Transition Planning in the New IEP

What's New?

The Massachusetts Department of Elementary and Secondary Education (DESE) recently updated the Individualized Education Program (IEP) form. Beginning in early 2024, Lexington Public Schools will implement the new IEP across the district. The following information is intended to provide families with guidance on how Transition Planning is integrated into the New IEP.

The IEP Improvement Project (or "new IEP") is an initiative in Massachusetts intended to strengthen the IEP and improve educational outcomes and experiences of students with disabilities. It also aims to better involve families and students in IEP development by moving toward a student-focused, strength-based planning process. This shift has resulted in many changes to the form, including integrating transition planning to better prepare students for independence in adult life, including post-secondary education and employment.

Postsecondary Transition Planning

Transition planning is a student-driven process aided by the support of family and team members. Starting at age 14 or younger, if appropriate, IEP postsecondary transition planning is designed to help students with disabilities successfully transition from high school to postsecondary education, vocational training, employment, and independent living. The planning process aims to provide support and accommodations for a smooth transition and help students achieve their educational and career goals. The information outlined in this section is intended to be realistic, strength-based, and achievable. Topics identified in this section are used to guide the development of the IEP goals, and just like the goals, should be updated annually to reflect current performance and changes to the student's vision.

Please note: Because postsecondary transition can now be found in the IEP form rather than a separate document, the Transition Planning form (TPF) will no longer be used as part of the IEP planning process.

Postsecondary Transition Planning Considerations

Orienting the IEP Team to the student's vision that was completed at the beginning of the meeting.
Identifying the student's current performance in education/training, employment, and community experience.
Identifying the student's strengths and interests in these areas.
Determine if a function of the student's disability directly impacts the education progress toward completing graduation requirements and/or specific areas of postsecondary transition.
Provide parents with information about the difference between earning a diploma and a certificate of completion, if applicable.
Coordinate with the counselor regarding questions about the student's planned course of study, credits earned and needed, etc.
Gather data from a work coach or other adults involved in the student's employment and community experiences.
Involve the student at every opportunity to share insights about their strengths, interest areas, and preferences.

Community and Interagency Connections

This section documents the agencies and community organizations the student works with as part of their transition from secondary school. This section aims to promote coordination and communication between the school and the community or agency providers.

Example:

Agency: Northeast Independent Living Program (NILP)

Description: Student receives pre-ETS services and a paid internship for vocational experience.

Role and contact of Liaison: LHS Transition Counselor, (781) 861-2320

Additional community or interagency connections could include outside therapists, consultants, tutors, adult agencies, adult or family advocates, etc.

Transfer of Rights to Student

Transfer of rights to a student in special education refers to the process by which certain rights and responsibilities under IDEA transfer from the parents to the student once they reach the age of majority or become legally emancipated. The age of majority is 18 in Massachusetts.

No later than one year before the student reaches the age of 18, the school district must notify the parents or guardians and the student that the rights will transfer to the student.

Teams should use this section to document if and when the transfer of rights notice was provided to the student and parent(s).

IEP Teams should use this section to document which option the student or student’s legal guardian selected. If no option has been selected, leave this section blank.

688 Referral

In Massachusetts, 688 referral refers to the process of transitioning qualifying students with disabilities from the K-12 educational system to an adult services agency.

Determine if the student is within two years of exiting special education services.
Determine if the student meets the criteria for a 688 referral. More information about the 688 referral process including eligibility criteria can be found on the Department’s Chapter 688 webpage.
Document when the 688 referral was or will be made or, alternatively, select the option stating that the IEP Team has determined that the student does not meet the criteria for a 688 referral.
Finally, if a 688 referral has been submitted, identify the agency to which the referral was made.

If you have any questions regarding Postsecondary Planning as outlined in the IEP, please refer to the DESE Transition Resources or contact Olivia Bliss, Special Education Transition Coordinator at Lexington Public Schools, at obliss@lexingtonma.org.

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