My wife and I are now officially "transition" parents. Last June, we proudly watched our daughter Amy march with her class at their commencement ceremony. However, rather than receiving a diploma, Amy was presented with a certificate from her school. It is important to note that she participated in commencement with her peers, but has not yet "graduated" from high school. This ensures that her services under IDEA continue as she makes her transition to adult living. Presently she is attending a course at a community college, has two supported employment settings and is working out four days a week. She has an active and appropriate program for her needs, but not all of it came easily. 

I've talked with other parents who have told me that their child with similar issues has been refused transition services by the school district or offered too little to be satisfactory. This is not surprising, as one of the key findings of the U.S. DOE's Office of Special Education Programs (OSEP) was that transition services were not fully implemented in Massachusetts (or many other states). It seems there are few clear paths for how to implement transition services that will assist students with significant disabilities in establishing appropriate post secondary education or meaningful employment for themselves. This is not a new dilemma.

Recently, the Massachusetts Board of Education, based upon a recommendation from the Commissioner of Education David Driscoll, has proposed to establish a state endorsed Certificate of Achievement for students who meet all local graduation requirements, but have not yet met the MCAS competency determination. The intention is to recognize the achievements of students who have done everything possible to pass MCAS, and to provide pathways for their continued achievement, without lowering the competency standard. 

For students with disabilities, this could be an important development and this is why. Under IDEA-97, a student's educational entitlement ceases when they graduate with either a "state standard diploma" or after their 22nd birthday, whichever comes first. Historically, local school districts had sole authority to grant diplomas and all too frequently did so for students with disabilities who had met their IEP goals, but were not yet ready to graduate and still needed transition services. For example, a student with Asperger's syndrome received a diploma from his local high school at age 19, and in so doing he forfeited his right to receive educational services for the next three years, though he clearly needed transition supports. He needed job-skills training, continued academic support, and support navigating his community safely. Because he "graduated," the school no longer had any responsibility. At the same time the adult services systems and state agencies did not find him qualified for their services or indicated there was no money available to fund services. The result was that he was stuck at home, watched too much TV and became extremely depressed. His mother had to quit her job and became his primary social and community support and care giver. 

The intention of IDEA and Education Reform is that all students achieve to their highest ability and become independent adults and full participants in their communities. The MCAS requirement has made it absolutely clear and illegal for schools to prematurely "graduate" any student before age 22. Under the current proposal, a student who is not able to pass MCAS could receive a state-endorsed certificate, which would be recognized by community colleges and job training programs for continued training and support. Clearly, the sending school district would have the primary responsibility under IDEA, but this may be a way to create more appropriate opportunities for transition services and supports for students who have lost out in the past. 

If the right programs will recognize and cooperate, the certificate proposal could become a real pathway for appropriate and effective transition services. If not, the certificate could just become a second-class alternative to the real thing.

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