Presentation on theme: "1 Massachusetts DOE IEP Transition Process FUTURE."— Presentation transcript:
1 Massachusetts DOE IEP Transition Process FUTURE
2 WHY FOCUS ON TRANSITION? One of the primary purposes of Public Law , the Individuals with Disabilities Education Act (IDEA), is to "ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living." (sec 601(d)(1)(A))
3 Transition IDEA 2004.P.L , Sec 603 (34) Definitions 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…
4 THE COORDINATED SET OF ACTIVITIES MUST: A) facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, and independent living;
5 THE COORDINATED SET OF ACTIVITIES MUST: (C) 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.
6 WRITING THE IEP- FOCUS ON TRANSITION Transition planning is integrated into the development of the IEP Transition planning is integrated into the development of the IEP IEP development is a student driven process IEP development is a student driven process Vision statement directs Team’s attention towards the future Vision statement directs Team’s attention towards the future
7 IDEA 2004 Transition Planning P.L , Section 614(d). Transition planning must take place and, if needed, the Team must include appropriate goals related to postsecondary training, education, employment, and independent living skills in the student's IEP that is in effect when the student turns 16 years of age, or younger if determined by the Team.
8 Transition Planning Massachusetts Implementation The Department interprets this requirement to mean that the Team's transition planning discussion must be completed for the IEP that is developed when the student is 15 years of age. The student must be invited to that Team meeting and to all subsequent meetings at which transition plans are discussed.
9 Transition Planning Massachusetts Implementation The Department has created a form for documenting the Team's transition discussion. Transition Planning Guide, is available at:
10 BY AGE 16 Student are invited to IEP meeting as full members of the Team Student are invited to IEP meeting as full members of the Team Vision statement includes: Vision statement includes: –community life –work –housing Begin thinking about a Chapter 688 referral Begin thinking about a Chapter 688 referral
11 VISION STATEMENT IEP 1 Transition information in the Vision Statement should represent high expectations and dreams and reflect the student’s vision and related transition planning and course of study. When appropriate,it should address: Community life planning. Community life planning. Vocational life planning. Vocational life planning. Housing. Housing.
12 AGE-SPECIFIC CONSIDERATIONS IEP 3 AGE-SPECIFIC CONSIDERATIONS IEP 3 Placed on IEP 3 as a reminder of transition- related aspects throughout the IEP Placed on IEP 3 as a reminder of transition- related aspects throughout the IEP –For students ages 14 and older, consider the effect on the course of study –For students ages 16 and older, consider the transition to post- school activities See Previous Slides IDEA 2004 Transition Planning P.L , Section 614(d) P.L , Section 614(d) for New Information
13 TRANSITION RELATED GOALS IEP 4 Measurable Annual Goals need to build skills in order to make the transition from school to post-school activities successful
14 SERVICE DELIVERY - IEP 5 What are the total service delivery needs of this student? Include services, related services, program modifications and supports (including positive behavioral supports, school personnel and/or parent training/supports). Services should assist the student in reaching IEP goals, to be involved and progress in the general curriculum, to participate in extracurricular/nonacademic activities and to allow the student to participate with nondisabled students while working towards IEP goals.
15 ADDITIONAL INFORMATION IEP 8 A discussion of the transfer of rights must be documented A discussion of the transfer of rights must be documented If necessary, is there a statement of interagency responsibilities? If necessary, is there a statement of interagency responsibilities? For severely disabled students with ongoing needs, has a referral to Chapter 688 been made? For severely disabled students with ongoing needs, has a referral to Chapter 688 been made? Additional Information
16 AT AGES 15+, 16, 17, 18+ Students and Parents continue to be invited to IEP meeting as full members of the Team The Vision Statement is key to the Transition Process.
17 Transition on the IEP: An Integrated Planning Approach to Adult Living IEP 1 IEP 2 IEP 3 IEP 4 IEP 5 IEP 8 The Team discusses transition elements on these IEP pages. DISCUSS AND DOCUMENT!