Introduction to the Transition Planning Process


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Provides an overview of the transition planning process for youth with disabilities ages 14-21 on IEPs.

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Introduction to the Transition Planning Process

  1. 1. Introduction to the Transition Planning Process Federation for Children With Special Needs Parent Training and Information Center The LINK Center Federation for Children with Special Needs, The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129 617-236-7210 ● ● Fax 617-241-0330 The contents of this workshop were developed under a grant from the US Department of Education, #H328M140014. However, the contents do not necessarily represent the policy of the US Department of Education; you should not assume endorsement by the federal government.
  2. 2. Who We Are … advocates for quality education, parent participation and access to quality health care services for all children, especially those with disabilities. provides free information, support, technical assistance and affordable workshops to families who have children with disabilities and the professionals who work with them. connects families and individuals with disabilities who are transition age (14-26) to information, supports and services to achieve their future vision.
  3. 3. Workshop Agenda • What is Transition & what are Transition Services? • What is the Transition Planning Process? • Transition Assessments • How to use the Transition Planning Form • Graduation / Turning 18 • Chapter 688 Referral • Resources • Ask Questions
  4. 4. What is Transition? 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. National Center on Secondary Education and Transition (NCSET) The goal is to help young adults successfully move from school into the adult world.
  5. 5. Why is Transition Important? Unemployment rates for working age adults with disabilities hover at 70% Students with special needs are 3 times more likely to live in poverty as adults 35% of students with disabilities fail to graduate with a regular diploma High school drop-out rate is 50% higher than that of non-disabled youth DESE Harris Survey 2004
  6. 6. Transition Laws IDEA 2004 20 USC §1400 (d)(1)(A) Individuals with Disabilities Education Act (IDEA) requires transition services for all children with disabilities Workforce Innovation and Opportunity Act (WIOA) 2014 29 USC §3101 Rehabilitation Act of 1973 29 USC §794 Creates the framework for a nationwide service system intended to support the transition from school to work M.G.L. c.71B – MA Special Education Law M.G.L. c.688 – “MA Turning 22” Law
  7. 7. Purpose of IDEA: 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)
  8. 8. Transition addresses more than Education, Employment, and Independent Living Transition Planning can also address: • Self-Determination • Financial Literacy • Health • Recreation & Leisure • Community Access • Interpersonal Skills
  9. 9. Preparing All Students for College and Careers
  10. 10. 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 Based on the individual student’s strengths, preferences, and interests 34 CFR §300.43(a)
  11. 11. 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 an IEP  of all IEP disability types Transition!!
  12. 12. Transition Services – evidence based components of post-school success • Career Awareness • Community Experiences • Inclusion in General Education • Parental Involvement • Self-Advocacy/Self-Determination • Self-Care/Independent Living • Social Skills • Student Support • Vocational Education • Paid Employment/Work Experiences • Interagency Collaboration Evidence-Based Secondary Transition Predictors for Improving Post-School Outcomes for Students with Disabilities, Career Development for Exceptional Individuals, 32/3 p. 160-181 (2009)
  13. 13. What is Transition Planning? • School Preparation • Career Preparation • Youth Development and Leadership • Connecting Activities • Family Involvement
  14. 14. Transition Timelines See also Timelines can be valuable planning tools
  15. 15.
  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, if possible) • Identify their interests and preferences and develop their own vision statement to share at the IEP meeting • Take courses to prepare themselves for postsecondary goals • Identify career options that match their interests, preferences, 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. Self-determination is making choices and decisions based on one’s own preferences and interests Self-advocacy is giving voice to those choices. These skills need to be taught and practiced: • in school • at home, and • in the community Student needs opportunity to problem-solve, make mistakes, and advocate for him/herself. Self-Determination and Self-Advocacy
  19. 19. 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…” 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] (20 U.S.C. §1414(d)(1)(A)(i)(VIII))
  20. 20. Types of Assessments FORMAL assessments involve standardized testing that measure specific capacities, skills & progress compared to other students Examples: academic achievement and aptitude tests INFORMAL assessments used to identify individual strengths, interests, and needs. Examples: teacher/parent observation, self-evaluation/portfolio, situational assessments of job site work skills, career interest inventories See DESE Assessment Example Sheet:
  21. 21. What do you need to know?  Can my student learn to drive?  Can he/she work more than 4 hours in an average work day?  Can he/she write a 5-paragraph essay for a college application?  Can he/she independently navigate the bus trip to the gym using his/her phone?  Can he/she work in a group?  Can he/she follow multi-step directions? Who does testing & data collection? Examples:
  22. 22. 1. Review the Transition Planning Form (TPF) with student 2. Discuss with student his/her interests, what further education or jobs he/she might be interested in 3. Draft IEP parent/student concerns statement & student vision 4. Talk with student about how he/she will participate in IEP meeting & make a list of questions you both have 5. Learn about transition assessments & graduation requirements. How to Prepare for Transition Planning and IEP Meeting
  23. 23. The Team should discuss and complete the Transition Planning Form (TPF) before drafting the IEP: 1. Post-Secondary Vision: what are 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 Sections of the Transition Planning Form
  24. 24. 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.
  25. 25. 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 postsecondary outcomes and disability related needs and bring the student one year closer to his/her vision
  26. 26. Summary - Transition Planning in High School • Team Meeting to discuss Transition Assessments, needs, & 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 is transferred from TPF to IEP • IEP annual goals are based on TPF vision & student needs • TPF is reviewed on an annual basis during IEP development until student graduates or turns age 22 IEP is a legal document; TPF is a planning tool Nothing on TPF is mandated to occur
  27. 27. • When student receives state standard diploma or turns 22, which occurs first. • All students allowed to participate fully in high school graduation ceremonies and activities. M.G.L. c.71B §16 END of Entitlement • Students exiting special education receive a Summary of Performance (outlining academic achievement and functional performance with recommendations for meeting postsecondary goals) 34 CFR §300.305(e)(3)
  28. 28. 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 IEP includes: Anticipated date of graduation  Certificate of Achievement or Attendance is not a state diploma
  29. 29. At age 18, the student can vote, buy a house, or get married. In the eyes of the law, an individual is presumed to have the capacity to make informed legal, financial, and healthcare decisions at age 18. Special education decision-making rights - exercised by the parents transfers to the student, unless student elects to share or delegate these rights to his/her parents in writing Selective Service - all males must register at age 18 Eligible for SSI and Medicaid/MassHealth – there is financial eligibility criteria to qualify Apply for Section 8 Housing Voucher special education 18 is the age of majority
  30. 30. Does my child have the capacity to make personal and financial decisions? Alternatives from least to most restrictive: • Joint/Custodial Bank Accounts • Trusts • Representative Payee • Durable Power of Attorney for Property • Advocate • Health Care Proxy • Conservatorship • Guardianship Decision-making Options
  31. 31. 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
  32. 32. Adult Human Service Agencies  Massachusetts Bureau of Transition Planning- BTP  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
  33. 33. EDUCATION Crafts Class Adult Education Job Training Certificates Licensure Community College 4-year College Graduate School A Continuum of Options EMPLOYMENT Volunteer Internships Apprentice Job Shadow Self-Employment Agency Work Part-time Full-time Business Owner INDEPENDENT LIVING Travel Housing Medical Care Financial Recreation Friendships Social Media
  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. Stay Informed about Transition • Join the Conversation! Federation Transition Listserve – a free Yahoo group for parents and professionals • Learn More! Federation's LINK Center website DESE Secondary Transition website transition/default.html
  36. 36. Planning a Life Conference Federation’s 2-day transition planning conference for families and professionals offered across the state: November 4-5, 2016: Seven Hills Foundation 208 Charlton Road, Sturbridge, MA, 01566 February 3 & 10, 2017: Federation-The Schrafft Center 529 Main Street, Suite 1M3, Boston, MA 02129 March 31-April1, 2017: 2 South Street, Suite 370, 3rd Floor Pittsfield, MA 01201
  37. 37. Thank you for coming! Please help us by completing forms The Parent Training & Information Center and the LINK Center are funded by federal grants. The grants require us to collect certain information in order to continue receiving the funding. • Please complete:  Demographic Data Collection Form and  Workshop Evaluation Form •Kindly return these forms to the presenter before leaving today’s workshop.
  38. 38. Resources Transition Planning Form Promoting Student Self-Determination to Improve Student Outcomes A Family Guide to Transition Services in Massachusetts
  39. 39. Resources DESE Technical Assistance SPED Advisories: Postsecondary Goals and Annual IEP Goals in the Transition Planning Process Transition Assessment in the Secondary Transition Planning Process Promoting Student Self-Determination to Improve Student Outcomes
  40. 40. Resources DESE Example Sheets: Assessments: example-sheet.docx Goals: Transition Timelines: - Arc of Massachusetts Transition Timelines
  41. 41. Review of Laws Individuals with Disabilities in Education Act (IDEA) - 20 USC §1400 MA Special Education Law - M.G.L. c.71B “Turning 22” Law M.G.L. c.688 Participation in social graduation M.G.L. c.71B §16 Rehabilitation Act of 1973 – sometimes referred to as Section 504 - 29 USC §794 Workforce Innovation and Opportunity Act (WIOA) 2014 reauthorization.html
  42. 42. AGENCY CONTACT INFORMATION Mass. Bureau of Transition Planning- BTP (617) 573-1669 services/youth-with-disabilities/bureau-of-transitional- planning-.html  Mass. Rehabilitation Commission – MRC (617) 204-3600  Department of Developmental Services - DDS (see website for local office contact information)  Department of Mental Health – DMH (800) 221-0053
  43. 43. AGENCY CONTACT INFORMATION  Commission for the Blind MCB (617) 727-5550  Commission for the Deaf and Hard of Hearing – MCDHH Online contact form:  Department of Children and Families- DCF (617) 748-2000  Department of Youth Services - DYS (617) 727-7575
  44. 44. • Call Center - send your questions by email through our website:; or call us: (617) 236-7210 (413) 323-0681 western MA • Special Education Webinars and Fact Sheets of interest to parents and professionals • Annual March conference, Visions of Community • Read our quarterly newsletter, Newsline • Other workshops offered across the state: • Creating a Postsecondary Vision • Next Steps • An IEP for My Child • Effective Communication • Parent Consultant Training Institute, and Planning A Life Conferences • See our website • Join us on Facebook, Twitter, and YouTube! The Federation is committed to serving families of children with special needs