Transition Planning and Consultation
Some FAQs

What do we mean by transition?

Transition in this context is the process of moving from one life stage to another. The movement from secondary school to college and beyond, into the workplace, can be an exciting but daunting experience. Our society has, in practice, addressed transition arbitrarily as an individual event that coincides with the milestone of completing high school.

At NESCA, we are redefining transition as a process that anticipates this milestone and extends beyond it, in recognition that ideally, the movement in transition should begin early and continue well beyond the event.

What is transition planning and consultation?

Transition planning and consultation involves nurturing and understanding the post-secondary vision of a young adult, and helping that student and his/her family identify the resources, services, skills, and strategies necessary to realize that vision.

We believe that young adults and their families will benefit from the development of a long-term relationship dedicated to constructing a solid bridge to adulthood that will remain supportive beyond the conclusion of secondary school.

Why do we need this?

The transition from high school into college, vocational training, employment and/or independent living is a big shift and is stressful for every student, but for those with disabilities it can be that much more challenging. Research suggests that students who have participated in active planning toward their own vision will experience more success and satisfaction as young adults. It is important to remember that skills necessary for living a fulfilling and independent life go beyond academic success in high school.

Why should we begin now?

Learning to cross the street, attend a sleep-over, buy one's own ice cream cone and make a phone call are all early steps toward transition. The list of skills to be mastered is infinite (aren't we all still working on something?) and prioritized based on the student's vision, but the more skills a student can truly master before making the transition the easier it will be for everyone. In whatever novel situation follows high school, the more automatic a skill is, the more easily it will transfer to a new routine and setting.

How does this differ from the process in the public schools that sets IEP goals and produces the Transition Planning Form (TPF)?

We work closely with families and schools to optimize the use of the TPF and to assure that it is closely aligned with the student's vision and IEP goals. However, transition planning often needs to go much further. Transition services at NESCA complement school-based services and remain available to a student through the entire transition period.

Does NESCA perform transition assessments?

Yes, transition assessment is an important aspect of the planning process. In many cases the neuropsychological evaluation will serve as a starting point from which other formal and informal assessment needs will be identified. Assessment is an ongoing process and is highly individualized.

Who would benefit from transition planning and consultation?

This is a highly personal decision for each family and there is no age too early or too late. Massachusetts mandates that schools address transition goals beginning at age 14, but there are advantages to beginning to address transition even earlier.

This allows a student and his/her family to enter into the school conversation fully prepared and with a better-defined vision to guide their work. It also allows the family to incorporate the long-term vision into their lifestyle and parenting decisions. Transition planning can also be provided for students later in the transition process as well as for those that have completed high school.

Who provides transition planning and consultation at NESCA?

Sandy Storer, LICSW is our transition specialist. She has special expertise in working with students with Asperger’s Syndrome or related disabilities, but can often be of assistance to students with other challenges. Sandy has 13 years of experience working with this population in the public schools and, more recently, in the Northeastern University Disability Resource Center. In 2009, she was a Leadership Education in Neurodevelopmental Disabilities (LEND) fellow, devoting her studies to the issues and barriers faced by students with Asperger’s Syndrome in the transition to higher education.

How frequently are sessions held?

Generally, the process begins with 2-3 tightly spaced meetings to facilitate intake, the development of a relationship and strategic planning. In some cases, it may be advisable for the transition specialist to attend neuropsychological testing feedback sessions to facilitate a common understanding and coordinated care. Subsequent meetings will be scheduled as necessary to monitor and revise the transition plan. This is highly individualized and can range from monthly meetings to as few as 1-2 times per year.

What is the fee for this service?

The fee is $135/hr. for direct and indirect services, including feedback session participation, liaison with outside providers, school observations, report writing, etc. This service is billed as "transition consultation" and is not covered by most insurance plans.