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 Page of the IEP, as well as other relevant sections (Age of Majoirty, 688 referral, anticipated high school outcomes).  All aspects of a student's IEP are considered part of the transition planning process.

Where to find Transition in the IEP?

• The IEP must include a post-secondary (after high school) Vision Statement based on the student’s preferences and interests, indicating their desired outcomes in education/training, employment, and community/post-secondary living.   

• Following the Present Levels pages of the IEP, the Transition Page includes the student's current performance; their strengths, preferences, and interests; and the impact of their disability - all in relation to their Vision.

• Planned course of study, anticipated high-school completion document, and progress towards that outcome are discussed and documented.

• Community and Interagency Connections are documented.

• For students 17 years of age and older, Age of Majority and Decision-Making conversations and outcomes are recorded.  

• Chapter 688 referral for adult services is discussed and documented.

• Annual goals should be tied to the student's areas of need based on the impact of their disability and aligned with their Vision.   While the goal area might not be explicitly labeled "Transition" the team should discuss how these goals are connected to transition and to the student's Vision.   

  • "Transition Goals" may include Goal titles such as Executive Functioning, Independence, Communication, Self-Advocacy, or Self-Determination as well as various Academic and Functional Academic/Life Skills and Career Exploration/Vocational.  

Family Roles

In addition to active participation in the IEP process, many aspects of Transition Planning require parents to actively partner with the schools or take the lead.  As students move into adulthood, more-and-more system will require families to initiate and maintain contact in order to access services and supports.    

• • Families also play a critical role in the development of skills through the home environment.   Please consider how to support students taking on age-appropriate responsibilities at home that will support their adult transition. This may include self-care, chores, budgeting, exposure to public transportation, personal medical care, and home and community safety, and more.   The team may assist families in making connections to community based program that provide home support and/or provide consultation to the family.   

  • Charting the Life Course (also known as Person Centered Planning)  meetings can be helpful not just in identifying and developing IEP goals, but also in identifiying skills to work on at home or other settings, and connecting families with community based resources beyond the school system.   This structure can be used throughout an individual's lifespan, but is especially useful in times of major life transitions, such as graduating high school or Turning 22.

"Push" Versus "Pull" Systems

Public schools systems in the United States are an "entitlement" or "push" system, meaning that the schools are obligated to identify students who may have special needs, evaluate them, and, if found eligible, provide services and supports.    Once a student is identified, the district must continue to offer support until it is determined through the team process that the student no longer requires services, or until the student exits the schools upon receiving a diploma or Turning 22.  

After students leave the public schools and enter into adult services, the systems are "pull" systems.  In these systems, families and students must follow through on eligibility paperwork, complete intake processes (additional forms and documentation, interviews, observations, etc.), and maintain contact with assigned agencies. Once students are found eligible, families and students must take an active role with their adult agency case manager in considering appropriate services and vendors which may include approving release of info, going for visits, attending meetings, and providing documentation.   If families and students do not follow through, they may not be found eligible or their cases may be closed.   If that occurs, families and students need to reinitate the process themselves.  

There are some ways in which schools can support this process, but families and students must be actively involved and often take the lead.  For students who retain their own guardianship upon turning 18, there are steps that also must be completed by them and cannot be completed by their families.

This is a critical aspect of adult services for families and students that differs significantly from their time in the public schools system.   While schools can offer information to help support families and students in these steps, they cannot complete them for you.

Timeline