Transcript Transition and the IEP - Framingham High School

Massachusetts DOE
IEP Transition Process
FUTURE
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WHY FOCUS ON
TRANSITION?
One of the primary purposes of Public Law
108-446, 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))
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Transition IDEA 2004
.P.L. 108-446, 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…
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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;
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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.
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WRITING THE IEP- FOCUS
ON TRANSITION
 Transition
planning is integrated into
the development of the IEP
 IEP development is a student driven
process
 Vision statement directs Team’s
attention towards the future
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IDEA 2004
Transition Planning
P.L. 108-446, 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.
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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.
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Transition Planning
Massachusetts Implementation
The Department has created a form
for documenting the Team's transition
discussion. Transition Planning Guide,
is available at:
http://www.doe.mass.edu/sped/IDEA2004/sprmeetings/iep.html
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BY AGE 16
Student are invited to IEP meeting as
full members of the Team
 Vision statement includes:
– community life
– work
– housing
 Begin thinking about a Chapter 688
referral
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
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.
Vocational life planning.
Housing.
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AGE-SPECIFIC
CONSIDERATIONS
IEP 3

Placed on IEP 3 as a reminder of transitionrelated 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 postschool activities
See Previous Slides
IDEA 2004
Transition Planning
P.L. 108-446, Section 614(d)
for New Information
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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
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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.
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ADDITIONAL INFORMATION
IEP 8
Additional
Information
A discussion of the transfer of rights must be
documented
 If necessary, is there a statement of
interagency responsibilities?
 For severely disabled students with ongoing
needs, has a referral to Chapter 688 been 15
made?

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.
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Transition on the IEP:
An Integrated Planning Approach to
Adult Living

The Team discusses 
transition elements 
on these IEP pages. 


DISCUSS AND
DOCUMENT!
IEP 1
IEP 2
IEP 3
IEP 4
IEP 5
IEP 8
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