Transition from Adolescence into Adulthood in Massachusetts

1
TRANSITION FROM ADOLESCENCE
INTO ADULTHOOD IN MASSACHUSETTS
2
GOALS OF THE PRESENTATION

• Overview of transition
• Individuals with Disabilities Education Act,
  reauthorized 2004
• Individualized Education Program
• Transition Planning
• Chapter 688

3
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
(B) 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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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

7
AGE 17

• Continue to develop vision statement
• Chapter 688 referral 2 years prior to exiting
  school
• Review transfer of rights from parents to student
  and provide written notice to parents and student
• AGE 18
• Transfer of parental rights--age of majority

8
IDEA 2004 and the IEP PROCESS

• IDEA-2004 emphasizes a collaborative approach
• Parents (and students over the age of 15) are
  equal partners in the Team process
• General educators play a central role

9
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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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 15 or younger if determined
by Team.
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VISION STATEMENT

• Must reflect federal requirements for transition
  aged youth
• Should represent high expectations and dreams

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School District Name School District
Address School District Contact Person/Phone
Individualized Education Program

IEP Dates from to Student Name
_____________________________ DOB ____________
ID __________Grade/Level _________ Parent
and/or Student ConcernsWhat 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
students educational strengths, interest areas,
significant personal attributes and personal
accomplishments? What is the students 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 students preferences and
interest,and should include desired outcomes in
adult living, post-secondary and working
environments.
IEP 1
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VISION STATEMENT
Community Life

• Includes recreational and social activities,
  such as sports, dances, and dating

Vocational Life
Work related experiences both in and out of school
Housing
Where is the student going to live?
Family, apartment, residential school, sheltered
housing
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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

NOTE IDEA 2004 requires that Transition
Planning begin not later than the first IEP to be
in effect when the child is 16, or earlier if
appropriate
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• 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) students 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?

16
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?

17

• 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.

Additional Information
School Assurance
Parent Options / Responses
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IDEA 2004Transition Planning
IDEA 2004 has enhanced and changed some of the
transition planning requirements. The
Massachusetts IEP form will be updated after the
federal regulations have been finalized.
Massachusetts has provided an IEP
Implementation Guide to be a crosswalk between
IDEA 2004 and the Massachusetts IEP.
19
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.
20
Transition Planning Massachusetts Implementation
2005 -2006
In Massachusetts this 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.
21
Transition Planning Massachusetts Implementation
2005 -2006
The Department has created a form for documenting
the Team's transition discussion. The Transition
Planning Chart is available at http//www.doe.m
ass.edu/sped/IDEA2004/spr_meetings/iep_transition.
doc
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Transition Planning Chart
CONSIDERATIONS FOR THE PLANNING PROCESS

• Desired Outcome
• What is the vision for the student in this area?
  
• Action Plan
• What steps will the general education and special
  education personnel, family, and/or others take
  to help the student be successful in this area?

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Transition Planning Chart
CONSIDERATIONS FOR THE PLANNING PROCESS

• Special Education
• Are there skills (disability related) necessary
  for the student to achieve the outcome?

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Transition Planning Chart
John
John is 17 years old. He has been found eligible
for special education under the Emotional
Impairment category. When overwhelmed, John has
great difficulty managing his verbal and physical
actions. As part of his special education
services, one of Johns goals is focused on
helping him to develop the skills necessary to
put organization into his social and academic
life.
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Transition Planning Chart
John (cont.)
John always has been very interested in cars and
would like to attend trade school to become an
auto mechanic. John and his family want him to
live independently. However, because John has
had difficulty managing his money, both he and
his family have great concerns about this option.
26
Transition Planning Chart
Tammy
Tammy is 16 years old. She has Cerebral Palsy and
uses crutches. She feels she has no friends and
would like to socialize more, but has very low
self-esteem. Tammy has clerical/office skills she
learned in school, and she knows how to use the
public transportation system.
27
Transition Planning Chart
Tammy (cont.)
Tammy wants to get a part time job and live
independently. She would like to eventually
attend an institute of higher education. However,
she is afraid her grades are not high enough and
that she won't be able to function in a college
environment. Her parents feel that she is not
ready to live on her own or to work.
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Transition Planning Chart and the IEP
Transition Planning is a whole school activity.
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CHAPTER 688 WHAT IS IT?

• Referral process for severely disabled youth to
  obtain adult services
• Not an entitlement program

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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

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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
  persons graduation from high school or
  attainment of age twenty-two.

32
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

33
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

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Send Referral to One Transitional Agency
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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

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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

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To the Department of Mental Health

• In the presence of
• A severe or long-term mental illness
• A severe or long-term emotional disturbance
• To the Department of Social Services
• If the student, regardless of disability, is
  currently in the care or custody of DSS.

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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

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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)

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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