Compensatory Services for Transition-aged Individuals

By | NESCA Notes 2020

By: Becki Lauzon, M.A., CRC
Transition Specialist and Consultant

Since the start of COVID, a top concern for many parents and guardians of students who receive IEP services, such as Occupational Therapy, Physical Therapy, Speech and Language, etc., has been how to make up for those services that were missed during school closures and remote learning. One group of parents and guardians who have been especially worried are those who support students who turned 22 and aged out of special education services or will be aging out in the near future.

As we near the end of summer, the Department of Elementary and Secondary Education (DESE) recently released important guidance for schools and families on this topic. Below you will find the links to specific resources, including the presentation from DESE that was given on August 20th during the Special Education Leaders’ Meeting, the official guidance on compensatory services that was shared on August 17th, as well as a very informative article from the Boston Globe that highlights all reopening models.

There is a lot of important information in these documents. To assist with everyone’s busy lives, I have opted to point out some of the key pieces of information.

Helpful Links:

Zoom Meeting Presentation for Special Education Directors on August 20, 2020

Coronavirus (COVID-19) Special Education Technical Assistance Advisory 2021-1: COVID-19 Compensatory Services and Recovery Support for Students with IEPs

List of Reopening Models by District for Fall 2020 (as of noon, August 18, 2020

Boston Globe Reopening Plan Tracker

Important Information:

  • When a student with services and/or related services on their IEP has not been afforded those services due to a failure on the school’s part, compensatory services (i.e., services to make up for something missed) are a consideration by the IEP team through an IEP team process.
  • “COVID-19 Compensatory Services” (CCS) refers to services that a student’s IEP Team determines are needed to remedy a student’s skill or knowledge loss, or lack of effective progress, that resulted from delayed, interrupted, suspended, or inaccessible IEP services because of the emergency suspension of in-person education related to the COVID-19 pandemic.”
  • COVID-19 Compensatory services are NOT the same as typical compensatory services. These services are for students who are on IEPs that have had a lack of effective progress related to changes in service delivery during the COVID-19 pandemic.
  • “Students with disabilities who did not receive or were unable to access any special education services during the suspension of in-person education are likely to require CCS and should be prioritized. Other students with IEPs, including students with significant and complex needs,1 are also likely to require CCS and should be prioritized for consideration.”
  • The Department recommends prioritizing the scheduling of IEP meetings to discuss CCS for several student populations, including “students who turned 22 during the suspension of in-person education or who will turn 22 during the first three months of the 2020-21 school year, and whose transition programs were interrupted or suspended before they aged out.”1
  • For priority populations, the Department recommends that CCS determinations be made as soon as possible but not later than December 15, 2020.
  • Schools and districts are urged to use ongoing parental engagement along with their own judgment when determining which IEP meetings to prioritize this fall.
  • Appendix B Questions and Answers on the Transition to Adult Life for Students Turning 22 between March 17 and December 23, 2020 (pages 14-17 of the Special Education Technical Assistance Advisory)1 has detailed information regarding students turning 22 during COVID.

Transition COVID-19 Compensatory Examples:

There are several examples in the DESE document regarding types of compensatory services that an IEP team might consider providing for transition-aged individuals. I have listed many of the DESE examples below. I have also added some ideas and suggestions in smaller bullets that further break down the examples, which may be helpful for families and teams.

  • Accessing agency/community resources and services
    • Looking at adult resources, such as DDS, DMH, MRC, Centers for Independent Living
  • Instruction in activities for daily living, including personal finance and accessing healthcare
    • Cooking and domestic skills
    • Opening a bank account
    • Learning online banking
    • Make a monthly budget
    • Practice making change
  • Continue specialized instruction for the completion of an MCAS portfolio appeal for students who are seeking to earn a high school diploma
  • Community-based instruction
    • This can still occur!
  • Community participation
    • Accessing local outdoor parks, hiking trails, etc.
    • Grocery shopping
    • Identifying virtual offerings within your community
  • Health and safety
    • COVID safety
    • Learning how to order medication and organize it for the week
  • Pre-vocational/employment support services
    • As the job market has changed for the time being, this may be an opportunity for informational interviews
  • Job search and retention skills
    • Individuals who lost their job due to COVID may need assistance in returning to that place of employment if they are hiring again
  • Job coaching/training opportunities
  • Preparation for college and/or postsecondary training
    • Virtual college tours
    • Making a list of pros and cons for schools
  • Related services, e.g., counseling, occupational therapy, physical therapy, speech-language services
  • Self-advocacy skills
  • Social skills
  • Travel Training
    • Obtaining your Charlie Card
    • Filling out the application for The Ride
    • Studying the driver’s ed manual and taking free online tests
    • Using Google maps to identify distances to and from common places

Our transition team at NESCA is always here to offer consultation and creative options for families and school teams if you find that you and your student are having a difficult time finding ways to make up for lost transition services or implement current transition services.



1.      Massachusetts Department of Education. Coronavirus (COVID-19) Special Education Technical Assistance Advisory 2021-1: COVID-19 Compensatory Services and Recovery Support for Students with IEPs; Accessed on August 26, 2020.


About the Author

Becki Lauzon, M.A., CRC, works with teens, young adults and their families out of the Newton, MA and Plainville, MA offices. Lauzon has unparalleled experience as a Transition Specialist, Transition Consultant and Vocational Program Coordinator. Lauzon will be providing transition assessment (including testing, functional evaluations and observations) consultation, case management, training and professional development for schools; and transition planning, consultation and coaching for transition-aged students and their parents.


To schedule an appointment with one of NESCA’s expert transition specialists or neuropsychologists, please complete our online intake form


Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton and Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.