Transition and the IEP

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Transition
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 childs 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 Teams 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
2005 -2006
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
2005 -2006
The Department has created a form for documenting
the Team's transition discussion. Transition
Planning Guide, is available at http//www.doe.m
ass.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 STATEMENTIEP 1

• Transition information in the Vision Statement
  should represent high expectations and dreams and
  reflect the students 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 CONSIDERATIONSIEP 3

• 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

See Previous Slides IDEA 2004 Transition
Planning P.L. 108-446, Section 614(d)
for New Information
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TRANSITION RELATED GOALSIEP 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
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ADDITIONAL INFORMATION IEP 8

• 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 made?

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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 IEPAn 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.
DISCUSS AND DOCUMENT!