The Transition Planning Process Using the Department of Elementary and Secondary Education Transition Planning Form (28

1. The Transition Planning Process Using the Department of Elementary and Secondary Education Transition Planning Form (28M/9) http://www.doe.mass.edu/sped/links/transition.html Massachusetts Department of Elementary and Secondary Education

2. Transition PlanningMassachusetts School districts must use the Transition Planning Form for all students with disabilities who are 14 years of age.* The form was developed for transition planning that occurs either prior to or at the time of the annual development of the IEP. *Massachusetts requirement: http://www.doe.mass.edu/sped/advisories/09_1ta.html Massachusetts Department of Elementary and Secondary Education

3. Transition PlanningMassachusetts • The Transition Planning Form (TPF) is a mandated form and must be maintained with the IEP. • Districts must use this format to document that transition planning has occurred. • Only those aspects of this planning that translate to the elements of the IEP are “mandated” to occur. Massachusetts Department of Elementary and Secondary Education

4. Transition PlanningMassachusetts The TPF helps districts meet the requirements of transition planning in IDEA 2004 and is the required documentation for districts to demonstrate compliance for Indicator 13 of the State Performance Plan Percent of youth aged 16 and above with transition planning that includes coordinated annual goals and transition services that will reasonably enable the student to meet his/her post-secondary goals in the identified areas. Massachusetts Department of Elementary and Secondary Education

5. What is the definition of transition in IDEA 2004? 330.43Definitions The term ‘transition services’ means a coordinated set of activities for a child with a disability that –is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability … Massachusetts Department of Elementary and Secondary Education

6. Definition Continued THE COORDINATED SET OF ACTIVITIES MUST: A) Facilitate the child’s movement from school to post-school activities, including post-secondary education, integrated employment (including supported employment), continuing and adult education, adult services, and independent living; and… Massachusetts Department of Elementary and Secondary Education

7. Definition Continued THE COORDINATED SET OF ACTIVITIES MUST: B) Include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. Massachusetts Department of Elementary and Secondary Education

8. What are Transition Services?300.320 Beginning when the eligible student is 14 years of age*, or younger, if determined by the Team, and updated annually, thereafter… *Massachusetts requirement: http://www.doe.mass.edu/sped/advisories/09_1ta.html Massachusetts Department of Elementary and Secondary Education

9. Transition Services Continued The IEP must include: 1) appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and 2) The transition services (including courses of study) needed to assist the student in reaching those goals. Massachusetts Department of Elementary and Secondary Education

10. A Coherent and Inclusive Plan General Education • Course of Study • Vocational opportunities • College and career exploration • Employment Special Education Services • Measurable IEP goals/objectives • for specific skill building • Specially designed instruction • Related services • Specialized services needed to access the high school and community opportunities Massachusetts Department of Elementary and Secondary Education

11. Where were these discussions being documented for students with disabilities? • In the Guidance Counselor’s office? • In the Special Education file? • In the student liaison’s file? For many students with disabilities the documentation is not in one place. Massachusetts Department of Elementary and Secondary Education

12. The Transition Planning Form provides the IEP Team and others a form to consistently document the student’s entire transition discussion. Massachusetts Department of Elementary and Secondary Education

13. Using The Transition Planning Form Page 1 Post-Secondary Vision: This section should correspond with the vision statement on IEP 1. 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. Massachusetts Department of Elementary and Secondary Education

14. Using The Transition Planning Form Page 2 • Action Plan: • Outline how the student can develop self-determination skills and be prepared both academically and functionally to transition to post-school activities in order to achieve his/her post-secondary vision. • Indicate how Special Education/ General Education, family members, adult service providers or others in the community will help the student develop the necessary skills. Massachusetts Department of Elementary and Secondary Education

15. Using The Transition Planning Form Page 2 Instruction:Is there a course of study or specific courses needed that will help the student reach his/her post-secondary vision? Massachusetts Department of Elementary and Secondary Education

16. Using The Transition Planning Form Page 2 Employment: Are there employment opportunities and/or specific skills that will help the student reach his/her post-secondary vision? Massachusetts Department of Elementary and Secondary Education

17. Using The Transition Planning Form Page 2 Community Experiences/ Post School Adult Living: Are there certain types of community and/or adult living experiences that will help the student reach his/her post-secondary vision? Massachusetts Department of Elementary and Secondary Education

18. Using The Transition Planning Form Page 1 Disability Related Needs: This section should correspond with the goals on IEP 4. Identify the skills (disability related) that require IEP goals and/or related services. Consider all skills (disability related) necessary for the student to achieve his/her post-secondary vision. Massachusetts Department of Elementary and Secondary Education

19. Transition Planning FormWalter • 16 years old • eligible for special education under the Emotional Impairment category • great difficulty managing his verbal and physical actions • goal focused on helping him to develop the social/ academic organization skills Massachusetts Department of Elementary and Secondary Education

20. Transition Planning Form Walter (cont.) • interested in cars - auto mechanic • desire to attend technical college • live independently • difficulty organizing his time and managing his money Massachusetts Department of Elementary and Secondary Education

21. Participants in the Transition Planning Discussion for Walter • Walter • Mrs. Doe • HS Guidance Counselor • Massachusetts Rehabilitation Commission (MRC) Service Coordinator • Walter’s therapist • Special Education Liaison Massachusetts Department of Elementary and Secondary Education

22. Walter What else can be added to Walter’s action plan? Massachusetts Department of Elementary and Secondary Education

23. Transition Planning Form Jennifer • 20 years old - eligible for special education under the Intellectual Impairment category • basic reading and computation skills • special education services focus on improving her use of expressive language and helping her to utilize good problem-solving strategies • difficulty responding to new and challenging situations Massachusetts Department of Elementary and Secondary Education

24. Transition Planning Form Jennifer (cont.) • Jennifer has helped mother’s law office but does not have any consistent work experience • family is concerned about the lack of employment opportunities available to her when she exits school • Dad is concerned about lack of supports available after she exits school Massachusetts Department of Elementary and Secondary Education

25. Participants in the Transition Planning Discussion for Jennifer • Jennifer • Mrs. Doe • High school Transition Coordinator • Department of Mental Retardation Service Coordinator • Massachusetts Rehabilitation Commission Service Coordinator • Guidance Counselor • One-Stop Career Center Representative Massachusetts Department of Elementary and Secondary Education

26. Jennifer What else can be added to Jennifer’s action plan? Massachusetts Department of Elementary and Secondary Education

27. Transition Planning Form Maria • 17 years old with Cerebral Palsy and uses a wheelchair to get around • specific health care needs • few friends and would like to socialize more, but has very low self-esteem • motivated student - wants to be a journalist for the local newspaper • plans to attend the nearby state college and major in journalism Massachusetts Department of Elementary and Secondary Education

28. Transition Planning Form Maria (cont) • special education services focus on improving her fine motor skills, her social/emotional growth, and self-care and mobility, including how to use public transportation • wants to be able to live, work and function independently • her parents feel that she is not ready to live on her own or to work independently Massachusetts Department of Elementary and Secondary Education

29. Participants in the Transition Planning Discussion for Maria • Maria • Mrs. and Mr. Doe • District-wide Assistive Technology Coordinator • OT • Massachusetts Rehabilitation Commission Service Coordinator • Guidance Counselor • Nurse • Special Education Liaison • School Newspaper Advisor Massachusetts Department of Elementary and Secondary Education

30. Maria What else can be added to Maria’s action plan? Massachusetts Department of Elementary and Secondary Education

31. Transition Planning Transition Planning is awhole school, family, student, and community activity. Massachusetts Department of Elementary and Secondary Education

32. Transition Related Resources in Massachusetts • Massachusetts Department of Education/Special Education Planning and Policy Development Office • www.doe.mass.edu/sped • Massachusetts Transition Planning Form • www.doe.mass.edu/news/news.asp?id=3295 • Federation for Children with Special Needs • www.fcsn.org/index.php • Massachusetts Department of Mental Health • www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Department+of+Mental+Health&sid=Eeohhs2 • Massachusetts Department of Mental Retardation • www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Department+of+Mental+Retardation&sid=Eeohhs2 • Massachusetts Commission for the Blind • www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Commission+for+the+Blind&sid=Eeohhs2 • Massachusetts Commission for the Deaf and Hard of Hearing • www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Commission+for+the+Deaf+and+Hard+of+Hearing&sid=Eeohhs2 • Massachusetts Rehabilitation Commission • www.mass.gov/?pageID=eohhs2agencylanding&L=4&L0=Home&L1=Government&L2=Departments+and+Divisions&L3=Massachusetts+Rehabilitation+Commission&sid=Eeohhs2 Massachusetts Department of Elementary and Secondary Education