches 14 years of ageshall include transition assessments and services, including: • (a) Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills and the transition services needed to assist the child in reaching those goals; • (b) A statement of inter-agency responsibilities or any needed linkages before the child leaves the school setting; and • (c) If the IEP team determines that transition services are not needed, the IEP must include a statement to that effect and the basis upon which the determination was made. 5-E DCMR §3009.6

6. Secondary Transition Requirements: IEP Team Members • Required IEP Team Members • The student (5-E DCMR §3003.4(a)(1), (b)) • Representative of other agencies likely responsible for providing or paying for transition services (5-E DCMR §3003.4(a)(2), (c)) • Parent Participation (5-E DCMR §3003.6(d)-(e)) • Meeting invitation must state: • A purpose of the meeting is to determine transition services; • The student will be invited; and • Other agencies that will be invited.

7. Secondary Transition Requirements: Transition Services Transition Services--include: (a) A coordinated set of activities for a child with a disability, designed within an outcome-oriented process, that promote movement from school to post-school activities including: (1) Post-secondary education; (2) Vocational training; (3) Integrated employment, including supported employment; (4) Continuing and adult education; (5) Adult services; (6) Independent living; or (7) Community participation. 34 C.F.R. §300.43

8. Secondary Transition Requirements: Transition Services Transition Services--include: (b) Activities based on the individual child's needs, taking into account the child's preferences and interests including: (1) Instruction, related services, community experiences, development of employment and other post-school adult living objectives; (2) Acquisition of daily living skills, if appropriate; and (3) Functional vocational evaluation, if appropriate. Transition services for children with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a child with a disability to benefit from special education. 34 C.F.R. §300.43

9. Secondary Transition Requirements: Postsecondary Goals • Describe what student wants to achieve after high school in the following areas: • Education • Training • Employment • Independent living (when appropriate) • Must be measurable • Based on age-appropriate transition assessment data 34 C.F.R. §300.320(b)(1)

10. Secondary Transition Requirements: Course of Study • IEP Team must determine a student’s course of study and develop a graduation plan during eighth grade. • Reviewed and updated annually. • Course of study: a description of the coursework necessary to prepare the student for post-school activities. • Improve the academic and functional achievement of the student to facilitate advancement from secondary to post-school life; • Align with transition goals; and • Align with academic requirements for a high school diploma or IEP Certificate of Completion. 5-E DCMR §2203.1; OSSE’s Secondary Transition Policy

11. Secondary Transition Requirements: Course of Study • Ensures student will gain knowledge and skills to qualify for and successfully complete at least one of the following pathways: • Two or four year postsecondary education program • Technical/vocational program • Apprenticeship • Or on-the-job training that results in a postsecondary credential (e.g., certificate, license, Associates, or Bachelor’s degree) • Diploma vs. “non-diploma” track. • What is an IEP Certificate of Completion?

12. Secondary Transition Requirements: Procedural Requirements The LEA must: • Provide written notice to parents that the student has been placedon a non-diploma course of study; • Provide understandable information on the differences between a diploma and non-diploma course of study; • Obtain written acknowledgement that the parent has been informed and understands the student is on a non-diploma course of study; and • Ensure the IEP contains a statement describing why the high school diploma is not appropriate for the student and that the parent and student were fully informed about decision. OSSE’s Secondary Transition Policy

13. Monitoring and Specific Conditions

14. Specific Conditions • Despite steady progress made by the District, the U.S. Department of Education continues to apply special conditions to the District’s IDEA Part B grant due to a low rate of compliance with secondary transition planning requirements. • As part of its special conditions, OSSE is required to report secondary transition compliance rates against the federal requirement (age 16 and above) to the U.S. Department of Education three times annually.

15. Monitoring Timelines • OSSE conducts Secondary Transition (STR) monitoring three times per year: fall, spring, and summer.

16. Ensuring a Compliant Student File

17. Assessing Secondary Transition Compliance 12 - Postsecondary Goal Addresses Education or Training 13 - Postsecondary Goal Addresses Employment 14 - Postsecondary Goal Addresses Independent Living 15 - Postsecondary Goals Updated Annually 16 - Postsecondary Goals Based on Age-Appropriate Assessments 17 - Transition Services Assist Students to Meet Postsecondary Goals 18 - Transition Services Include Courses of Study 18a - Annual Goals Related to the Transition Services Needs 19 - Student Invited to the IEP Meeting 20 - Representative of Participating Agency Invited to IEP Meeting

18. Postsecondary Goals • Postsecondary goal addresses education or training: • The IEP contains at least one appropriate postsecondary goal that addresses education or training after high school. • Postsecondary goal addresses employment: • The IEP contains at least one appropriate postsecondary goal that addresses employment after high school. • Postsecondary goal addresses independent living: • If applicable, the IEP contains at least one appropriate postsecondary goal that addresses independent living.

19. Postsecondary Goals • Postsecondary goals updated annually: • The IEP contains evidence that postsecondary goals were updated within the past year, or this is the first IEP for the student which contains transition goals. • Postsecondary goals based on age appropriate assessments: • The IEP contains documentation that age-appropriate transition assessments were used, including the dates administered and results.

20. Transition Services • Transition services assist the student in meeting their postsecondary goals: • Transition services cannot be an activity that the student can complete on their own. • The IEP must have transition services that run the length of the IEP. • The transition services must be clear without a deep understanding of your LEA. • The transition services must be related to the postsecondary goal. • Transition services include courses of study: • Describe the student’s specific curriculum or courses related to the postsecondary goal. • Annual goals are related to transition service needs.

21. Student and Outside Agency Invitations • Student was invited to the IEP meeting: • The student must be invited at least one day prior to the IEP meeting. Same day invitations do not satisfy this requirement. • A letter of invitation must be in the student’s SEDS file, even if the student actually attended the IEP meeting.

22. Student and Outside Agency Invitations If a purpose of the IEP Team meeting is to consider postsecondary goals for the student and the transition services needed to assist the student in reaching those goals, the LEA shall, with the consent of the parents or a student who has reached the age of majority, invite the representative of the Rehabilitation Services Administration (RSA) and any other participating agency that is likely to be responsible for providing or paying for postsecondary transition services.

23. Postsecondary Transition Planning in SEDS

24. SEDS Demonstration We will take a live look at postsecondary transition planning in SEDS

25. Secondary Transition Points of Contact • Special Education Policy: Christie Weaver-Harris, Policy Manager (Christie.Weaver-Harris@dc.gov) • Secondary Transition Monitoring: Please contact LEA IDEA Monitor • Debra Melville (Debra.Melville@dc.gov) • Denise Nedab (Deniseb.Nedab@dc.gov) • Special Education Training and Professional Development: Jennifer Carpenter, (Jennifer.Carpenter@dc.gov) • SEDS: Please contact your LEA Data Liaison

26. Thank You!