NPS Transition Planning
NPS Transition Planning
When and where does transition planning occur in Newton Public Schools?
Team discussions regarding transition planning will take place at a student's IEP meeting & action steps are documented on the Transition Planning Form (TPF). All aspects of a student's IEP are considered part of the transition planning process.
The TPF includes an action plan that is like a "To Do" list of transition activities (i.e. Parent/guardian will introduce student to traveling on the MBTA bus, student will participate in a club/activity, school staff will discuss post-secondary options with student).
Ask students to complete chores at home, assign responsibilities
Support the development of decision making
Explore interests, discuss future plans
Demonstrate problem solving strategies
Describe your likes/dislikes in and out of school
Identify who helps you at school
Engage in extra curricular activities
By age 14, the student must be invited to his/her IEP meeting & a TPF must be developed
Encourage the student to participate; the student can start by writing a letter to the team, doing a presentation, or staying for part of the meeting
Continue the development of skills that were initiated prior to age 14
School files a chapter 688 referral to adult agency, as appropriate
Adult agency determines student eligibility for services, family must complete eligibility process
Explore higher education options, identify needed supports
Student and family are notified about age of majority/transfer of rights
If applicable, explore/consider guardianship options
Complete re-determination process for Supplemental Security Income (SSI)
Age of majority takes effect-student makes educational decisions unless he or she has selected to share decision-making with parent/guardian or parent/guardian has guardianship
If student has decision-making authority, student’s signature is required on all educational documents
If student is completing traditional 4 years of high school, student accepts diploma or certificate, Summary of Performance is completed
Coordinate meeting between school, family, and receiving agency to discuss transition at age 22
Special education services end, transition from school to adult services is complete
Summary of Performance is completed
If applicable, a Chapter 688 referral or direct referral is made to the appropriate adult agency
Chapter 688 is a law that focuses on connecting students with severe disabilities with appropriate adult supports. To receive adult supports, student must be found eligible for services by the adult agency