Builds on a youth’s strengths to develop a post-secondary vision and establish action steps to reach their goals.

1. INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org

2. Creating a
Postsecondary
Vision
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. 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. 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. Workshop Agenda
• What is a Postsecondary Vision
• Student Driven
• Where to Start
• Person Centered Planning
• Transition Assessment
• IDEA and Vision in School
• Writing a Vision Statement
• Vision Steps

6. • A plan for life after high school
• Includes ideas for:
– Employment
– More Education
– Adult Living
• A dream for the future
What is a Postsecondary Vision?

7. Definitions:
Vision = Postsecondary Vision (Goals)
Individualized Education Program (IEP)
Vision Statement: What is the vision for this student?
Consider the next 1 to 5 year period when developing this statement. Beginning no later
than age 14, the statement should be based on the student’s preferences and interest,
and should include desired outcomes in adult living, post-secondary and working
environments.
Transition Planning Form (TPF)
Postsecondary Vision: In collaboration with the family, consider the student’s
preferences and interests, and the desired outcomes for post-secondary education/
training, employment, and adult living. This section should correspond with the vision
statement on IEP 1.
What is Vision?

8. Vision is a part of the school IEP and TPF process
BUT
GO Beyond!!
It starts with transition planning
Failure to Plan is Planning to Fail
Vision is a Process

9. Vision

10. Vision Drives the Process
An individualized vision will drive the transition planning process

11. Students should be the focus of the special
education process – their preferences, interests
and desired outcomes
“The more students are engaged
in planning their own futures, the
more promising those futures are
likely to be.”
Student Driven
Technical Assistance Advisory SPED 2013-1:
Postsecondary Goals and Annual IEP Goals in the Transition Planning Process

12. Self-Determination
Students who are self-determined
know themselves, know how to
interact effectively with others, and
know how to purposefully set goals
and attain them.
Each student can be self-determined in his or
her own way.
Technical Assistance Advisory SPED 2016-2:
Promoting Student Self-Determination to Improve Student Outcomes

13. Students are a part of the Process
•Starting at age 14 students are
invited to meeting
•High expectations
•Student has a role to talk about
their own vision
•Shift from parents to students

14. Everyone’s plan is different
– Starting place
– Detours
– Road blocks
– Finish line
WHERE TO START?

15. An ongoing process for a team to think about what an
individual would like to do in their future.
Everyone sees a young adult differently …
Teachers
Specialists
Coaches/Tutors
Agency Representatives
Community Leaders/Employers
Friends and Family
Person Centered Planning

16. Relationship Map
CODYCODY
Parents
Sister
Grandma
School service providers
Mrs. Chaplan
Mrs. Smith
Barbara W.
Mr. Cool
Family friends
Extended family
Dunkin donuts
DDS
MRC
School friends
Dr. Woods

17. WHERE TO START?
Observe/Make lists/Take pictures
Create a Portfolio
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?

19. What if there is no clear vision?
• Provide various types of experiences and assess strengths,
interests and preferences
• Use transition assessments
• Ask others who know the individual what they think their strengths
are
• Don’t panic- visions will continually change!!! (discussed annually at
IEP meeting, but on going conversations can happen throughout the
year about hopes, desires, dreams)

20. What if it’s not realistic?
• Respect every vision
• See the vision as the start of an exploration
• Identify opportunities to practice skills related to the young adult’s
vision. The process is to take steps toward the vision- not that it is
possible in the present day
• Be creative to provide employment opportunities/experiences,
including informational interviews, job shadowing, job carving,
internships, or competitive integrated employment

21. Transition Assessment
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

22. Transition Assessments for Vision
1. NO ONE Test!!
2. Ask school what assessments they use
3. Learn about assessments
• Career Interest Inventory- Career Cluster, Interest Profiler
https://masscis.intocareers.org/materials/portal/home2.html
• Transition Assessment Matrix
http://www.iidc.indiana.edu/styles/iidc/defiles/CCLC/transition_matrix/Tr
ansition_Matrix.html

23. Sandy’s Postsecondary Vision: I want to attend a
culinary program at a community college and work
part-time in a restaurant and live at home.
Potential Transition Assessments:
• Work based learning assessment- Observe Sandy working
at a restaurant. What does she do well? Does she listen to
instruction? Does she use safety skills in the kitchen?
• Achievement tests- what are the requirements for the
culinary program? Will Sandy need to pass MCAS? What
experience will she need for the culinary program?
• Personality test- what does Sandy enjoy doing in her free
time? Does she like to be in a loud, fast moving
environment? How does she handle stress?

24. Improving educational results for children with
disabilities is an essential element of
our national policy of ensuring
• quality of opportunity
• full participation
• independent living and
• economic self-sufficiency
for individuals with
disabilities
IDEA Sec 1400 (c) (1)
VISION – What a Great IDEA!

25. Reflects student’s
Strengths, Preferences and Interests
and
Desired Outcomes for:
• Postsecondary
Education/Training
• Employment
• Adult living
Writing a Vision Statement
TPF and IEP
should detail at
least two
postsecondary
goals

26. Vision in School Transition Planning
IEP Form
● What is the vision for this
student?
“Consider the next 1 to 5 year period
when developing this statement.
Beginning no later than age 14, the
statement should be based on
the student’s preferences and
interest, and should include
desired outcomes in adult living,
post-secondary and working
environments.
Vision statements should represent
high expectations and dreams.”
(DESE - Directions for Mass. IEP Form)
Transition Planning Form
● Write the student’s POST-
SECONDARY VISION
In collaboration with the family, consider
the student’s
- preferences,
- interests, and
- desired outcomes
for postsecondary
● education/training
● employment
● independent living
Assessments

27. Martin Luther King Jr.
“You don't have to see the whole
staircase, just take the first step”

28. Vision Steps- Mapping it Out
WHO ARE YOU??

29. Vision Steps- Mapping it Out
WHAT IS YOUR CURRENT SITUATION?

30. Vision Steps- Mapping it Out
WHERE DO YOU WANT TO GO?

31. Things to Consider
• Where are some gaps in activity/skill building?
• What needs and obstacles need to be
addressed?
• What can be a first step toward the future
vision?
• Who can help in taking some first steps?
• When can this happen by?
• Make sure you have student buy-in

32. Action Step Who can help? By When?
1. Look into culinary
programs
-Parents
-Student
-Guidance Counselor
Need to apply by
February
2. Apply to some
restaurants
-Student
-Vocational
rehabilitation
-Teacher
April/May- need
summer job
3. Community Safety -Family
-Teacher
Ongoing
Sandy’s Postsecondary Vision: I want to attend a culinary
program, work part-time in a restaurant and live at home.

33. 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

34. Planning a Life
Two day conference (Friday/Saturday)
with information and resources for
families and professionals.
2015-2016 Dates:
REGISTER at: www.fcsn.org/linkcenter/pal
Nov. 13 and 14, 2015 Bradford – Whittier Rehabilitation Hospital
Feb. 5 and 6, 2016 Boston-FCSN
April 8 and 9, 2016 Holyoke Community College

35. 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

36. Contact our Call Center
617-236-7210
Visit our website
www.fcsn.org
Email Us
info@fcsn.org
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How Can We Help You?

37. 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?