From the Desk of
Richard J. Robison, Executive Director

Summer 2001

The Problem of Graduation

"I don't know what to do!" These words were spoken by a parent who called the Federation for help in understanding the implications of the new graduation requirement in Massachusetts; beginning with the class of 2003, every student must pass the MCAS (Massachusetts Comprehensive Assessment System) test in order to receive a standard high school diploma. In this particular situation, the student has been receiving special education services his entire school career. The school told this parent that her son could graduate this year and receive a "regular diploma" since the MCAS requirement is not yet fully in place, or he can remain in school and face the MCAS standard.

The federal law, IDEA-97, states that students with disabilities are entitled to a free appropriate public education (FAPE) until they graduate with a standard diploma or until they turn 22 years old. Historically, many school districts have allowed (and even encouraged) students to "graduate" with their class upon the completion of their IEP (Individual Educational Program) goals. However, if they "graduate" before turning 22, these students are no longer eligible to receive special education services. Once implemented, the new MCAS requirement means that a student must be able to demonstrate basic competency requirements before educational services can be terminated. This means all students who receive special education services must demonstrate their ability to read, write and do basic math in order to graduate. Until this occurs, the student must, under federal law, continue to receive educational services until the age of 22.

As a parent, I want my child to "graduate" with his/her class. The social and emotional aspect of his/her participation in the graduation experience is important to my family and me. Following graduation, it is equally important that there are services and supports in place that will provide for continuing education and employment supports. The development of a transition plan, again specified by federal law, is the place to detail these post-graduation services. However, the agencies that serve adults cannot guarantee that they will be able to provide these services. Until age 22 it remains the responsibility of the educational system.

The parent told me her son loves going to school and is doing well. He is reading at a 4th grade level, which far exceeds her wildest dreams for him. His math skills are elementary but he is learning to use money. He is 19. The school department feels it is time for him to graduate. She is his guardian and by law, she must consent. What is this mother to do?

There is no easy answer to her problem. My suggestion was for her to request that her son participate in the graduation ceremony with his class, accept a "certificate of completion" (which is not a diploma), and work with the school and adult service agencies to build a transition plan for the next 3 years. Building a transition plan will require hard work, cooperation, and creativity on the part of the school, the parent, the student, and the human service agencies. But at least this student will be able to "graduate" with his classmates, knowing there is a team of people working together on his behalf to provide the supports and services he will need for the next three years. If you have had an experience with a graduation decision, we would be interested in knowing about it. Please contact me at rrobison@fcsn.org or call 617-236-7210.

Dr. Richard J. Robison

became Executive Director of the Federation in April of 1997. Dr. Robison has over 20 years experience with the management of nonprofit volunteer organizations as well as six years experience in state government as a senior policy analyst to the Commissioner of the Massachusetts Department of Mental Retardation. The parent of three children, two of whom have Down syndrome, he is knowledgeable in a broad range of relevant content areas. He was appointed to serve a second 3-year term on the State Advisory Council for special education required under IDEA, is an elected member of the Sudbury, Massachusetts, School Board, serves on the AAUAP Consumer Affairs Council, and in Spring 1997, he was appointed by Secretary of Education Richard Riley to serve on the Goals 2000 “America Goes Back to School” Steering Committee.