![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]](https://image.slidesharecdn.com/transition101-091027094347-phpapp01/85/Introduction-to-the-Transition-Planning-Process-Updated-10-17-22-320.jpg)
Uploaded byFederation for Children with Special Needs
Introduction to the Transition Planning Process (Updated 10/17)
The document provides an overview of the transition planning process for individuals with disabilities aged 14-26, emphasizing the importance of preparing students for life after high school through education, employment, and independent living. It details the roles of parents, students, and educational teams in developing a transition plan, as well as relevant laws and resources available in Massachusetts. Key aspects include self-determination, transition assessments, and the development of a vision statement to guide post-secondary goals.
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Introduction to the Transition Planning Process (Updated 10/17)
- 1. INFORMING, EDUCATING, EMPOWERINGFAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
- 2. Introduction to the Transition PlanningProcess 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 forChildren 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 Centerconnects 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 • Whatis Transition Planning? • The Transition Planning Process • Transition Assessments • Transition Planning Form (TPF) • Chapter 688 Referral • Graduation/Turning 18 • Resources • Questions
- 6. What is TransitionPlanning? 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. Why is TransitionImportant? 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. Transition Laws IDEA 2004 Beginningin 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. A Guiding Principle “Thepurpose 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. More than Education, Employment,and Independent Living Transition Planning can also address: •Self-Determination •Financial Literacy •Health •Recreation & Leisure •Community Access •Interpersonal Skills
- 11. Preparing All Studentsfor College and Careers http://www.doe.mass.edu/ccr/
- 12. What are TransitionServices? 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. Who is Eligiblefor 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. What is TransitionPlanning? • School Preparation • Career Preparation • Youth Development and Leadership • Connecting Activities • Family Involvement
- 15. Transition Timelines See also: http://thearcofmass.org/resources/transition/ Timelinescan be valuable planning tools
- 17. • Provide increasingopportunities 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
- 18. • Participate inIEP 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
- 19. Making choices anddecisions 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
- 20. 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
- 21. WHERE TO START? Startwith 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…
- 22. Transition Assessments The IEPmust 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]
- 23. What do youNeed 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:
- 24. Types of Assessments FORMALassessments 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
- 25. 1. Review theTransition 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
- 26. The Team shoulddiscuss 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)
- 27. Transition in theIEP 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
- 28. Summary - TransitionPlanning 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
- 29. • When studentreceives 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
- 30. 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
- 31. Graduation To earn astate 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.
- 32. At 18, youthcan 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
- 33. Does my childhave 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
- 34. Adult Human ServiceAgencies 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
- 35. What will theydo 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
- 36. A Continuum ofOptions There is not one right pathway and with acquisition of skills, an individual can move into new opportunities.
- 37. Stay Informed aboutTransition • 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
- 38. Planning a Life Planninga 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
- 39. Resources A Family Guideto 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
- 40. Contact our CallCenter 617-236-7210 Visit our website www.fcsn.org Email Us info@fcsn.org Follow Us on . . . How Can We Help You?
- 41. INFORMING, EDUCATING, EMPOWERINGFAMILIES 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?
Editor's Notes
- #2 Purpose of the Slide: Welcome Attendees Notes to presenter: Introduce yourself as the presenter Maybe do room introductions quickly to get an idea of who the audience is….. Parents, educators, other professionals Talking points:
- #3 Purpose of the Slide: Introduce the topic of the workshop – note that it is an introductory workshop on the topic of transition Notes to presenter: Talking points: The transition process can be overwhelming, so this workshop touches on some of the overarching key aspects to transition planning. Follow up workshops, webinars and the Planning a Life Conference are opportunities to learn more.
- #4 Purpose of the Slide: Educate about the FCSN Notes to presenter: Emphasize the various ways that the Federation reaches parents (telephone calls, email, written publications, social media, conferences and workshops and in person) – Calls are free! Talking points: Informing, Educating and Empowering Families – a parent is a child’s best advocate!
- #5 Purpose of the Slide: Educate about PTIC and the LINK Center Notes to presenter: PTI – FCSN has held the federal grant for MA for over 40 years LINK - New Project- DOE- RSA Grant was received in Fall of 2014 Talking points: Explain what the Parent Training and Information Center (PTI) is.: Is one of the many “projects” here at the Federation Every state has a PTI (mandated under IDEA) Offer a Parent Consultant Training Course (PTIC) where we train parents and professionals to be special education advocates. PTIC is offered several times each year in various locations throughout the state. Explain what the LINK Center is: Centralized hub for transition resources for the state of Massachusetts -Goal is to create accessible information for families and young adults with disabilities about the transition process -Check out the website for more information
- #6 Purpose of the Slide: Explain what will be covered – general topics – in the workshop Notes to presenter: Talking points: Can read through list or just make a general statement of “here is what will be discussed”
- #7 Purpose of the Slide: Define what is meant by “transition” Notes to presenter: Talking points: Helping young adults to build their vision Emphasizing the importance of planning and preparation here Opportunity to comment on difference between school being an entitlement and how adult services are more limited An on-going process Experiences both in school, at home and in the in the community Opportunity to develop skills
- #8 Purpose of the Slide: Help audience understand why planning for the future is so important, the statistics are grim for people with disabilities Notes to presenter: Talking points: Just read some or all of the statistics Point out that the data shows significant challenges for young adults with disabilities and how transition can help prepare young adults and hopefully influence their success
- #9 Purpose of the Slide: Review that transition planning is supported by federal and state laws. Talking points: Page highlights key laws that impact transition services, but we are just providing an overview and not getting into the law details. IDEA- 1990 requires transition services are provided to students with disabilities MA Law- Specific to MA, so more focused and includes younger students starting at 14 Turning 22/ Ch. 688- talk more about it later but it is a referral process for some students to get referred to an adult service agency to receive supports beyond high school. Rehab act- prohibits discrimination on the basis on disability both in school and employment- for example section 504 to support accommodations. WIOA- law on July 22, 2014. WIOA is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Pre-employment transition Services (PETS) specifically to increase for youth with disabilities – 15% of MRC funding to go to PETS projects.
- #10 Purpose of the Slide: State general purpose as a framework Notes to presenter: This is the first and BEST paragraph in IDEA! It supports EVERYTHING you will talk about. It reinforces the IDEA that school is not just EDUCATION, but EMPLOYMENT and INDEPENDENT LIVING This is not the Federation’s interpretation but the language of IDEA. Read the quote and note the citation in IDEA. Talking points: Focus on the bold text: The goal of public education for students with disabilities is prepare them for transitioning to further their education, employment and life skills. Transition is FAPE for students with disabilities on an IEP. The THREE BIG areas of need. The THREE Transition goal areas. EDUCATION EMPLOYMENT AND INDEPENDENT LIVING Each of the three BIG areas are critically important to each other. Every IEP should reflect appropriate goals in each of these three areas as determined necessary.
- #11 Purpose of the Slide: Planning process goes beyond just the three purposes in law – to meet unique needs of student Notes to presenter: Talking points: Students are not limited to the 3 areas highlighted in the IDEA, most important future planning must relate to a student’s unique needs.
- #12 Purpose of the Slide: Highlight new federal push for college and career for all students Notes to presenter: Talking points: Obama initiative for free community college, federal emphasis under WIOA on jobs This slide highlights how one of the main MA DESE priorities is to prepare all students for college and careers.
- #13 Purpose of the Slide: Legal definition of transition services Notes to presenter: Transition is what ‘school’ has been building up to all along. The jog to the end of the special education journey. The federal government spends billions of dollars on special education funding from age 3-22. Talking points: IDEA transition requirements came about to ensure more consistent individualized Transition services options for all students with disabilities to encourage positive outcomes in adult life. The intent of IDEA is to improve preparation in secondary school, and, with more student focused transition planning, improve results for students in employment and independent living environments. Too often in high school, critical Transition planning information is not shared with students and families. Students take courses based on availability and funding instead of their preferences, interests and vision for the future as intended by IDEA. Transition goals are meant to prepare each student for a successful transition from school to adult life in their chosen community. Transition services are developed to ensure that appropriate learning experiences are incorporated into the IEP to support Transition goals.
- #14 Purpose of the Slide: Defines who is eligible for transition services Notes to presenter: Talking points: Highlight bullet points Note – those on 504 plans are NOT eligible OK to start younger (students in DCF custody may exit system at age 18 – best to start as early as practical)
- #15 Purpose of the Slide: Introduce general framework for transition planning – goes across multiple areas. Notes to presenter: Talking points: Here at the LINK Center we are utilizing the guideposts for success from the National Collaborative on Workforce and Disability. The framework highlights five areas that are crucial when transition planning. You will find that many of the LINK Center materials and website are organized using this framework making it easier for families to navigate and information they need.
- #16 Purpose of the Slide: Examples to assist families in planning Notes to presenter: Talking points: Timelines are one of the best resources for families to understand that transition is beyond the classroom. Families will often find that schools can not help families with all the systems involved in the transition process….that is why starting early and planning ahead is important.
- #17 Purpose of the Slide: DESE model of the transition process Notes to presenter: Talking points: This is the visual model that MA DESE developed to describe the transition process from being in school as a self-determined student (having assessments, IEPs and TPFs) and then moving to postsecondary success (education, employment, independent living, community participation). The infinity symbol surrounds the whole transition process meaning the family and community services are so important. Link to learn more about the model: http://www.doe.mass.edu/sped/2013/SecondaryTransition/VisualModel.pdf
- #18 Purpose of the Slide: Families should be involved – important to the process Notes to presenter: Talking points: Make community connections Help with planning around the transition timelines and systems of support, but encourage young adults to be self-determined (ex: Social security, housing, health care…..)
- #19 Purpose of the Slide: Student should own a piece of the planning process Notes to presenter: Talking points: The more students are engaged in planning their own futures, the more promising those futures are likely to be. The more experiences youth have, the more they: understand themselves, including their likes/dislikes develop a bigger and more detailed vision grow in confidence acquire new skills become known in your community Developing a Portfolio can help them to prepare to participate and allows them to share their stories, experiences and expectations. A student’s portfolio begins to document life’s journey. Portfolios can also be useful as the student applies to community service, postsecondary and/or work environments. Portfolios also foster feelings of self worth as students ‘see’ their accomplishment and documents their successes.
- #20 Purpose of the Slide: To emphasize the need for self-advocacy skills, to empower students to take more control over their own lives. Notes to presenter: Self-advocacy skills are essential; they are the key to a student’s successful independence and interdependence. It is important that self-advocacy goals include identifying a problem/issue/concern as well as someone who can help address or resolve that issue. Without these skills the student can become lost and overwhelmed. Talking points: Remember the VISION drives the TRANSITION process! It is the most important force behind the development of meaningful transition goals and a truly student driven process. IDEA encourages the involvement of students with disabilities in decisions regarding their own future to facilitate a more student-centered transition plan. Students need to be actively involved and when ready, lead transition planning if they have sufficient preparation and support. —it is their life being planned. Resource: http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf
- #21 Purpose of the Slide: Explain post-secondary goals = vision Notes to presenter: Talking points: DESE advisory states students should articulate at least two after HS goals in their vision statement. This goes on the TPF and the IEP and is the vision for after high school. Talk about what if they don’t know what they want to do…… Talk about what if what they want to do is unrealistic…. The team refers to the student's postsecondary goals and asks: What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success? What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes? Given the student's disabilities, what supports and services will be necessary for the student to make progress towards achieving his/her postsecondary goals?
- #22 With family informal
- #23 Purpose of the Slide: Transition Assessments can help student/family assess if future vision is attainable – what skills need to be developed- or help to define what it is that someone wants to do or can do Notes to presenter: Talking points: A strategy to help learn more about the student if they are lacking some self-determination/advocacy skills is through transition assessment….(help with moving from last slide) Transition Assessment is a crucial element to transition planning in helping to figure out what services are appropriate. What do you need to know about the student? No one magic test Assessment chosen should support student’s learning style Individualized per student On going process during the high school years
- #24 Purpose of the Slide: Questions to help define the types of assessments for a student – What do you need to know about student in order to plan Talking points: Who is the student? (i.e., what are the student’s needs and strengths) Who does the student want to be, or what does the student want to do? (i.e., what are the student’s preferences and interests) What is the fit between the student and the requirements of the educational, employment, and living environments into which the student plans to move? What skills, strengths, interests, personal attributes, and accomplishments does the student currently have that will contribute to his/her postsecondary success? What skills and strengths will the student need to acquire in order to achieve his/her desired postsecondary outcomes? Given the student's disabilities, what supports and services will be necessary for the student to progress towards achieving his/her postsecondary goals? What experiences will they require in high school to be successful in their future employment and post secondary settings? What needs do they have in self-determination, financial literacy, assistive technology, etc?
- #25 Purpose of the Slide: Define the types of assessments Notes to presenter: Talking points: Not always formal testing Explain when a formal consent form needs to be completed – All-Few-Some model Not required for assessments administered to all Not required if part of routine programming Not required for screening purposes Required if not given to all, not part of regular programming and not part of ongoing progress monitoring The team may rely on formal and informal transition assessments such as: input from the student, his/her family, and others who know the student well; student transcripts; MCAS results; teacher notes; previous IEPs; achievement tests; functional behavioral assessments; life skills and/or interest inventories, etc. Additional examples of possible transition assessments are available at Transition Assessments Example Sheet – citation on slide.
- #26 Purpose of the Slide: Helpful advice to think about the meeting beforehand- prepare notes/documents/questions Notes to presenter: Talking points: Make sure the team discusses a graduation date so the everyone is aware when the student will be leaving school. Even if you are not sure- a discussion is warranted Think about how the student could participate in the meeting. Make a short presentation, collage, portfolio, video?
- #27 Purpose of the Slide: Review the handout/form Notes to presenter: Talking points: The TPF is a flexible, brainstorming tool Should be completed BEFORE drafting IEP – see DESE Advisory http://www.doe.mass.edu/sped/advisories/13_1ta.html “When developing annual IEP goals for Transition, the team should discuss and complete the TPF before completing the IEP form. “ Go through each section – text on form is informative A clear and direct link should exist between the student's annual IEP goals and his/her postsecondary goals as delineated in the Vision section of the TPF and IEP.
- #28 Purpose of the Slide: Providing a little background on the IEP and where transition should go Notes to presenter: Talking points: Transition should read throughout the IEP. There are not Transition IEP goals- the WHOLE IEP is Transition!!!!! You should be able to pick up an IEP and without looking at age of student know that the student is 14-22
- #29 Purpose of the Slide: The process for completing the TPF and IEP Notes to presenter: Talking points: MA DESE calls the TPF a flexible brainstorming tool The Team discusses and completes the TPF before completing the IEP form. The student’s vision statement/postsecondary goals from the TPF is transferred directly to the Vision statement on the IEP. (The rest of the Team may add their thoughts to the Vision statement when it is on the IEP, if desired.) The student’s disability-related needs from the TPF are used to inform annual goal development on the IEP. An annual IEP goal should focus on building skills that will make the biggest difference to the student during that school year. Each year’s annual goals build skills, year over year, that will promote the realization of the student’s vision/postsecondary goals. Elements from the Action Plan on the TPF may be included in the IEP, if the school district is responsible for them.
- #30 Purpose of the Slide: Highlighting the end of services- students exiting special education Notes to presenter: Talking points: No services are guaranteed after this!!- Based on disability related needs and eligibility Summary of Performance - The law requires that "the public agency provide a summary of academic and functional performance, including recommendations to assist the student in meeting postsecondary goals, for students whose eligibility terminates because of graduation with a regular high school diploma or because of exceeding the age eligibility for FAPE under State law" (§300.305[e][3]). SOP Resroiuces: http://www.nsttac.org/content/summary-performance-resources
- #31 Purpose of the Slide: The Referral form- show a copy (simple one page form) Notes to presenter: Talking points: Make sure it is clear this is a process of referral- not an application. Follow up must occur with actually apply for adult services. Anyone can apply without a Chapter 688 referral from the school The school does not take care of this process for you always- make sure you ask and follow up!
- #32 Purpose of the Slide: Graduation and MCAS requirements Notes to presenter: Talking points: Graduation means exit from high school not receiving a diploma Anticipated Date of Graduation – make sure you are on the same timeline as the school district! Competency Determination - http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03 MCAS - http://www.doe.mass.edu/mcas/graduation.html Educational Proficiency Plans - http://www.doe.mass.edu/ccr/epp/
- #33 Purpose of the Slide: Highlighting some of the big changes at 18 Notes to presenter: Talking points: You are just touching on the topic and then you can talk about how the FCSN offers workshops on these topics or other organizations for more information. Age of Majority - http://www.parentcenterhub.org/repository/age-of-majority-parentguide/ Guardianship - FCSN YouTube #18 - Guardianship and the Alternatives with Attorney Hilary Dunn of DLC https://www.youtube.com/playlist?list=PLoxXvZyVuP_adWcRy3LZwyeKvtPD2I89v Selective Service - https://www.sss.gov/Home/Registration SSI - http://www.mass.gov/eohhs/consumer/basic-needs/financial/ssi-ssdi/ Section 8 – new video from Autism Housing Pathways - http://18section8.org/
- #34 Purpose of the Slide: Guardianship and the Alternatives discussion Notes to presenter: Talking points: Talk about the continuum of options and that guardianship is certainly not for everyone, especially as we encourage our youth to be more self-determined. This is an area where families need to follow up with more workshops- there is a webinar online FCSN on guardianship with Hillary Dunn that they can watch to learn more.
- #35 Purpose of the Slide: MA state agencies Notes to presenter: Talking points: MRC- vocational services (all disabilities) In general, you go to the agency that most that serves individuals with your disability. Can invite the agency to attend the IEP meeting
- #36 Purpose of the Slide: Getting people thinking about the future and importance of planning. Notes to presenter: Talking points: Pose these questions to highlight there are many things to think about for when your student leaves the school system. Follow up with the LINK Center with specific questions or find more workshops that cover these topic areas. Suggest don’t think about all these questions at once- use a transition timeline and remember one step at a time and BREATHE.
- #37 Purpose of the Slide: Reviewing all of the Options in Education, Employment and Ind. Living Notes to presenter: Talking points: There is not one right pathway and with acquisition of skills , an individual can move into new opportunities.
- #38 Purpose of the Slide: More resources – how to learn more about the topic of transition Notes to presenter: Talking points: FCSN Transition Listserve is a free Yahoo group – can get daily emails, weekly digest or just view online New LINK Center website just coming online DESE new website debut in Fall 2015
- #39 Purpose of the Slide: Introduce our 2-day conference Notes to presenter: Talking points: Learn more about transition! Takes place 3 times per year throughout the state Fee-based workshop but some scholarship opportunities Can register online
- #40 Purpose of the Slide: Share some resources Notes to presenter: Talking points: The Family Guide is available online in both English and Spanish You can access the Transition Planning Form at http://www.doe.mass.edu/sped/iep/ (English Version, Spanish Version, Portuguese Version, Haitian Creole Version, Chinese Version
- #41 Purpose of the Slide: FREE Call Center Notes to presenter: Talking points: Get answers to your questions Also can contact the LINK Center!
- #42 Purpose of the Slide: Notes to presenter: Talking point