1. CSPD Training Module Massachusetts Department of Education Special Education Planning and Policy Development Office April, 2002 TRANSITION FROM ADOLESCENCE INTO ADULTHOOD IN MASSACHUSETTS

2. GOALS OF THE PRESENTATION Overview of transition Individuals with Disabilities Education Act, reauthorized 1997 Individualized Education Program Chapter 688

3. WHY TRANSITION IS IMPORTANT Promotes better employment options Promotes better personal, social, and emotional outcomes Increases self-supporting behaviors Improves access to medical benefits Promotes better economic opportunities

4. STATISTICS

5. MORE STATISTICS

6. WHAT IS TRANSITION? What do you want to be when you grow up? Normal developmental stage Preparing for adult life

7. IDEA ‘97 “...A coordinated set of activities for a student, designed within an outcome oriented process, that promotes movement from school to post-school activities…”

8. THE COORDINATED SET OF ACTIVITIES MUST: Be based on the individual student’s needs taking into account the student’s preferences and interests; and

9. ACTIVITIES MUST ALSO: Include instruction, community experiences, the development of employment and other post school adult living objectives, and, if appropriate, acquisition of daily living skills and a functional vocational evaluation

10. BLENDING FEDERAL AND STATE LAWS IDEA ‘97 Federal law MA Special Education Regulations as of 2001

11. STAGES OF TRANSITION: A timeline according to state and federal laws Documented in the Individualized Education Program (IEP)

12. 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. For students age 14 +

13. AGE 14 Student and parent invited to IEP meeting as full members of the Team Develop vision statement Consider path to adulthood

14. AGE 16 Student and parent invited to IEP meeting as full members of the Team Vision statement includes: –community life –work –housing Begin thinking about a Chapter 688 referral

15. AGE 17 Student and parent invited to IEP meeting as full members of the Team Continue to develop vision statement Chapter 688 referral 2 years prior to exiting school Review transfer of rights from parents to children and provide written notice to parents and student

16. AGE 18 and on Student and parent invited to IEP meeting Chapter 688 referral within two years of graduating or exiting school Transfer of parental rights- -age of majority

17. INDIVIDUALIZED EDUCATION PROGRAM (IEP) Incorporates state and federal requirements Integrates transition planning into the IEP

18. TRANSITION AND THE IEP Need to prepare students with disabilities for independence and employment and other post- school activities

19. IEP PROCESS IDEA-97 emphasizes a collaborative approach Parents (and students over the age of 14) are equal partners in the Team process General educators play a central role

20. WRITING THE IEP: FOCUS ON TRANSITION IEP development is a student driven process Vision statement directs Team’s attention towards the future Transition planning is integrated into the development of the IEP

21. VISION STATEMENT Must reflect federal requirements for transition aged youth Should represent high expectations and dreams

23. School District Name: School District Address: School District Contact Person/Phone #: Individualized Education Program IEP Dates: fromto Student Name: _____________________________ DOB: ____________ ID#: __________Grade/Level: _________ Parent and/or Student Concerns What concern(s) does the parent and/or student want to see addressed in this IEP to enhance the student's education? Student Strengths and Key Evaluation Results Summary What are the student’s educational strengths, interest areas, significant personal attributes and personal accomplishments? What is the student’s type of disability(ies), general education performance including MCAS/district test results, achievement towards goals and lack of expected progress, if any? Vision Statement: What is the vision for this student? Consider the next 1 to 5 year period when developing this statement. Beginning no later than age 14, the statement should be based on the student’s preferences and interest, and should include desired outcomes in adult living, post-secondary and working environments. IEP 1

24. VISION STATEMENT: Community Life Includes recreational and social activities, such as sports, dances, and dating

25. VISION STATEMENT: Vocational Life Work related experiences both in and out of school

26. VISION STATEMENT: Housing Where is the student going to live? Family, apartment, residential school, sheltered housing

27. Individualized Education Program IEP Dates: from _______ to_______ Student Name:__________________________________________DOB: _______________ ID#: ______________ Present Levels of Educational Performance B: Other Educational Needs Check all that apply. General Considerations Adapted physical education Assistive tech devices/services Behavior Braille needs (blind/visually impaired) Communication (all students) Communication (deaf/hard of hearing students) Extra curriculum activities Language needs (LEP students) Nonacademic activities Social/emotional needs Travel training Vocational education Other_______________________________________________________________________________________________ Age-Specific Considerations For children ages 3 to 5 — participation in appropriate activities For children ages 14 + (or younger if appropriate) — student’s course of study For children ages 16 (or younger if appropriate) to 22 — transition to post-school activities including community experiences, employment objectives, other post school adult living and, if appropriate, daily living skills How does the disability(ies) affect progress in the indicated area(s) of other educational needs? What type(s) of accommodation, if any, is necessary for the student to make effective progress? What type(s) of specially designed instruction, if any, is necessary for the student to make effective progress? Check the necessary instructional modification(s) and describe how such modification(s) will be made.  Content:  Methodology/Delivery of Instruction:  Performance Criteria: Use multiple copies of this form as needed. IEP 3

28. AGE-SPECIFIC CONSIDERATIONS 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

29. TRANSITION GOALS Goals can reflect the needs for making the transition from school to post-school activities for older students

30. Individualized Education Program IEP Dates: from __________to ________ Student Name:____________________________________________ DOB: _______________ID#:____________ Additional Information  Include the following transition information: the anticipated graduation date; a statement of interagency responsibilities or needed linkages; the discussion of transfer of rights at least one year before age of majority; and a recommendation for Chapter 688 Referral.  Document efforts to obtain participation if a parent and if student did not attend meeting or provide input.  Record other relevant IEP information not previously stated. I certify that the goals in this IEP are those recommended by the Team and that the indicated services will be provided. Signature and Role of LEA Representative Date It is important that the district knows your decision as soon as possible. Please indicate your response by checking at least one (1) box and returning a signed copy to the district. Thank you. I accept the IEP as developed.I reject the IEP as developed. I reject the following portions of the IEP with the understanding that any portion(s) that I do not reject will be considered accepted and implemented immediately. Rejected portions are as follows: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ I request a meeting to discuss the rejected IEP or rejected portion(s). Signature of Parent, Guardian, Educational Surrogate Parent, Student 18 and Over* Date *Required signature once a student reaches 18 unless there is a court appointed guardian. Parent Comment: I would like to make the following comment(s) but realize any comment(s) made that suggest changes to the proposed IEP will not be implemented unless the IEP is amended._______________________________________________________________________________________________ IEP 8 Additional Information School Assurance Parent Options / Responses

31. IEP 8: ADDITIONAL INFORMATION A discussion of the transfer of rights must be documented If necessary, is there a statement of interagency responsibilities? For disabled students with ongoing needs, has a referral to Chapter 688 been made?

32. END OF PART ONE –Why transition is important –Requirements under IDEA- 97 –IEP

33. CHAPTER 688: WHAT IS IT? Referral process for severely disabled youth to obtain adult services Not an entitlement program

34. CHAPTER 688: WHY DO IT? Documents a need for services and supports Allows agencies to plan ahead Provides a heads-up to the student and the family

35. TRANSITION PLAN: CHAPTER 688 “...A plan for a program of habilitative services for a disabled person whose entitlement to services under special education programs has terminated or will terminate as a result of such person’s graduation from high school or attainment of age twenty- two.”

36. CHAPTER 688: REFERRAL PROCESS Coordinated planning process beginning 2 years before student graduates high school or exits school File with Bureau of Transitional Planning Send copy to one transitional agency

37. CHAPTER 688: ELIGIBILITY Students in need of continued services as adults Students with an IEP AND receive SSI/SSDI and those on the registry of the Massachusetts Commission for the Blind are automatically eligible Students with severe disabilities

38. Send Referral to One Transitional Agency:

39. To the Massachusetts Rehabilitation Commission When: A disability which constitutes a substantial handicap to employment. Deaf/Severely Hard of Hearing Head Injured Severely Physically Disabled Mentally Retarded and needing time-limited vocational training severely learning disabled

40. To the Department of Mental Retardation If one of the following conditions is present: mental retardation (MR) Student residing in pediatric nursing home multi-handicap of: – MR and blindness –MR and deafness –MR and emotional disturbance –MR and autism

41. To the Department of Mental Health In the presence of: A severe or long-term mental illness A severe or long-term emotional disturbance

42. To the Department of Social Services If the student, regardless of disability, is currently in the care or custody of DSS.

43. To the Massachusetts Commission for the Blind In the case of: legal blindness total blindness deaf/blind multi-handicap of: –deaf/blind/MR –blind with emotional disturbance

44. To the Massachusetts Commission for the Deaf and Hard of Hearing If the student is: Deaf Severely hard of hearing Deaf with emotional/behavioral disabilities severely learning disabled or educationally disadvantaged and deaf/hard of hearing (non MR)

45. IN CONCLUSION File 688 referral for severely disabled students File 688 2 years in advance of graduation or leaving school File 688 with one transitional agency