Transition Planning
Transition services prepare students for success. They provide each child with the tools necessary to thrive as an adult and work towards independence, as described in the Individuals with Disabilities Act (IDEA). Services do not only assist with changes between middle school and high school. They also prepare students for when they leave the secondary school environment.
In order to develop a full picture of your student’s needs beyond high school, possible assessments to consider are a Transition Planning Assessment, Comprehensive Transition Assessment, Vocational Assessment, or Community-based Assessment of Transition Skills.[1] Through observation, interviews, and tests, these assessments make sure students receive proper training for a smooth shift into adult living. All transition services must be age-appropriate and individualized.
Once these assessments are completed, the IEP team should meet to consider adding transition related goals to your student’s IEP. IDEA requires tracking progress towards a goal through transition assessments in training, education, employment, or independent living skills.[2] These goals should be updated annually at each meeting. Methods for reaching goals should also be changed to best fit their individual needs.
When discussing transition, questions the IEP team should consider are:
What goals and services are necessary for education, employment, or living experiences to help make sure the student is well-prepared for transition out of school life?
Are the goals and services documented in the IEP based on the transition assessment(s)?
Has the student made effective progress on the transition goals?
Has the student been able to engage in and benefit from the transition services documented in the IEP?
Will the student require a Chapter 688 referral to an adult human service agency (e.g., Department of Mental Health, Department of Developmental Services, Massachusetts Rehabilitation Commission, Massachusetts Commission for the Blind, Massachusetts Commission for the Deaf and Hard of Hearing) and is a representative from that agency involved in one or more IEP meetings?
Secondary transition is student-driven. In the state of Massachusetts, a child should be invited to attend their transition meetings annually, starting at age 14 (Federally starting at age 16) until they graduate or turn 22. If you student does not want to attend transition or IEP meetings, other ways to get a student involved in their transition process include writing a statement the parent can share with the team, recording videos, creating presentations, or constructing projects that show the students’ goals and desires for the process without them needing to be present at the planning meeting.[3] When the student chooses to attend, the team should create a respectful, encouraging environment. Bringing in professionals and explaining each part of the plan to the student helps to make sure transition meetings are a comfortable place for the student to engage with the process.
Each student’s transition journey is unique. Whether they plan to pursue a career or attend college after secondary school, transition services are there to help every step of the way. More details and info about the secondary transition process in Massachusetts can be found at the following link: https://www.mass.gov/service-details/secondary-transition.
[1] NESCA. “Postsecondary Transition Services.” NESCA, 2022, https://nesca-newton.com/transition/
[2] Massachusetts Department of Developmental Services. “Important Transition Information Every Family Should Know.” Mass.gov, Apr. 2015, https://www.mass.gov/doc/important-transition-information-every-family-should-know-0/download
[3] Johnson, Theresa. “Expectations in Transition Meeting-Encouraging Student Participation.” Described and Captioned Media Program, n.d., https://dcmp.org/learn/262-expectations-in-transition-meeting-encouraging-student-participation