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INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
Introduction to
the Transition
Planning Process
The LINK Center
Parent Training and Information Center
© Federation for Ch...
The Federation for Children
with Special Needs
advocates for quality
education, parent
participation and access to
quality...
The LINK Center connects
families and individuals with
disabilities who are transition
age (14-26) to information,
support...
Workshop Agenda
• What is Transition Planning?
• The Transition Planning Process
• Transition Assessments
• Transition Pla...
What is Transition Planning?
Transition is about Planning for Life after high school:
•academic and non-academic courses a...
Why is Transition Important?
Unemployment rates for working age adults with
disabilities hover at 70% level
Students with ...
Transition Laws
IDEA 2004
Beginning in 1990, the Individuals with Disabilities Education Act (IDEA) required
transition se...
A Guiding Principle
“The purpose of IDEA is to ensure that all children
with disabilities have available to them a free an...
More than Education,
Employment, and
Independent Living
Transition Planning can also address:
•Self-Determination
•Financi...
Preparing All Students for
College and Careers
http://www.doe.mass.edu/ccr/
What are Transition Services?
IDEA defines Transition Services as …
A coordinated set of activities for
a student:
• Desig...
Who is Eligible for Transition Services?
In Massachusetts, students
between the ages of 14-22
(or younger if determined a...
What is Transition Planning?
• School Preparation
• Career Preparation
• Youth Development and
Leadership
• Connecting Act...
Transition Timelines
See also:
http://thearcofmass.org/resources/transition/
Timelines can be valuable planning tools
• Provide increasing opportunities to
help student develop skills needed to
become independent
• Assist student in develop...
• Participate in IEP Meeting at age 14 or earlier
(eventually lead IEP meeting)
• Develop their own vision statement to sh...
Making choices and decisions based on own preferences and
interests is self-determination.
Self-advocacy is giving a voice...
Student Vision = Postsecondary Goals
Vision statement should include:
1. One postsecondary goal in Education/Training
2. O...
WHERE TO START?
Start with the students’ vision
Sports
Recreation
and Social
Activities
Personality
shy/outgoing
Job or
Vo...
Transition Assessments
The IEP must include
“ …appropriate measurable post-secondary goals
based upon age appropriate tran...
What do you Need to Know?
 Can my student learn to drive?
 Can he work more than 4 hours during
an average work day?
 C...
Types of Assessments
FORMAL assessments involve
standardized testing, measuring specific
skills.
Examples: achievement tes...
1. Review the Transition Planning Form.
2. Discuss what interests your student has, what further
education or jobs they mi...
The Team should discuss and complete the TPF before
completing the IEP Form.
1.Post-Secondary Vision considers the student...
Transition in the IEP
1. Postsecondary Vision
2. General Curriculum (PLEP A)
academic accommodations and
specialized instr...
Summary - Transition Planning in High School
• Team Meeting to address Transition Services
• Student is invited at age 14
...
• When student receives state standard diploma
or turns 22.
• All students allowed to participate
fully in high school gra...
Chapter 688 Referral
Massachusetts “Turning 22 law” enacted in 1984 to address transition
planning needs of students with ...
Graduation
To earn a state standard diploma, student
must:
• meet the Competency Determination
(CD) standard (pass all thr...
At 18, youth can vote, buy a house or get married.
In the eyes of the law, the individual is presumed to have
the capacity...
Does my child have the capacity to make
personal and financial decisions?
Alternatives from Least to Most Restrictive:
• J...
Adult Human Service Agencies
 Massachusetts Rehabilitation Commission - MRC
 Department of Developmental Services - DDS
...
What will they do all day?
Where will they live?
How will they get around?
What government assistance do they qualify for?...
A Continuum of Options
There is not one
right pathway and
with acquisition
of skills,
an individual can
move into new
oppo...
Stay Informed about Transition
• Join the Conversation!
FCSNTransition Listserve – a free Yahoo group
for parents and prof...
Planning a Life
Planning a Life is a two day Transition planning conference (runs 8:30am to
4pm) with information and reso...
Resources
A Family Guide to Transition Services in Massachusetts
http://fcsn.org/transition_guide/english.pdf
http://fcsn....
Contact our Call Center
617-236-7210
Visit our website
www.fcsn.org
Email Us
info@fcsn.org
Follow Us on . . .
How Can We H...
INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
Thank you for coming!
Parent Tra...
Introduction to the Transition Planning Process (Updated 10/17)
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Introduction to the Transition Planning Process (Updated 10/17)

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This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support.

Published in: Education
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Introduction to the Transition Planning Process (Updated 10/17)

  1. 1. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
  2. 2. Introduction to the Transition Planning Process The LINK Center Parent Training and Information Center © Federation for Children with Special Needs, 2015 The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129 617-236-7210 ● Toll Free 1-800-33-0688 ● Fax 617-241-0330
  3. 3. The Federation for Children with Special Needs advocates for quality education, parent participation and access to quality health care services for all children, especially those with disabilities. Who We Are …
  4. 4. The LINK Center connects families and individuals with disabilities who are transition age (14-26) to information, supports and services to achieve their future vision. The Parent Training and Information Center (PTIC), provides free information, support, technical assistance and affordable workshops to families who have children with disabilities and the professionals who work with them.
  5. 5. Workshop Agenda • What is Transition Planning? • The Transition Planning Process • Transition Assessments • Transition Planning Form (TPF) • Chapter 688 Referral • Graduation/Turning 18 • Resources • Questions
  6. 6. What is Transition Planning? Transition is about Planning for Life after high school: •academic and non-academic courses and learning experiences, •employment and related training opportunities, •community living, and leisure activities. Goal is to help young adults successfully move from school into the adult world.
  7. 7. Why is Transition Important? Unemployment rates for working age adults with disabilities hover at 70% level Students with special needs are 3 times more likely to live in poverty as adults 35% of students with disabilities failed to graduate with a regular diploma Drop-out rate is 50% higher than that of non-disabled youth DESE Harris Survey 2004
  8. 8. Transition Laws IDEA 2004 Beginning in 1990, the Individuals with Disabilities Education Act (IDEA) required transition services for all children with disabilities- 20 USC §1400 (d)(1)(A) M.G.L. c.71B – MA Special Education Law M.G.L. c.688 – “Turning 22” Law Rehabilitation Act of 1973 (Amended in 1992 and 1998) Creates the framework for a nationwide service system intended to support the transition from school to work - 29 USC §1701 Workforce Innovation and Opportunity Act of 2014 (WIOA)
  9. 9. A Guiding Principle “The purpose of IDEA is to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living...” 20 USC §1400(d)(1)(A)
  10. 10. More than Education, Employment, and Independent Living Transition Planning can also address: •Self-Determination •Financial Literacy •Health •Recreation & Leisure •Community Access •Interpersonal Skills
  11. 11. Preparing All Students for College and Careers http://www.doe.mass.edu/ccr/
  12. 12. What are Transition Services? IDEA defines Transition Services as … A coordinated set of activities for a student: • Designed within a results-oriented process • Focused on improving academic & functional achievement • Facilitates movement from school to post-school activities 34 CFR §300.43(a)
  13. 13. Who is Eligible for Transition Services? In Massachusetts, students between the ages of 14-22 (or younger if determined appropriate by the IEP Team) who receive special education services-on IEP of all disability types Transition! !
  14. 14. What is Transition Planning? • School Preparation • Career Preparation • Youth Development and Leadership • Connecting Activities • Family Involvement
  15. 15. Transition Timelines See also: http://thearcofmass.org/resources/transition/ Timelines can be valuable planning tools
  16. 16. • Provide increasing opportunities to help student develop skills needed to become independent • Assist student in developing a vision of what student wants to do in life Parent’s Role in Transition Planning EXAMPLES– visit places in the community where student could volunteer, support extra-curricula activities and clubs, use professional connections to help youth identify real world career opportunities, practice soft skills with youth
  17. 17. • Participate in IEP Meeting at age 14 or earlier (eventually lead IEP meeting) • Develop their own vision statement to share at the IEP meeting, identify their interests and preferences • Take courses to prepare them for postsecondary goals • Identify career options that match their interests and strengths/skills • Set goals, aim high – sustain motivation Students should be at the center of the Transition Planning Process Student’s Role in Transition Planning
  18. 18. Making choices and decisions based on own preferences and interests is self-determination. Self-advocacy is giving a voice to those choices. These skills need to be taught and practiced • in school • at home, and • in the community Need opportunity to problem-solve, make mistakes and advocate for oneself. Self-Determination and Self-Advocacy
  19. 19. Student Vision = Postsecondary Goals Vision statement should include: 1. One postsecondary goal in Education/Training 2. One postsecondary goal in Employment 3. If appropriate…one goal in Independent Living Skills 34 CFR §300.320(b)(1) EXAMPLES: After exiting high school, … • I want to enroll in a culinary arts program. • I want to work part-time in a daycare center. • I plan to use the bus to get to my job, the supermarket and the gym. http://www.doe.mass.edu/sped/advisories/goals-example-sheet.pdf
  20. 20. WHERE TO START? Start with the students’ vision Sports Recreation and Social Activities Personality shy/outgoing Job or Volunteer Activities Likes/ Dislikes Favorite Things What do you want to be when you grow up? Where are you going to live? What do you want to do for fun? You may need to collect data on students skills…
  21. 21. Transition Assessments The IEP must include “ …appropriate measurable post-secondary goals based upon age appropriate transition assessments related to training, education, employment and where appropriate, independent living skills; …” [20 U.S.C. §1414 (d)(1)(A)(i)(VIII)]] Definition: “ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of work, education and personal and social environments.” [Sitlington, et al., 2007]
  22. 22. What do you Need to Know?  Can my student learn to drive?  Can he work more than 4 hours during an average work day?  Can she write an 5 paragraph essay for a college application?  Can she navigate on the bus to the gym independently using her phone?  Can he work in a group?  Can she follow multi-step directions? How do we answer these questions? Examples:
  23. 23. Types of Assessments FORMAL assessments involve standardized testing, measuring specific skills. Examples: achievement tests, aptitude tests, career interest inventories INFORMAL assessments are useful to identify individual strengths and needs. Examples: teacher or parent observation, Self-evaluation/Portfolio, Situational assessments of work skills on job sites DESE Assessment Example Sheet: http://www.doe.mass.edu/sped/advisories/transition- assessments-example-sheet.docx
  24. 24. 1. Review the Transition Planning Form. 2. Discuss what interests your student has, what further education or jobs they might be interested in. 3. Talk to student about how they will participate. 4. Make a list of questions. 5. Ask about transition assessments done by the school. 6. Learn about graduation requirements. How to Prepare for the Transition Planning Meeting
  25. 25. The Team should discuss and complete the TPF before completing the IEP Form. 1.Post-Secondary Vision considers the student’s preferences, interests and the desired outcomes for education/training, employment and adult living. 2.Disability Related Needs addresses disability-related skills that require IEP goals and/or related services. 3.Action Plan outlines how student can develop skills to be prepared both academically and functionally to meet their vision for the future and who will support them. Transition Planning Form (TPF)
  26. 26. Transition in the IEP 1. Postsecondary Vision 2. General Curriculum (PLEP A) academic accommodations and specialized instruction 3. Other Educational Needs (PLEP B) Extra curriculum activities, Social/Emotional needs, Assistive Technology, Travel Training, Behavior, Nonacademic activities, Skill development related to vocational preparation or experience 4. Annual IEP goals should align with student’s post- secondary outcomes and disability related needs One year step towards Vision
  27. 27. Summary - Transition Planning in High School • Team Meeting to address Transition Services • Student is invited at age 14 • Team uses the state mandated Transition Planning Form (TPF) to guide discussion • TPF is completed before developing an IEP • Student Vision transferred from TPF to IEP • IEP annual goals are written with TPF input • TPF is reviewed on an annual basis until student graduates or turns age 22 IEP is the legal document; nothing on TPF is mandated to occur, TPF is a planning tool
  28. 28. • When student receives state standard diploma or turns 22. • All students allowed to participate fully in high school graduation ceremonies and activities. M.G.L. c.71B §16 • Students exiting special education receive a Summary of Performance (outlining academic achievement and functional performance with recommendations for meeting post- secondary goals) 34 CFR §300.305(e)(3) END of Entitlement
  29. 29. Chapter 688 Referral Massachusetts “Turning 22 law” enacted in 1984 to address transition planning needs of students with significant disabilities who will need adult services. (one referral per student) Unable to work more than 20 hours per week w/out supports Two year planning process School makes the referral to Adult Human Service Agency Agency develops an Individualized Transition Plan (ITP) 688 is NOT: Continuation of Special Education Adult Eligibility Determination Entitlement to adult services
  30. 30. Graduation To earn a state standard diploma, student must: • meet the Competency Determination (CD) standard (pass all three 10th grade MCAS tests), and • meet all local graduation requirements. An Educational Proficiency Plan (EPP) must be developed for any student who does not meet or exceed the Proficient level (score of 240) on the grade 10 ELA and/or Mathematics tests. http://www.doe.mass.edu/ccr/epp/ IEP &TPF Form includes: Anticipated date of graduation Certificate of Achievement or Attendance is not a state diploma.
  31. 31. At 18, youth can vote, buy a house or get married. In the eyes of the law, the individual is presumed to have the capacity to make informed legal, financial and healthcare decisions. Age of Majority - at age 18, all of the decision-making rights in special education that have been exercised by the parent transfer to the adult student. Selective Service - all males must register at age 18. Eligible for SSI and Medicaid/MassHealth - be aware of the financial eligibility criteria to qualify. Apply for Section 8 Housing Voucher Turning 18
  32. 32. Does my child have the capacity to make personal and financial decisions? Alternatives from Least to Most Restrictive: • Joint/Custodial Bank Accounts • Durable Power of Attorney for Property • Trusts • Representative Payee • Advocate • Health Care Proxy • Conservatorship • Guardianship Decision-making Options
  33. 33. Adult Human Service Agencies  Massachusetts Rehabilitation Commission - MRC  Department of Developmental Services - DDS  Department of Mental Health - DMH  Massachusetts Commission for the Blind - MCB  Mass. Comm. for the Deaf and Hard of Hearing - MCDHH  Massachusetts Department of Children and Families - DCF  Department of Youth Services - DYS Bureau of Transition Planning- BTP
  34. 34. What will they do all day? Where will they live? How will they get around? What government assistance do they qualify for? Who will pay for their expenses? What will happen when I can no longer care for them? Family Discussions before age 22
  35. 35. A Continuum of Options There is not one right pathway and with acquisition of skills, an individual can move into new opportunities.
  36. 36. Stay Informed about Transition • Join the Conversation! FCSNTransition Listserve – a free Yahoo group for parents and professionals fcsntransition-subscribe@yahoogroups.com • Learn More! FCSN’s The LINK Center website www.fcsn.org/linkcenter DESE Secondary Transition website http://www.doe.mass.edu/sped/secondary- transition/default.html
  37. 37. Planning a Life Planning a Life is a two day Transition planning conference (runs 8:30am to 4pm) with information and resources for families, educators and professionals. Topics include: •Creating a Vision for life beyond High School •Transition laws •Transition assessments •The MA Transition Planning Form and IEP goals •Post-Secondary Education and Career preparation •Community connections •Family involvement Registration is required as space is limited. There is a program fee for this conference. For current dates and more information - http://fcsn.org/linkcenter/pal
  38. 38. Resources A Family Guide to Transition Services in Massachusetts http://fcsn.org/transition_guide/english.pdf http://fcsn.org/transition_guide/spanish.pdf Transition Planning Form http://www.doe.mass.edu/sped/28MR/28m9.pdf DESE Technical Assistance SPED Advisories: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process http://www.doe.mass.edu/sped/advisories/13_1ta.html Transition Assessment in the Secondary Transition Planning Process http://www.doe.mass.edu/sped/advisories/2014-4ta.html Promoting Student Self-Determination to Improve Student Outcomes http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
  39. 39. Contact our Call Center 617-236-7210 Visit our website www.fcsn.org Email Us info@fcsn.org Follow Us on . . . How Can We Help You?
  40. 40. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org Thank you for coming! Parent Training and Information Center (PTIC) and The Link Center are supported in part by grants from the U.S. Dept. of Education, Office of Special Education Programs, the Rehabilitation Services Administration and the MA Dept. of Elementary and Secondary Education Any questions?

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