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.
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 Transition Planning?
• The Transition Planning Process
• Transition Assessments
• Transition Planning Form (TPF)
• Chapter 688 Referral
• Graduation/Turning 18
• Resources
• Questions
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. 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. 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. 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. More than Education,
Employment, and
Independent Living
Transition Planning can also address:
•Self-Determination
•Financial Literacy
•Health
•Recreation & Leisure
•Community Access
•Interpersonal Skills
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. 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. What is Transition Planning?
• School Preparation
• Career Preparation
• Youth Development and
Leadership
• Connecting Activities
• Family Involvement
17. • 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
18. • 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
19. 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
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?
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…
22. 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]
23. 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:
24. 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
25. 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
26. 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)
27. 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
28. 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
29. • 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
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 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.
32. 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
33. 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
34. 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
35. 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
36. A Continuum of Options
There is not one
right pathway and
with acquisition
of skills,
an individual can
move into new
opportunities.
37. 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
38. 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
39. 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
40. 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?
41. 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?
Notas do Editor
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:
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.
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!
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
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”
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
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
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.
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.
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.
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.
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.
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)
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.
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.
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
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…..)
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.
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
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?
With family informal
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
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?
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.
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?
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.
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
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.
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
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!
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/
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/
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.
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
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.
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.
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
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
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
Purpose of the Slide: FREE Call Center
Notes to presenter:
Talking points:
Get answers to your questions
Also can contact the LINK Center!
Purpose of the Slide:
Notes to presenter:
Talking point