1. The Transition Planning Process
Using the Department of Elementary and Secondary Education Transition Planning Form (28M/9)
Massachusetts Department of Elementary and Secondary Education

2. Transition Planning Massachusetts
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:
Massachusetts Department of Elementary and Secondary Education

3. Transition Planning Massachusetts
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 Planning Massachusetts
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 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?
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 …
Massachusetts Department of Elementary and Secondary Education

6. THE COORDINATED SET OF ACTIVITIES MUST:
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. THE COORDINATED SET OF ACTIVITIES MUST:
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:
Massachusetts Department of Elementary and Secondary Education

9. Transition Services Continued
The IEP must include: ) 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?
Consider the learning opportunities or skills that the student may need. This could include specific general education courses and/or special education instruction, career and technical education, and/or preparation for post-secondary outcomes such as vocational training or community college.
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?
Consider options such as part-time employment, supported job placement, service learning projects, participation in work experience program, job shadowing, internships, practice in resume writing/ interviewing skills, the use of a one-stop resource center and job specific skills in areas such as customer service, technology, etc.
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?
Consider options such as participation in community based experiences, learning how to independently access community resources, building social relationships, managing money, understanding health care needs, utilizing transportation options and organizational skills.
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 Form Walter
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
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
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
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 a whole 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
Massachusetts Transition Planning Form
Federation for Children with Special Needs
Massachusetts Department of Mental Health
Massachusetts Department of Mental Retardation
Massachusetts Commission for the Blind
Massachusetts Commission for the Deaf and Hard of Hearing
Massachusetts Rehabilitation Commission
Massachusetts Department of Elementary and Secondary Education