• Transition Services and the Law
• Steps of the Transition Planning Process and the Completion of the Statement of Needed Transition Services
• Incorporating the Statement of Needed Transition Services into the IEP
• Planning Tips for Students, Parents and School Staff
• Acronyms

John has just turned sixteen, is at the beginning of his sophomore year of high school, and receives special education services because of his learning disabilities and mild cerebral palsy which cause an inability to make effective progress in regular education. He hopes to graduate shortly before his 18th birthday, move into an apartment, eventually become an artist (sketching and sculpting), keep up with his basketball, and have a small group of good friends who enjoy eating out and fun times.

Age 15

• John, his parents, & teacher get together to discuss IEP.
• The IEP is written with a statement of needed transition services.
• Elective classes include 10th-grade Home Economics, Drafting I, Introduction to Computers, PE/Health.
• Joins Art Club and plays on junior varsity basketball team at school.
• Helps design flyers for his best friend, who's running for student senator.
• Goes to movies with friends, dates occasionally.

• MRC identified as appropriate adult service agency. Application process for service begins.
• Elective classes include 11th-grade Home Economics Sculpture/Pottery I, Advanced Computer, PE/Health, Sex Ed./Family Planning, Driver's Education.
• Continues with Art Club & joins teen basketball league at local YMCA.
• Fulfills flyer design requests from other clubs.
• Takes a sketching class at the Adult Education Center.
• Takes a part-time janitorial position at a local art store.
• Applies to art programs in local schools & colleges; takes SAT & ACT.
• Starts dating someone he met at a school dance.

• MRC accepts application, rep. attends TEAM mtg.
• Elective classes include The Arts and History, Desktop Publishing and Yearbook Prod., Journalism (develops cartoons for school paper), You and Your Car, Sculpting I (at local college).
• Continues Art Club, creates system whereby clubs can request flyer designs from Art Club. Quits league at YMCAdoesn't have time for everything.
• Increases hrs. at art store. Promoted halfway through the year to cashier.
• Applies to two-year college to study sketching, sculpting, and computer graphics.
• Begins dating new girl he met at college orientation.
• Decides to live at home his first year of college to save money for a car.
• Graduates high school!

• Applies for SSI (school assisted with application prior to graduation).
• MRC pays for first-year tuition. MRC rehab. engineer figures out some modifications for art tools and John's new computer.
• Joins intramural basketball league.
• Works with the asst. dean of students to help teachers understand his accommodation requests.
• Spends some weekends and other free time with new friends; dates a woman from one of his classes.
• Continues working at art store through summer then quits to take internship w/ graphic designer.
• Joins other students in designing a sculpting exhibit at the student center. One of his pieces is purchased.
• Finds an apartment with a couple of friends and signs a lease beginning just after he turns 19.

Fran is 14 and has spent most of her school years in separate special education classrooms in her community school. She has the ability to operate her electric wheelchair and her Minspeak (an electronic communication device). When she fails to communicate, no one is certain if it is because she does not understand, does not have the response she wants available, or just does not feel like talking.

Fran gets along best with her older brother's friends and seems to have a strong desire to do the same things as her brother. Her parents, therefore, decide the best program for her is the local high school, which has a strong vocational/technical program and where Fran can be included in both high school and community activities. They hope that she will someday have a job, live in an apartment with the necessary supports, and be able to enjoy her life. Fran loves clothes, cooking, hanging out with her friends, going to the movies, swimming, and WWF (wrestlingher favorite is Hulk Hogan).

Age 15

• Fran's last IEP mtg. included a statement of needed transition services; inclusion in regular ed.; integrated related services (speech, OT, PT, RT); participation in extracurricular and community-based activities; ADLs.
• Classes include Shop I, PE, Intro. to Computers, Home Economics, Science, English. During study hall the inclusion specialist works with study monitor to assist Fran and other students.
• Joins student volunteer org. where groups of students volunteer together in the community.
• Goes to local Y twice a week to swim (usually with her brother).

• IEP and transition statement are similar to previous year with the addition of gaining work experience. MRC attends mtg.
• Classes include Computers, Business Apprenticeship (a business class tied to work experience in school store), English, General Math, study hall.
• Continues with high school volunteer organization.
• Attends most school dances, makes several friends who love to come over, watch videos, listen to music, and read magazines.
• Joins drama troupe at school.
• Swims twice weekly at the Y with brother and a friend. They often go to the mall after swimming.

• IEP and transition statement are similar, with more emphasis on real work (in community jobs for pay). DET, DMR and MRC all attend. Application process for adult services begins.
• Classes include Home Economics II, Business Apprenticeship II (class is half day and tied to a minimum of four community-based work experiences), Computers, study hall.
• Continues with drama troupe, making sets and costumes.
• Continues swimming at the Y with a friend. They hope to learn to ski next winter.
• Attends school dances and other social events in the hopes of finding a boyfriend.

• IEP & transition statement have a heavy emphasis on work.
• Fran, her teacher, and father advocate for shared service responsibility. The LEA, DMR, and MRC agree to share the costs & responsibilities of services and supports for a summer job.
• Begins going to DET for interviewing skills and resume preparation.
• Classes include Apprenticeship II, Health/Sex Education, PE.
• Has successful audition for small part in annual music show.
• Helps plan senior talent show.
• Continues to swim at the Y.

• IEP and transition statement emphasize independent living and work skills.
• Continues receiving training from DET.
• Fran invites school personnel, DMR, MRC, family and friends to participate in Person Centered Planning.
• Identifies her dreams as living in her own accessible apartment with a roommate and working with animals.
• DMR helps Fran get on waiting list for subsidized housing (est. wait of two years).
• Voc. teacher & MRC assist Fran in getting a part-time job at The Gap as a dressing room assistant. Continues taking Health/Sex Ed.
• With the assistance of the special education teacher and her parents, she begins to participate in a community theater group.
• Goes skiing during winter break with her old friend from the Y who returns from college. Friend hopes to learn to ski well enough to become a guide for Fran, who uses a sit ski, so they can go together.
• Begins going on double dates with a friend from The Gap and a boy she's known since her childhood.

• At IEP meeting, Fran indicates a desire to leave school. A discussion follows and school agrees to include primarily educating on the job (i.e., most of Fran's day will be spent at a paying job in the community) and in the community (e.g., library, restaurants, health club, and other places of recreation).
• Still on waiting list for subsidized housing; continues to live at home.
• MRC assists Fran in securing a PASS plan, which includes a job developer.
• Job developer works with special education teacher to find a job with a veterinarian. After several months, they finally find opening in pet store.
• During school hours, Fran becomes friendly with public librarian and begins volunteering once a week.
• Joins self-advocacy group (People First).
• Begins to participate on state DD Council.
• Joins a new health club (private) with a co-worker from the pet store. They swim, explore other activities, and go to the Bahamas with Fran's family to try scuba diving.

• Loses job at pet store.
• An MRC-funded employment training specialist (ETS) assists her in finding two part-time positions: one in a mall pet store and another in a health club, both accessible by public transportation.
• Works on a nine-month project as a consultant to DD Council to develop aerobic video for individuals with multiple disabilities. Works with health club (with assistance from ETS) to incorporate exercise program into their club.
• Halfway through the year a subsidized apartment becomes available. Fran moves in with co-worker from previous job in pet store (who helps her manage PCAs in exchange for rent).
• Uses SSI money to pay rent.
• DMR provides vouchers to pay for cleaning services, financial management, and shopping.
• Independent Living Center assesses new needs and provides adequate personal assistance coverage.
• Continues swimming, skiing, working in community theater, and loves scuba divingbut doesn't do it too often because it costs too much!

 Transition Services and the Law

Transition services are defined under the Individuals with Disabilities Education Act (IDEA) (34 CFR 300.18) as a coordinated set of activities for a student, designed within an outcome oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must:

1. Be based on the individual student's needs taking into account student's preferences and interests; and
2. Include (i) instruction; (ii) community experiences, (iii) the development of employment and other post school adult living objectives, and, (iv) if appropriate, acquisition of daily living skills and functional vocational evaluation.

It is essential for parents and school professionals to ensure that transitional services are discussed at the TEAM meeting and incorporated into the IEP by the time the student turns 16, although in some cases, this may be done as early as age 14. If the TEAM determines it is appropriate to plan for transition for a student younger than 16, it should still use the Statement of Needed Transition Services. Goals and objectives relating to, for example, vocational education, and requiring specially designed instruction can be addressed in the middle school years in the Annual Needed Services Statement for Instruction. The TEAM also might discuss other areas, but decide that some Annual Needed Services Statements, such as those in post-secondary education, living arrangements, and employment opportunities, should be addressed when the student reaches high school.

Although the adult service system has the major responsibility for transition planning for post-school special services, it is important to remember that schools are responsible for the transitional process up to graduation or until the student leaves school at age 22.

State law requires the IEP TEAM to include information about graduation in the IEP if a student is 14 years or older. Students with special needs do not have to graduate until they have met all the graduation requirements applicable to all students. When the student is 14 years of age, the IEP must include a statement indicating whether the student is expected to graduate; if so, the IEP must indicate what criteria must be met and must include a plan to complete the criteria. Each succeeding year prior to graduation, these criteria and the plan should be reviewed. As the student approaches graduation, the parent/guardian must receive full notice that graduation is intended and will result in a termination of the special education services. If the parent/guardian believes that the graduation criteria have not been met, then the parent/guardian may elect to refuse graduation and continue services up to age 22. The student, upon reaching age 18, assumes full authority over his/her own educational program (unless guardianship proceedings have been completed) and may independently choose (if available) or refuse graduation.

Note: The Education Reform Law may require a change in the graduation section of the IEP. Beginning with the graduating class of 1999, all students will have to demonstrate competency in the areas of mathematics, science and technology, history and social studies, English/language arts, and foreign language in order to receive a high school diploma. The Department of Education is in the process of designing and developing an assessment system that will address the impact of the competency determination graduation requirement for students with disabilities.
 

IDEA Transition Service Self-Survey

• Students are invited to attend their IEP/TEAM meeting.
• Parents are invited to attend their child's IEP/TEAM meeting.
• Strategies are documented and in place to secure student's preferences and interests when they do not attend their IEP/TEAM meeting.
• Appropriate adult service agencies are invited to the IEP/TEAM meeting.
• Strategies are in place to secure the adult service agencies' participation when they do not attend the IEP/TEAM meeting.
• The linkages and responsibilities of the adult service agencies are specified on the Statement of Needed Transition Services.
• All students, age 16 (or younger if appropriate), who are on IEPs have a documented transition plan as part of their IEP (Statement of Needed Transition Services).
• The Statement of Needed Transition Services addresses all outcome areas including instruction, community experiences, employment, post-secondary education, daily living skills, and functional vocational evaluation.
• If the Statement of Needed Transition Services does not include each of the above areas, it specifies the reason an area is not needed.
• Goals and objectives on the IEP reflect the outcome areas identified on the Statement of Needed Transition Services.
• The Statement of Needed Transition Services reflects the students' and families' choices.
• The Statement of Needed Transition Services is reviewed annually.
• Necessary accommodations are provided at the IEP/TEAM meeting (e.g., assistive technology, interpreters).
• Parents express satisfaction with transition plans for their children.
• Students express satisfaction with their transition plans.

 Chapter 688 (Ch688)

This planning process starts at least two years before the end of special education services with a referral from the Local Education Agency (LEAthe school system) to one of seven human services agencies in the state (see Primary Transition Agencies in Appendix I: Resource Guide for information regarding these agencies). Only students with severe disabilities (typically defined as persons who will need continuing adult services from one or more adult agency) are eligible for Ch688 planning. (These students, as all students with disabilities, must also receive Ch766 transition services starting at age 16). Once eligibility is determined, a Ch688 liaison (from a human services agency) convenes an interagency ITP meeting, which should include the student, family members, school staff, other human services agencies, and, possibly, private service providers, to develop the ITP. The ITP describes residential, day/vocational, and/or support services that the person will need after leaving school. It is recommended that the 688 transition planning meeting be coordinated with students' TEAM meeting.

It is essential that services listed on the ITP are not limited to what is currently available. Rather, ITP services should reflect what the individual really wants and how best to support the person to become as independent as possible in adult life. It is also important to understand that Ch688 is not a continuation of Ch766 and that the provision of adult services is subject to annual funding from the state budget by the Massachusetts legislature. When a student turns 22, entitlement to services ends. Nothing automatically guarantees that the services will be available to the student after turning 22. Chapter 688 is not an entitlement program. On the other hand, the ITP functions as documentation of service needs and can be useful in assisting to plan, advocate for, and procure additional funding for adult services.

The Bureau of Transitional Planning (BTP), part of the Massachusetts Executive Office of Health and Human Services (EOHHS), monitors the Ch688 transitional planning process. The Transitional Advisory Committee (TAC), comprised of representatives of each human services agency and the Department of Education, assists the BTP. The TAC reviews each ITP, makes recommendations, and approves the plan. It is then sent to the student and family for acceptance or appeal.

Chapter 688 is intended to provide a coordinated planning process for students with severe disabilities in need of adult services from one or more human services agencies. If a student is ineligible for Ch688 services, he/she is not necessarily ineligible for services from an adult human service agency. A request for services can be made directly to any human services agency, separate from the Ch688 process, with the proviso that each agency has its own eligibility requirements.

Example: A child with vision difficulties may receive mobility training from MCB prior to her transition years.

Even if a student is not eligible for Ch688 and is not referred through Ch688, he/she may be eligible for services from the agency.

Example: A student with a valid medical disability may be eligible for MRC services but be ineligible for Ch688 because he is not perceived as an individual who will need ongoing, continuing support.

Comparison of IDEA/Chapter 766 and Chapter 688

Getting Ready for the Ch688 ITP Meeting:

• Be certain the ITP meeting is coordinated with the annual review of the student's IEP.
• Be certain that the student and all members of the TEAM are invited to participate along with the human services agency representatives. It is important that all individuals familiar with the student provide input.
• Make a list of services you believe will be needed and who you think should be responsible for the delivery of each of these services.
• Go into the ITP meeting with a list of questions. Jot down further questions as they arise. Be sure to get answers to all the questions before the end of the meeting, or at least know when and by whom the questions will be answered.
• Although the ITP probably will not be written at the meeting, make sure that all needed services have been identified. If these services cannot be obtained, be clear about the reasons.
• Discuss when services may begin and which agency(ies) may be responsible.
• If the ITP is written during the course of the meeting, do not sign it. Wait until you have read over and understand all the information and are completely satisfied with the content.
• Make sure that a plan of action is developed during the meeting. You should be clear about what will happen next (e.g., when the ITP will be received, who the liaison will be).
• Encourage relatives, friends, and/or advocates to attend the ITP meeting. They can provide moral support, take notes, and add information.

Steps of the Transition Planning Process and the Completion of the Statement of  Needed Transition Services

Steps of the transition planning process:

Step 1: Determining preferences and interests related to adult life

Step 2: Developing a vision for adult life

Step 3: Providing written notice of IEP/annual review meeting

Step 4: Conducting IEP/annual review meeting

Step 5: Developing the Statement of Needed Transition Services

Step 6: Soliciting necessary approvals on IEP

Step 7: Implementing services/supports and evaluating as scheduled

interviews with student & family
functional/situational assessments
structured observations in various settings (school, work, home)
person centered planning session

2.  Developing a vision for adult life

desired career
post-secondary education
desired living situation
desired areas of leisure/recreation

student
parents
school personnel
adult service agency representatives (if appropriate)
community contacts (e.g., chamber of commerce)

include student, parents, school personnel, & any outside agency representatives
review assessments
identify goals/objectives/services
develop Statement of Needed Transition Services

Individualized Education Plan
Statement of Needed Transition Services
Ch688 Referral for student within two years of graduation

7. Implementing services/supports & evaluating as scheduled

Step 1: Determining preferences and interests related to adult life

Because transition services "must be based on the individual student's needs, taking into account the student's preferences and interests" [§300.18(b)(1)], determining these preferences and interests becomes a crucial step in the transition process. For some students this will be a simple task. They will be able to articulate choices to pursue in their life after high school (e.g., work, military, college, marriage, condominium ownership) and the services and supports to assist them are already in place. Other students may not have a sense of the world of possibilities open to them and may require varying degrees of assistance and strategies to aid them in learning about the available choices.

It is important to take into account that not every strategy is applicable or necessary for every student, but rather the use of any or all strategies should be based on the individual. It is critical to ensure that opportunities for those students who need to experience a variety of options across different life domains (e.g., work, recreation/leisure, community living, self-care), and in diverse settings, occur with the needed intensity, frequency, and duration. To ensure that the student has ample time to explore the vast array of options available, the transition process may need to begin earlier than the mandated age of 16. An early start often facilitates a student's ability to conceptualize what he/she wants to do in life.

The following ideas may be utilized to assist any student (with or without a disability) to develop directions for their lives after high school. These are only suggestions and are neither required nor represent an exhaustive list. Use the ideas as a starting pointand be creative!

• Interviews
• Standardized Assessment
• Functional Vocational Assessment
• Portfolio Assessment
• Observations
• Person Centered Planning (PCP)

Interviews

As one begins gathering information to aid the student in identifying his/her choices, one must get information from all parties involved in the student's life (e.g., family, friends) and, most important, to include the student as a source of information. In addition to identifying the student's choices, one should also gather information regarding what the student has already accomplished in working toward those choices. One may collect data formally, using a standard interview protocol (e.g., developing a parent, student, or teacher questionnaire), or informally, using a general question-and answer-approach.

Standardized Assessment

There is a wide range of standardized tests that include achievement tests, psychometric tests, and those tests that are discipline-specific (e.g., physical therapy, speech therapy, occupational therapy). Determination about which tests are appropriate should be made by considering each student individually.

Functional Vocational Assessment

The functional vocational assessment is the only type of student assessment that is specifically addressed in the Individuals with Disabilities Education Act's transition requirements (see functional vocational evaluation - 34CFR 300.18). This type of assessment identifies an individual's vocational potential by measuring his/her performance on actual job tasks in a variety of environments. Although this type of assessment is not necessary for every student, it does offer another measure in addition to/instead of standardized tests. The assessment should yield two outcomes:

1) It should provide students with enough understanding of their strengths, area(s) of need, and the job market to explore sufficiently what work they might or might not enjoy and for what jobs they have particular talents; and

2) It should provide instructors, employers, and community services staff with information about the student's preferences, behavior, approach to learning, initiative, need for assistive technology, communication needs, physical and mental endurance, medical status, transportation needs, specific work skills, and the need for specific instructional approaches.

If you are not familiar with a local resource that can assist you in conducting a functional vocational assessment, consider contacting a community human services provider or a state agency (e.g., MRC, DMR, DOE, DET).

Portfolio Assessment

Another technique to identify and document a student's abilities is with a written, video, and/or pictorial portfolio of demonstrated skills and activities. This compilation of students' work through a portfolio assessment emphasizes "experimentation," "demonstration," "activity," and "project-based learning." There is less emphasis on the traditional "pencil and paper" assessment practices, which only capture a student's performance within the time and according to the structure of that specific "test."

 Students' work may be contained in folders, referred to as portfolios, that represent different stages of their work (beginning, in process, best work). A sample of what the portfolio may include may be a resume, photographs taken while working at a specific job, letters of recommendation, and student-generated products (e.g., artwork, writing samples). Students are required to demonstrate their work through a learning process and share in assessing their work as well. Students are taught to be critical reviewers of their own work. This performance-based assessment process promotes ideals and goals of transition planning: working toward having dreams, aspirations, and goals, where the student is actually in the process and can see through demonstration where he or she is and what needs to be done to achieve it.

Observations

Observation of the student across all domains (e.g., at home, at school, in the community, at work) is a very useful strategy and can enhance the anecdotal information gained from interviews and the results obtained from standardized tests. Observation will render information on the student, his/her current skills, and the environment associated with the skill(s). Techniques exist that may be used or modified for this purpose, check with your local school psychologist or special education administrator for guidance.

Person Centered Planning (PCP)

During recent years the terms Personal Futures Planning, MAPS, Life Long Planning, and Whole Life Planning have been used to describe a planning process to assist students in identifying visions of their lives and strategies that will achieve the choices that have been identified. Generically known as Person Centered Planning (PCP), this process is not mandated; however, it can assist in ensuring that the Statement of Needed Transition and the goals on the IEP reflect the student's vision for his/her future, including employment, post-secondary education, community-based living arrangements, and recreation/leisure.

During the PCP the vision of the student's life is developed, typically with the assistance of a support group chosen by the student and a trained facilitator. Working together, the student learns how to make decisions about his/her own life in a positive nonthreatening way, a skill that will be useful in both the immediate future and throughout the student's life. For some students, this may be the first time that they are asked about their own lives. They will need the support of a committed group of family and friends to succeed.

It is important to note the planning process will vary according to the preferences of the student. Times and meeting places are set at the convenience of the student, family, and friends in the support group. This type of process may not be for everyone. It is time-consuming and may be seen as intrusive to some students and families. It requires commitment and positive energy from each team member.

Please note: A Person Centered Planning meeting does not replace an IEP/TEAM meeting but assists the student and family to develop a vision of adult life.

Refer to Appendix I under Person Centered Planning for resources.
 

Step 2: Developing a vision for adult life

Step 3: Providing written notice of IEP/annual review meeting

IDEA requires that when a TEAM meeting is being held for a student, if appropriate, the Local Education Authority (LEA) must invite the student and a representative of any other agency that is likely to be responsible for providing or paying for transition services (34 CFR 300.344 (c)). If the purpose of the transition meeting is to discuss transition services, the written notice must indicate this purpose. If an invited agency does not send a representative to a meeting, the school district must take other steps to obtain the participation of that agency or an alternative agency in planning any transition services. Other steps to ensure an agency's participation may include conference calls, correspondence, rescheduling meetings at mutually agreed times and places, and direct contact by the student and/or parent with agency representatives to invite them to the TEAM meeting. Written notice must be provided to all appropriate parties 10 days prior to the IEP/TEAM meeting. For other TEAM meetings, notice for meetings must be provided early enough to ensure that each member will have an opportunity to attend.
 

Step 4: Conducting IEP/annual review meeting

One individual should be responsible for moderating the meeting and should encourage all present, including the student, parents, school personnel, and outside agency representatives, to participate actively. If the student or agency representatives are not in attendance, the school district is responsible for documenting how it will identify the student's preferences and interests and how the district will secure the participation of the external agency(ies).

The focus at TEAM meetings should be on transition rather than reading/reciting evaluation reports. Evaluation reports can be sent out to TEAM member prior to the meeting. Evaluations, or parts of evaluations, may need to be discussed prior to the meeting, or they can be brought up at the meeting in the context of transition. For example, if an individual is reading at a certain level, the discussion might focus not on concerns over the level of reading but on what types of functional reading the student might need in order to acheive his/her goals for transition.

• Establish an annual meeting schedule to discuss transition specific issues for groups of students
• Invite agencies to information sessions for students, parents and teachers (e.g., an information fair)
• Encourage students and parents to initiate contact and request involvement/information.
• Send a copy of IEP/Statement of Needed Transition Services to the agency
• Prioritize your needs. For example, let them know that 30 students are going to need services from their agency but you currently need assistance only with five.
• Contact advocacy groups to assist.
• Schedule meetings at mutually agreed-upon times and places.

Step 5: Developing the Statement of Needed Transition Services

As a teacher, it is easy to feel overwhelmed. Students, parents, and other TEAM members look to a teacher for information. Sometimes their expectations can lead the teacher to feel like he/she should know everything. Perhaps it might be best to view teachers as "information brokers." An information broker does not have all the answers but rather knows where to go to get the information or answers and shares those resources with the other TEAM members.

1. POST-SCHOOL VISION STATEMENT

Describe student's desired outcomes in adult living, post-secondary, and working environments:

2. NEEDED TRANSITION SERVICES INCLUDING INTERAGENCY RESPONSIBILITIES AND LINKAGE

Goals and objectives must be written only if the transition service requires specially designed instruction and/or related services.

1. POST-SCHOOL VISION STATEMENT

Describe student's desired outcomes in adult living, post-secondary, and working environments:

The Post-School Vision Statement (number 1) is an outcome statement that describes the living, post-secondary, and working situations that the student wants to achieve after graduation from high school or turning 22 years of age. The Post-School Vision may include vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation, as appropriate for the individual needs and desires of each student. This statement is developed after careful consultation and planning with the student (see discussion under Step 1, p. 21) and must reflect only the student's choices and not those of other individuals (e.g., teachers, family, or friends). The Post-School Vision Statement differs from goals typically written on IEPs in that it may include information that extends beyond one year and the context of the school setting. Since the vision statement describes work, educational, and living situations that will be realized after high school completion, it may be necessary to involve individuals and agencies within the community as well.

The Post-School Vision Statement should briefly describe where the student wants to work and live and whether he/she wants to continue training beyond high school. It is the long-term goal statement of the student and must be reviewed at least annually so that as the student matures and his/her desires change, the vision can continue to reflect the student's most current choices. It is individualized and must represent the student's preferences and interests and is geared toward the self-determination of the student. The statement is dynamic, will evolve over time, and will also guide subsequent planning activities.

Guidelines for writing the post-school vision statement (section1)

1. It is developed as the result of the transition planning process and should reflect the student's preferences and interests.
2. It specifies the work, educational, and living situation that the student desires after graduation or upon turning 22.
3. It specifies a "real-life" adult living outcome. (A goal statement that specifies a process or skill-building behavior that leads to but does not result in an adult living outcome is not a valid post-school vision.)
4. Do not worry if the lines on the form do not provide enough space in which to write; feel free to continue the statement on the back of the form or a separate sheet of paper.

1. For each area (Instruction, Community experience, Employment and other post-school adult living objectives, Daily Living Skills, and Functional Vocational Evaluation), check either yes or no. (A check in the yes box indicates a need in the particular area.)
2. If you have checked yes, write an Annual Needed Services Statement and record the responsible party (see below for definitions).
3. If you have checked no, the basis for the decision must be stated in the areas of Instruction, Community experiences, and Employment and other post-school adult living objectives. No reason must be given for a "no" answer in the areas of Daily Living Skills or Functional Vocational Evaluation.

An Annual Needed Services Statement describes what the student's needs are in the specific area for the coming year. If specially designed instruction and/or related services are required to meet the stated needs, then goals and objectives must be written into the IEP, based on this statement of need, under Part B, Student Section, Student Performance Profile and Goals and Objectives.

• Note TR (Transition Related) next to IEP goals that are transition related.
• Goals and objectives must be written only if the transition service requires specially designed instruction and/or related services.

Instruction refers to those services that are part of the teaching and learning process and are typically provided by schools (e.g., academic and/or vocational skill training, communication, study skills, problem solving).

Community experiences are those services that are provided outside of the school building, in community settings, by schools and other agencies (e.g., counseling, recreational services, development of self-advocacy skills).

Employment and other post-school living objectives include community-based work and recreation experiences, job site training programs and supported employment that lead toward post-school outcomes.

Please note:

The above three areas may overlap in certain situations. For example, recreation may be found under "Community experiences" and "Employment and other post-school living objectives." In this situation, you would check "yes" in both areas.

Daily Living Skills typically refer to self-care skills and activities of daily life such as personal hygiene, housekeeping, etc.

Functional Vocational Evaluation is an assessment of an individual in an authentic work situation (see p. 24).

Section 3: Chapter 688 Referral

Determine if this section of the transition services form is applicable to the student at the time of the TEAM meeting (i.e., the student is approaching high school graduation or the age of 22 and may require continuing special services).

1. If a student is going to require continuing special services from one or more state adult human service agencies (e.g., MRC, DMR, MCB, MCDHH), and it is two years prior to graduation or age 22, check "Applicable," if not, check "Not Applicable." The "Applicable" box must be checked with the consent of the student over 18 years old, or the parent or guardian (when appropriate).
2. If "Applicable" is checked, check "yes," in response to the next part which reads "A Chapter 688 referral should be made for the student two years prior to graduation or age 22." If "Not Applicable" is checked, check "no."
3. If "yes is checked, a referral must be made to the Bureau of Transitional Planning by completing the Chapter 688 student Referral Form (see Appendix IV) two years prior to the completion of school. The date of this referral is written in the appropriate place. A referral date may need to be documented subsequent to the TEAM meeting. Such referral shall be made at least two years prior to the child's anticipated graduation or twenty-second birthday. The liaison from the human service agency, assigned by the Bureau of Transitional Planning, shall participate in the development of the child's IEP and shall also lead in the development of an Individualized Transition Plan (ITP) which is a separate document from the Statement of Needed Transition Services.

Step 6: Soliciting necessary approvals on IEP

Step 7: Implementing services/supports and evaluating as scheduled

When TEAM Members Disagree

Sometimes TEAM members do not agree as to how a student's IEP should look or what goals should be prioritized. This is typical! Everyone has different ideas and opinions. The best a TEAM leader or other team member can do in this type of situation is acknowledge the differing opinions and facilitate a discussion to come to some sort of decision on which all can agree.

Incorporating the Statement of Needed Transition Services Into the IEP

1. If specialized instruction is needed, the goals and objectives of the IEP need to incorporate the information identified in Section 2 of the Statement of Needed Transition Services.
 
Example:

2. NEEDED TRANSITION SERVICES INCLUDING INTERAGENCY RESPONSIBILITIES AND LINKAGE

Goals and objectives must be written only if the transition service requires specially designed instruction and/or related services.

3. GOALS AND OBJECTIVES

1 Objective:

Evaluation procedure:

2 Objective:

Evaluation procedure:

Evaluation schedule:

For example, one student is interested in working as a secretary. Under "Instruction" on Section 2 of the Statement of Needed Transition Services, it may have been determined that this student needs specialized instruction for gaining the computer and typing skills related to his vision of secretarial work in a busy office. Although his school offers typing and computer classes which would be helpful in his pursuit, he may need specialized instruction on certain equipment and during certain courses. An Annual Needed Service statement has been completed and a responsible party designated. This must be reflected in the Goals and Objectives of the IEP. The student's goal on the IEP may be "to learn skills necessary for successfully attending secretarial program at community college." This goal will be marked with a TR (Transition Related, see page 32). One of the objectives may then be "learning word processing and grammar check program on an adapted computer."

2. The post-school vision statement identified in the Statement of Needed Transition Services should become a driving force for the program and curriculum content of the IEP. If specialized instruction is needed, the services related to the vision statement should be clearly identifiable in the IEP in Section 4: Special Education Service Delivery.
 

Example:

If "yes" is checked anywhere in Section 2 of the Statement of Needed Transition Services form, Part 4 of the IEP form (see below) must reflect any specialized instruction necessary.

4. SPECIAL EDUCATION SERVICE DELIVERY
 

Whether sections A, B and/or C on Part 4 of the IEP are completed will vary with each student. The constant variable is ensuring that items listed on Section 2 of the Statement of Needed Transition Services are reflected in Section 3 and Section 4 of the IEP.

Planning Tips for . . .

Know your rights. You have the right

• to live where you want -- with a roommate or by yourself, in an apartment, a condo, or a house; in a city, a town, or in the country
• to work in a job you like, to work alone or with others, to get paid for your work, to change jobs when you want to, and to have a career
• to belong to clubs and civic organizations, to vote, and to be part of your community
• to have access to all public services and public buildings, including theaters, stores, town halls, libraries, etc.

• another student, your brother or sister, a recent high school graduate
• your mom or dad, a friend of the family, or another adult you trust
• a guidance counselor, the high school principal, or a teacher you like

• Think about what you want to do for work and for fun, where you want to live, if you want to go on to college, who you want for friends
• Think about what kinds of help and support you might need to work toward these goals
• If someone tells you that your dreams are unrealistic, make a list of steps you need to take to work toward your goals
• If you do not know where to start, ask for advice from friends or family members

• Be prepared to answer questions and to make your wishes known. (Get a copy of the Statement of Needed Transition Services, Part A of the IEP, and go over the questions before the meeting.)
• Figure out what's most important to you now and in the future

Begin early.

• Foster independence in your child from a young age (e.g., encourage the practice of self-help skills, assign specific responsibilities around the house)
• Provide your child with the opportunity to make choices, fostering self-determination and decision-making skills
• Encourage your child to dress and groom appropriately for various occasions (look to his/her siblings or peers for ideas)
• Introduce your child to community activities beginning at an early age. Take advantage of inclusive day-care and preschool settings. Involve your child in community recreation activities. Make connections with local stores and other potential job sites. Explore a variety of jobs with your child.
• Reinforce IEP goals and objectives at homesystems used in school and at home should be consistent whenever possible. Talk to the teachers to figure out ways to make this work.
• Become familiar with educational and disability-related laws. Get to know your legislators and other decision makers.
• Join an advocacy organization

• Bring a relative, friend, or an advocate to your child's TEAM meeting. In addition to providing moral support, many times they gather information that may assist you. If possible, ask them to take notes at the meeting.
• Notify your director of special education regarding any specific individuals who you want to participate in the IEP development process
• Prepare a list of questions. Jot down other questions that occur to you during the meeting. Ask for explanation of terms you don't understand. Be sure to get answers to all questions before the meeting ends.
• Think about the goals, objectives, and/or plan that is developed. Are these skills useful in preparing for adult life (i.e., for getting and keeping a job, for living in the community, for making friends)?
• Do not sign the IEP at the meeting. Wait until you have read over the information and are completely satisfied with its contents.
• Leave the meeting with a clear understanding of what will happen next, that is, when you will receive the written IEP, who the contact liaison is, etc.
• Most of all, don't be intimidated; but if you are, know where to go for support

• Get to know the educational staff--both regular and special education service providers
• Become familiar with all school services including regular education and extra-curricular activities (e.g., sports, clubs). Develop relationships with the people involved in the activities that interest your child.
• Join the Parent-Teacher Organization, the Special Needs Parent Advisory Committee, and/or the School Council. Talk with other parents to share creative ideas about developing and accessing inclusive programs.

• Figure out what supports you or others currently provide to your son/daughter that will need to be taken over by someone else
• Become familiar with the variety of programs and services available for your son/daughter now and as he/she gets older. Find out which will most likely assist your child in developing the skills that foster independence and community participation.
• Begin financial planning for adulthood. At age 18, assist your son/daughter to apply for supplemental security income (SSI). Find out about Plans to Achieve Self-Sufficiency (PASS plans). Consider estate planning issues.
• When it is time to start talking about transitional planning (age 14 to 16), ensure that the school invites the appropriate adult human services agency(ies) and service providers to the IEP meeting. Although it may seem a bit early to apply for adult services (when necessary), this is a good way to get to know service coordinators, counselors, and others, and to find out what is available in your area. In some cases, there are long waiting lists, for example, for housing, so it is best to plan ahead.

• Talk to your son/daughter about his/her dreams. Concentrate on his/her interests and abilities rather than disabilities. Help your child to explore different ideas, even if your dreams and expectations are different.
• Encourage your son/daughter to be a part of the entire planning process whenever possible. Make sure he/she attends TEAM meetings and has the chance to have a say in decisions. This will increase your child's chances of maintaining cooperation and involvement, and achieving success.

Find out about community services and opportunities.

• Identify and observe local community-based places of recreation. Let the leaders/directors/instructors know that they can call you if they ever have questions about including individuals with disabilities.
• Be familiar with local businesses that offer employment opportunities for students. Develop relationships with potential employers.
• Assist students in accessing activities of interest, including the full array of choices (i.e., those choices that are available to all members of the community)

• Identify individual approaches to learning and problem-solving skills
• Identify individual strengths and weaknesses in functional academics (e.g., math, communication, computers, problem solving) and in the major areas of living (e.g., work, activities of daily living, recreation, community)
• Teach students choice-making values and skills
• Inform students about person centered planning processes and opportunities
• Ensure that student and family preferences are acknowledged and incorporated into the IEP/transition statement
• Work with students and families even if you are in disagreement about their dreams and expectations. Try not to limit creative ideas.

• Identify necessary accommodations to enable student's participation in state-wide mandated assessment programs and in PSAT/SAT testing or other college entrance exams
• Identify colleges or other post-secondary educational training opportunities
• Ensure that the student and family members are aware of their rights to be part of educational transitional planning
• Guarantee that learning in the classroom connects to student's life experiences
• Encourage and assist students to make connections in the community (e.g., recreation facilities, libraries, stores)
• Work with guidance counselors as they work with students

• For younger students, identify vocational interests and abilities through exploration activities in school
• Identify and assist student gain access to guidance counselors, career counseling activities, and job placement services
• Provide older students with the widest array possible of community-based work experiences for real wages
• Ensure that students receive functional vocational evaluations at actual job sites during the transition period
• Assist students in developing a resume

• Invite representatives from human services agencies and service providers to TEAM meetings to discuss transition issues
• Maintain current listing of generic community resources (e.g., chamber of commerce, local recreation opportunities, adult education programs)

• Early planning is critical to success.
• A "whole-person" and "person first" approach dominates the planning process, with the consumer leading the planning team.
• Service consumers and service providers work as a team. Successful outcomes depend on the active participation of students with disabilities (consumers) and their families.
• Functional need rather than disability diagnosis or category forms the basis of services.
• Community inclusion, living and working in the community, is the highest priority. People with disabilities possess independence and autonomy, exerting control and choice over their own lives.

People with disabilities have a right to be productive, earning a living wagemeasured through improvements in income level, employment status, or job advancement or in work that contributes to the household or community.

Acronyms

ABE Adult Basic Education

ADA Americans with Disabilities Act

ADD Attention Deficit Disorder

ADL Activities of Daily Living

AER Association for the Education and Rehabilitation of the Blind and Visually Impaired

AHEAD Association for Higher Education and Disability

BTP Bureau of Transitional Planning

CIT Counselor in Training (in a camp situation)

DET Department of Employment and Training

DMH Department of Mental Health

DMR Department of Mental Retardation

DOE Department of Education

DOL Department of Labor

DPH Department of Public Health

DPW Department of Public Welfare

DSS Department of Social Services

DYS Department of Youth Services

EEP Extended Employment Program

EIP Early Intervention Program (for children ages 0-3)

EOEA Executive Office of Economic Affairs

EOHHS U.S. Executive Office of Health and Human Services

EOHS Massachusetts Executive Office of Human Services

ETS Employment Training Specialist

FAFSA Financial Application for Federal Student Aid

FC Facilitated Communication

Federation Federation for Children with Special Needs

FLSA Fair Labor Standards Act

GPA Grade Point Average

HUD Department of Housing and Urban Development (U.S. and MA)

ICFs/MR Intermediate-Care Facilities for persons who are Mentally Retarded

ICI Institute for Community Inclusion

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Plan (school)

IFSP Individualized Family Service Plan (for children ages 03)

IL Centers Independent Living Centers

IRWE Impairment-Related Work Expense

ISP Individual Service Plan (adult service provider)

ITP Individual Transition Plan (school and human service provider)

IWRP Individual Written Rehabilitation Plan (MRC and MCB)

JTPA Job Training Partnership Act

LEA Local Educational Authority (the school system)

LRE Least Restricted Environment

M.G.L. Massachusetts General Laws

MAAPS Massachusetts Association of 766-Approved Private Schools

MABE Massachusetts Association for Bilingual Education

MAC Massachusetts Advocacy Center

MATP Massachusetts Assistive Technology Partnership

MBTA Massachusetts Bay Transportation Authority

MCB Massachusetts Commission for the Blind

MCCD Massachusetts Coalition of Citizens with Disabilities

MCDHH Massachusetts Commission for the Deaf and Hard of Hearing

MDDC Massachusetts Developmental Disabilities Council

MHFA Massachusetts Housing Finance Agency

MOD Massachusetts Office on Disability

MORR Massachusetts Office of Refugee Resettlement

MRC Massachusetts Rehabilitation Commission

MTI Massachusetts Transition Initiative

NIDRR National Institute on Disability Rehabilitation and Research

O/M Orientation and Mobility (services for individuals who are visually impaired)

OFC Office For Children

OHA State Office of Handicapped Affairs

OJT On-the-Job Training

OSEP Office of Special Education Programs

OSERS United States Office of Special Education and Rehabilitation Services

PAC Parent Advisory Committee

PASS Plans to Achieve Self Sufficiency

PCA Personal Care Assistant

PCP Person Centered Planning

PIC Private Industry Council

PTO Parent Teacher Organization

RAC Regional Advisory Council

RSC Rate Setting Commission

REB Regional Employment Board

RFP Request For Proposal

RRTC Rehabilitation Research and Training Center

RSA Rehabilitation Services Administration

SAC State Advisory Council

SAT Scholastic Achievement Testing

SDA Service Delivery Area

SEOG Supplemental Education Opportunity Grant

SHIP Statewide Head Injury Program (MRC)

SpEd Special Education

SSA Social Security Administration

SSDI Supplemental Security Disability Income

SSI Supplemental Security Income

TA Task Analysis

TAC Transitional Advisory Committee

TASH The Association for Persons with Severe Handicaps

TJTC Targeted Job Tax Credit

TPC Transition Planning Committee

TTY or TDD Telecommunication Device for the Deaf

UAP University-Affiliated Program

UCP United Cerebral Palsy

VR Vocational Rehabilitation