Transition Planning during the School Years

From Autism Transition Handbook

Planning Timeline

Key Milestones by Age:

• At any age: Consider applying for Supplemental Security Income and Medical Assistance, registering with the Office of MH/MR for Medicaid Waivers and Wrap Around Services and completing a PUNS (Prioritization of Urgency of Need for Services)
• By Age 12: Begin Person-Centered Futures Planning
• By Age 14: Transition Planning in the IEP begins.
• By Age 14: Reach out to your school district's Transition coordinator.
• Age 18:  Register to Vote and male students register with Selective Service
• Age 18: Eligibility rules change from child to adult for SSI
• Age 18: Start to review adult Pennsylvania adult services (see Adult Autism Support Services comparison chart and eligibiity requirements definition of Federal Level of Care).
• Age 21: Child is no longer eligible for Autism Insurance Coverage, EPSDT or BHRS (Wraparound)
• Age 21: ACAP, Autism Waiver open to eligible adults
• By Age 22: Entitlement to FAPE ends or at age when child graduated with diploma

For a more comprehensive timeline by age: Comprehensive Timeline by Age

See Also:

Organization for Autism Research's Broad Timeline for Middle School and High School for Vocational Planning

Transition Planning in the IEP

What is the Law?

IDEA 2004 mandates that transition planning occur by the time a child turns 16 years old to build a “bridge between the security and structure offered by the school and the opportunities and risks of adult life” as described by the Federal Office of Special Education and Rehabilitation Services. ^[1] The IDEA regulations include Transition Services, which are a coordinated set of activities, within an outcome oriented process, designed to facilitate the child's adjustment from school to adult living. Every student who is receiving a FAPE and special education programs qualifies for Transition Services. The school your child is attending is responsible for initiating transition planning, but parents may make an earlier request if they feel it necessary. Planning can begin as early as the elementary school years.

When Does it Begin?

Pennsylvania requires transition planning when the child turns 14. ^[2]Specifically, in its IDEA Policies and Procedures, the state requires for all "students who are 14 years of age or older, a transition plan that includes appropriate measurable postsecondary goals related to training, education, employment and, when appropriate, independent living skills." In addition, the state's Policies and Procedures require "each public agency serving children under Chapter 14 (Special Education) shall designate persons responsible to coordinate transition activities."

What is Included?

Transition planning is part of the IEP process once your child turns 14, and requires looking forward and focusing on what skills your child needs to acquire as a functioning adult. New language in IDEA 2004 has a stronger focus on results-oriented processes with measurable goals. ^[3]The IEP must include:

• Appropriate measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment and, where appropriate, independent living skills
• The transition services (including academic instruction, community based instruction, career education, vo-tech education, and community experience) needed to assist the child in reaching those goals;
• Beginning not later than one year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under Part B, if any, that will transfer to the child on reaching the age of majority under 300.520 [see 20 U.S.C. 1415(m)].[34 CFR 300.320(b) and (c)] [20 U.S.C. 1414 (d)(1)(A)(i)(VIII)]

See Also:

• PATTAN's Secondary Transition Resources
• What a Transition IEP Document Should Include from the National Center of Secondary Education and Transition

Who Should Attend Transition Planning Meetings?

IDEA 2004 requires that the student be invited to the IEP meeting if the purpose of the meeting is the consideration of postsecondary goals. This gives the student the opportunity to make known his or her preferences in the transition plan. The parents and school personnel and other agency representatives who will be participating in the transition planning process should also attend transition IEP meetings. Any agency who may be providing transition services should be invited to attend. Those could include a rehabilitation counselor, county social worker, employment agency staff, independent living center staff, a person knowledgeable about financial benefits (SSI) or Medical Assistance, and personal care or health care providers. Families may also invite an advocate to help interpret information from the meeting. The school district's Transition coordinator may also attend. ^[4]

What Steps Can Parents Take to Prepare for IEP Meeting?

As written in the Parent Education Network's "IEP Guide," parents should ensure the IEP addresses the following:

• Do I know what my son or daughter wants to become?
• Does my child see family members as role models regarding careers or employment?
• Do I encourage my child's independence in daily living activities such as money management, transportation or employment?
• Do I encourage the pursuit of his or her own interests?
• Do I help my child explore occupations?
• Does my child understand the protections of the law and participate in the IEP process?
• After leaving school, what do I expect my child's living situation to be?
• What kind of job would I like to see my child have?

You may also want to introduce yourself to your child's school district Transition coordinator. 

Parent Attachment to an IEP:

A Parent Attachment can be added to the Individual Education Plan. The attachment “sets forth your position, what you want, what you disagree with, and anything else that would be appropriate.” On top of paper it should state “attachment to IEP of Parental Concerns,” date of the IEP and your child’s name.

See Also:

• Documentation You May Need

Making Action Plans with Person-Centered Approach

Making Action Plans (MAP) is a planning process used by teams to help students plan for their futures. The MAP uses a person-centered approach where the plans for the future are "built upon the student's dreams, fears, interests and needs." It is a structured format which helps gather information for the student's transition plan, which is part of the IEP. It is believed that students who participate in creating their transition plans are more committed to the plan. A MAP should take place before the transition IEP is due.

Person-centered planning is designed to meet the unique needs of each individual. It is an opportunity for the individual, family members, caregivers and other team members to work together to develop plans that maximize each individual's potential, building skills that will lead to greater independence and enhance the individual's quality of life.

See Also:

Devereux CARES Person-Centered Futures Planning Meeting checklist.

Long-Term Supports Planning

While attending school, your child is covered under the IDEA laws that entitles him/her to a Free Appropriate Public Education. The adult service system provides benefits on a needed or eligible basis.  If you are seeking services with the adult I/DD system you may find the following definitions useful as you navigate the system. In all likelihood you and your child's Supports Coordinator will prepare an Individual Support Plan, which will access a wide array of support services. For more detailed information see Pennsylvania MH/IDD Support Services.  These terms are explained in more detail below.

Support services

• DPW's What Type of Services are Available
• Individual Support Plan
• Supports Coordination
• Pennsylvania's Pre-Planning Assessment using PUNS
• Medicaid Waivers

Web Resources

Transition Planning during the School Years

References

1. ↑ Whetstone, M.,Browning, P. (2002)Transition: A Frame of Reference. [online] Retrieved 12/30/09 from http://www.afcec.org/pubs/journal/vol1/02F_definition1.pdf. Auburn, AL: Alabama Federation Council for Exceptional Children
2. ↑ Commonwealth of Pennsylvania Department of Education Individuals with Disabilities Act Part B Policies and Procedures Under 34 CFR §§300.101--300.176 Pennsylvania Department of Education, 2009. Retrieved on 12/29/09, from http://www.education.state.pa.us/portal/server.pt/gateway/PTARGS_0_2_716172_0_0_18/2009%20IDEA-B%20POLICIES%20AND20PROCEDURES.pdf
3. ↑ Putting the Pieces Together: An IEP Guide for School Age Students. York, PA. Parent Education Network, 1998
4. ↑ IEP & Transition Planning: National Center of Secondary Education and Transition. [online] Retrieved 5/4/08, from www.ncset.org.