By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Transition Specialist, NESCA
Every child who receives special education services in the United States is entitled to transition services—a coordinated set of activities that will facilitate the student’s preparation for postsecondary education and/or training, competitive employment, independent living, and community participation. In order to provide these services, an IEP team has to first conduct “age-appropriate transition assessment.” I have written about transition assessment in previous blogs, including Transition Assessment: What is it anyway? How is it different from neuropsychological evaluation? and Vocational Assessment and Transition Planning.
A challenge for students and families who are participating in transition assessment for the first time, is knowing how to prepare for team meetings where transition planning and services will be discussed. When you attend a team meeting after an occupational therapy evaluation or academic evaluation, you know that you are going to be discussing what occupational therapy services or academic instruction your child may need as part of their IEP process. However, when a student has participated in transition assessment, the team will be discussing a whole variety of activities (e.g., regular and specialized instruction, related services, community experiences, linkage to adult human service agencies) that the student will need to participate in as the student is preparing for adulthood. Some transition assessment reports contain dozens of recommendations for comprehensive planning. Recommendations may include activities that you are used to discussing with your team, such as instruction and services for a current IEP period, but recommendations may also include other activities that should occur outside of school with support from a parent or community member or actions that may need to occur at a later date. To make the most of your team meeting, it is helpful to do a little bit of homework and preparation after you receive your transition assessment report.
As discussed in previous blogs, if the student is going to be part of the team meeting (which they should be), then the student should have the opportunity to discuss the assessment results with the evaluator or another trusted adult. If your school district conducted the transition assessment, ask when and how they are going to review the results with the student prior to the meeting. If you obtained an independent or private evaluation, ask if you can schedule a student feedback meeting with that evaluator prior to the student’s team meeting. Students need to be aware of the findings and the recommendations that are being made, and they need to be prepared to actively participate in discussion about the results. Whether a student supports or disagrees with recommendations from a transition assessment can have a large impact on changes that are made, or not made, to the IEP.
In addition to student preparation, all team members should be prepared to discuss the assessment recommendations in a planful and organized manner. As a parent, it is helpful to read each recommendation in the report and consider the following questions:
- Is this a skill or activity that you can reasonably tackle at home this year or in coming years? Do you need any training or consultation to be able to support the student?
- Is this a skill or activity that would be best supported by a community provider rather than a parent, family member, or school staff?
- Is this a skill or piece of knowledge that the student must attain this academic year in order to make progress toward their long-term goals? Do they need specialized instruction or related services to learn the skills or gain this knowledge?
- Is this a skill, piece of knowledge, or service that needs to be focused on at a later time, but documented somewhere so that the team does not forget the recommendation?
It can be helpful to put together an abbreviated list of the goals, objectives, or services that you know your child will need this school year based on the assessment. Alternatively, some families find it useful to create a table or grid to organize transition planning activities. Here is one possible presentation that a family might use to prepare for a team meeting.
|· Tour three colleges
· Attend summer program on college campus
|· Counseling on enrollment process for postsecondary educational programs with Pre-Employment Transition Service (Pre-ETS) provider
|· Update postsecondary goals
· Instruction of Study Skills, including notetaking
· Assistive technology consultation
· Personal Finance course
· Sexual Health Instruction
|· Create first student resume
· Set up informational interview with family friend who works as an accountant
|· Self-advocacy counseling with Pre-ETS provider
|· Help student obtain work permit
· Support student in applying for paid part-time work
|· Review family health history
· Teach student to complete medical history paperwork
· Prepare questions with student ahead of medical appointments
· Assist student in opening checking account
· Include student in home maintenance activities
|· Individual counseling
|· Instruction in tracking sleep hygiene, diet, and exercise activities
· Assistive technology consultation for health habits
|· Support student in learning to carry out personal shopping activities
|· Social skills group with insurance-based provider
· Study for driver’s permit test with Transition to Adulthood Program (TAP) provider
· Travel orientation with local public transit authority
|· Make referral to Vocational Rehabilitation (VR) service provider
· Invite VR service provider to team meeting with parent & student consent
It is also helpful to consider how the information from the transition assessment can flow through the IEP document. Information learned about the student’s postsecondary goals (i.e., the student’s goals for their life after high school) must be documented in the IEP and used to guide IEP development. Portions of the assessment may also be included as key evaluation results and current performance data, may inform how the team considers various federal and state special factors such as the students need for assistive technology or more functional means of communication, may suggest linkages that are needed with state resources and adult human service agencies, and may inform other aspects of the IEP. It is important to think about each section of your child’s IEP and how the assessment results might impact the team’s discussion of that section.
Many schools and families are familiar with transition assessment services at NESCA but do not realize that our transition specialists will consult with students, parents, and teams to plan for transition assessments, review assessments that have been conducted by other clinicians, or support the team meeting process. For more information about transition planning, consultation, and assessment services at NESCA, visit our transition services page and our transition FAQs.
About the Author
Kelley Challen, Ed.M., CAS, is NESCA’s Director of Transition Services, overseeing planning, consultation, evaluation, coaching, case management, training and program development services. Ms. Challen also provides expert witness testimony in legal proceedings related to special education. She is also the Assistant Director of NESCA, working under Dr. Ann Helmus to support day-to-day operations of the practice. Ms. Challen began facilitating programs for children and adolescents with special needs in 2004. After receiving her Master’s Degree and Certificate of Advanced Study in Risk and Prevention Counseling from Harvard Graduate School of Education, Ms. Challen spent several years at the MGH Aspire Program where she founded an array of social, life and career skill development programs for teens and young adults with Asperger’s Syndrome and related profiles. She additionally worked at the Northeast Arc as Program Director for the Spotlight Program, a drama-based social pragmatics program, serving youth with a wide range of diagnoses and collaborating with several school districts to design in-house social skills and transition programs. Ms. Challen is co-author of the chapter “Technologies to Support Interventions for Social- Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation” for the book Technology Tools for Students with Autism. She is also a proud mother of two energetic boys, ages six and three. While Ms. Challen has special expertise in supporting students with Autism Spectrum Disorders, she provides support to individuals with a wide range of developmental and learning abilities, including students with complex medical needs.
Neuropsychology & Education Services for Children & Adolescents (NESCA) is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Massachusetts, Plainville, Massachusetts, and Londonderry, New Hampshire, serving clients from preschool through young adulthood and their families. For more information, please email email@example.com, call 617-658-9800 or complete our online Intake Form.