RE: Question for Sue: Qualifying for Transition Services

January 14, 2008

Hi Laurie -

Illinois regulations state that students with disabilities who require

continuing education experiences (e.g., transition services) to make a

successful transition from school to adult life are eligible to continue

through age 21 inclusive. Students with disabilities who have fulfilled

the minimum State graduation requirements (School Code - 105 ILCS

5/27-22) - most all districts have higher requirements than the state

minimum - are eligible to receive a regular education diploma. BUT that

doesn't mean they have to accept the diploma when they have fulfilled

the State minimum requirements. If a student's IEP has continued

special education, transition planning, transition services, or related

services beyond that point, the diploma will be deferred or " held " by

the district so that the student will continue to be eligible for those

services. Students who have participated in their graduation ceremony

but have not been awarded a regular high school diploma (and they can in

IL thanks to Brittany Booth) continue to be eligible.

If the student is to receive a regular high school diploma, the school

district must send both the parent and student written notice at least

one year prior to the date the diploma will be issued. The notice must

explain that eligibility for special education services ends after the

student receives the diploma. The notice should also explain that the

parent or the student may request an IEP meeting to review a school

district's recommendation that the student will receive his/her regular

diploma on the date specified in the notice.

Students with disabilities can participate in graduation ceremony while

maintaining the right to continued eligibility for special education

services.

The key: It is very important for parents/families to

participate in the IEP development and transition planning process.

Parents/families need to be aware of

their student's needs and goals for life after high school.

By participating in the IEP team, parents/families will be aware of the

districts plans and will also be

able to provide input about how best to meet the needs of

the student.

Some students will benefit greatly from additional time with special

education and transition services. That might mean one additional year

or two or, for some students, staying the maximum allowable time. For

other students, delaying the move to adult life and services may not be

appropriate or valuable to the student's future success. The time in a

student's education from 18 to 22 should be viewed as an opportunity to

fill in the gaps and build skills that will lead to a successful

transition based on the student's goals for life after high school.

One of the things I see sometimes that bothers me is students doing

" more of the same " from 18 - 22 and it ends up being a situation of

prolonging the inevitable instead of actively preparing.

Continuing Eligibility and Graduation or Completion of Program is in the

State regulations at 23 IAC 226.50©.

Hope this helps...let me know if this brings up additional questions.

Sue

________________________________

From: IPADDUnite [mailto:IPADDUnite ] On

Behalf Of Laurie Jerue

Sent: Monday, January 14, 2008 6:30 PM

IPADDUnite

Subject: Question for Sue: Qualifying for Transition

Services

Hi Sue,

How is it determined who qualifies for transition services in the 19-

22nd birthday age range? This is a question I get a lot from other

parents, particularly from those whose children have an IEP and who

are receiving high school services in a self-contained or multi-

needs type of classroom setting - some of those students get the

extended transition services to 22nd birthday and others do not.

Then there are the students who have remained on a

district's 'inclusion' or 'supported ed' caseload, but who have

significant challenges to employment, and transition services 19-22

are not being discussed.

Are there ISBE guidelines or rules that govern those decisions made

by individual school districts? Or are these decisions driven by

local districts who can basically set their own policies?

If anyone has the answer, I'm sure it's you!

Laurie

January 14, 2008

P.S. In regard to " Then there are the students who have remained on a

district's 'inclusion' or 'supported ed' caseload, but who have

significant challenges to employment, and transition services 19-22 are

not being discussed. "

IDEA 2004 requires that all transition age students who have IEPs have

measurable post-school goals for education and/or training, employment

and, if necessary, adult living. I think the " if necessary " phrase is

causing many districts to disregard this area for higher functioning

students. Post-school goals in Adult Living could encompass independent

living skills, health/safety, financial /income,

transportation/mobility, social relationships, recreation/leisure,

and/or self-advocacy/future planning. Families, as members of the IEP

team, can ask if age-appropriate transition assessments have been

provided in this area...if so what are the results (should actually be

included in the student's file if not attached to the IEP)...if none

have been done parents can point this out and ask that some appropriate

assessment be done. Then you will have the information you need (that

the IEP Team needs) to develop appropriate annual goals and objectives,

services, and supports in the IEP/transition plan.

Sue

________________________________

From: IPADDUnite [mailto:IPADDUnite ] On

Behalf Of Walter Sue

Sent: Tuesday, January 15, 2008 12:02 AM

IPADDUnite

Subject: RE: Question for Sue: Qualifying for Transition