Transition Planning Form - TPF - Writing Suggestions
TRANSITION PLANNING FORM (TPF) Student: SASID: Age: Date form completed: Anticipated date of graduation: Current IEP dates from: _______ to: _______ Anticipated date of 688 referral, if applicable:
Massachusetts requires that beginning when the eligible student is 14 for the IEP developed that year, the school district must plan for the student’s need for transition services and the school district must document this discussion annually. This form is to be maintained with the IEP and revisited each year.
POST-SECONDARY VISION
Write the student’s POST-SECONDARY VISION in the box below. In collaboration with the family, consider the student’s preferences and interests, and the desired outcomes for post-secondary education/ training, employment, and adult living. This section should correspond with the vision statement on IEP 1. Complete the TPF BEFORE writing the IEP. The TPF is a brainstorming tool that will influence the development of the IEP. It can be copied and pasted verbatim from here into the IEP.
The vision statement reflects the student’s hopes for the post-secondary life. The Team does not “agree” or “disagree” with the statement, nor is the school is responsible for whether the student achieves the vision. The school is responsible for helping the student build the foundation for moving toward the vision. The foundation is built upon IEP goals for the student. The vision statement reflects three areas for the student; post-secondary education, employment and independent living/community.
Example: Education: Jennifer wants to attend the local community college after graduation from HS. Employment – Jennifer is interested in working in a law firm and wants to be help others with disabilities. Independent Living – She wants to live at home while attending community college and live in apartment with a friend after that.
DISABILITY RELATED NEEDS
Write the skills (disability related) that require IEP goals and/or related services in the box below. Consider all skills (disability related) necessary for the student to achieve his/her post-secondary vision.
This section of the TPF is similar to the Impact of the Disability Statement (PLEP statement) in the IEP. It identifies the disability-related needs that impact the skills necessary for the student to move forward to the vision (transition) whereas, the PLEP statement identifies skills that impact the student’s access to and participation in curriculum. Given that the TPF is a brainstorming document it is possible that more skills could be identified here than will eventually appear on the IEP yet, the skills that do appear on the IEP should originate here.
Example: Jennifer’s eligibility for special education in the category of specific learning disability impacts her ability to move toward her post-secondary vision. Areas of need that impact transition are, reading, writing, and social-pragmatic skills.
Student: __________________ Date form completed: ___________________ ACTION PLAN The ACTION PLAN should outline how the student can develop self-determination skills and be prepared both academically and functionally to transition to post-school activities in order to achieve his/her post-secondary vision. Indicate how Special Education/General Education, family members, adult service providers or others in the community will help the student develop the necessary skills. Disability related needs must also be stated on page 1.
Develop the ACTION PLAN needed to achieve the POST-SECONDARY VISION by outlining the skills the student needs to develop and the courses, training, and activities in which the student will participate. Include information on who will help the student implement specific steps listed below in the Action Plan.
Instruction: Is there a course of study or specific courses needed that will help the student reach his/her post-secondary vision? Consider the learning opportunities or skills that the student may need. This could include specific general education courses and/or special education instruction, career and technical education, and/or preparation for post-secondary outcomes such as vocational training or community college.
Employment: Are there employment opportunities and/or specific skills that will help the student reach his/her post-secondary vision? Consider options such as part-time employment, supported job placement, service learning projects, participation in work experience program, job shadowing, internships, practice in resume writing/ interviewing skills, the use of a one-stop resource center and job specific skills in areas such as customer service, technology, etc.
Community Experiences/ Post School Adult Living: Are there certain types of community and/or adult living experiences that will help the student reach his/her post-secondary vision? Consider options such as participation in community based experiences, learning how to independently access community resources, building social relationships, managing money, understanding health care needs, utilizing transportation options and organizational skills.
The Action Plan indicates the courses or experiences that could help the student move toward the post-secondary vision. In addition, it identifies the skills that the student needs to develop (WHAT), the supports that need to be in place (HOW), as well as possible personnel (WHO) who could assist in the support, courses or experiences. The three areas of Instruction, Employment and Independent Living/Community can identify the what, how and who of support.
Example Instruction What – Jennifer needs to continue to develop her reading, writing and social pragmatic skills, and will explore the opportunity to take courses at the local community college before graduation from HS. How – Jennifer will continue to take ELA courses and participate in social skills support group and will enroll in one course at the local community college, if possible. Who – Jennifer, special educators, general educators, school adjustment counselor, guidance counselor, admissions counselor at community college, parent Employment What – Jennifer will develop organizational and clerical skills in preparation for a job during the spring semester. She will participate in a supportive job placement experience at a local law firm. How – Jennifer will work in the high school administration office and will work with the local job placement office and a local law firm to create a job experience for the spring semester. Who – Jennifer, parent, special educator, guidance counselor, administration office staff, local job counselor, personnel at local law firm. Independent Living What – Jennifer will continue to live at home and will explore options for local sports options (i.e. local basketball team and local volleyball team). How – Jennifer will visit the local Y as well as a local sports center to find out about options for adult participation opportunities in her community. She will also identify local transportation options (bus, commuter rail) so as to take advantage of local sports options as well as travel to and from employment. Who – Jennifer, parent