Overview of Transition Planning

MA student driven secondary transition model: An infinity symbol. On the left the words self-determination on the left appear over a stylized image of person, all pointing to the right. The right side of the symbol includes the words "post-secondary success" with the four subcategories of education/training, competitive employment, independent living and community participation.

IDEA and Transition Planning

The Individuals with Disabilities Education Act (IDEA) is a federal law that establishes access to education for students with disabilities. IDEA mandates that adult transition planning occur for students in special education. IDEA defines transition services as a coordinated set of activities for a child that promotes movement from school to post-school activities. The “coordinated set of activities” are individualized to the students’ needs, strengths, preferences, and interests.

Transition planning supports the development of a post-secondary vision for students. Transition planning is a collaborative effort that involves students, families, school staff, and other important community members. The transition planning process revolves around the student’s vision for the future and identifies his or her preferences, interests, and strengths to develop a plan for the transition out of high school.

Transition Planning and the IEP

In Massachusetts, the transition planning process for students in special education begins no later than age 14.

Starting in the year the student turns 14 and going forward:

The student must be invited to their IEP meeting. Their name must appear on the meeting invitation, and they must receive their own copy of the invitation.
The student's family and team can and should help the student prepare for participation in their IEP meeting in ways that make sense for them.
Once established, representatives from any adult agencies for which the student has been determined eligible must be invited to the IEP meeting and appear on the meeting invitation. Families will need to inform the student's case manager of this person's name and contact info as it is not provided to the district automatically.

On the new IEP form adopted by Massachusetts as of September 2024, several elements of the transition process are incorporated into the IEP (replacing the old TPF - Transition Planning form):

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.

Self-Determination

Students must be involved in the transition planning process so the team can best understand their perspectives and preferences. The more involved students are in the transition planning process, the more successful students are (see research citations below). Self-determination involves students taking an active role in their lives; participating in goal-setting, problem-solving, decision-making; and finding their own voice. The student’s voice and vision are essential for the transition planning process to be successful.

Transition planning supports students to create a vision and plan for their future. Transition planning promotes collaboration between families, the school, & the community in developing and implementing an appropriate, meaningful, and smooth transition to adult life for the student.

The Department of Elementary and Secondary Education (DESE) provides extensive information on the secondary transition process. Technical Assistance Advisories, training materials, and links to additional resources can be found at their website.

DESE supported brochures on the Secondary Transition Planning Process, Self-Determination, Transition Assessment, and Age of Majority can be found at the Federation for Children with Special Needs.

Research Regarding Self-Determination and Post-Secondary Outcomes

Burke, K. M., Shogren, K. A., Parente, A., Alsaeed, A., Myers, A. M., & Aleong, S. (2024). Self-Determination Research: Current and Future Directions. Behavioral Sciences, 14(7), 613. https://doi.org/10.3390/bs14070613

Shogren KA, Wehmeyer ML, Palmer SB, Rifenbark GG, & Little TD (2015). Relationships between self-determination and postschol outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. http://doi.org/10.1177/0022466913489733

Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Garner, N. W., & Lawrence, M. (2007). Self-Determination and Student Transition Planning Knowledge and Skills: Predicting Involvement. Exceptionality, 15(1), 31–44. https://doi.org/10.1080/09362830709336924

Wehmeyer, M., & Schwartz, M. (1997). Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities. Exceptional Children, 63(2), 245-255. https://journals.sagepub.com/doi/10.1177/001440299706300207

Wehmeyer ML, Shogren KA, Little TD, & Lopez SJ (Eds.). (2017). Development of self-determination throughout the life-course. Dordrecht, The Netherlands: Springer Science+Business Media.

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