Tag

Transition Planning

Student Involvement in IEPs: Ten Tips to Help Middle School Students Get Started – Part 1

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Transition Specialist, NESCA

Federal law requires that students with Individual Education Programs (IEPs) be invited to attend their transition IEP meetings. In Massachusetts, this means that students approaching the age of 14, often 8th graders, should be invited to attend their IEP meetings to start the process of transition planning if this has not already begun. For many, the idea of a middle school student attending an IEP meeting, an activity that can often be intimidating and upsetting for parents, can initially be overwhelming. And historically research has indicated that when students do attend team meetings, they have the lowest level of satisfaction about their IEP meeting of any team member and they feel the least comfortable sharing their thoughts and suggestions in the meeting.[i] However, research across the country has also shown that students can learn skills to actively participate in their IEP meetings, especially when they are directly taught terminology, roles, and how to participate, and when team members expect student participation.[ii] Student participation in IEPs is not only important because it is federally mandated, it is also essential because the IEP is supposed to be based on the student’s strengths, interests, preferences, and needs as well as the student’s post-high school goals—and because it’s the student’s life! For those reasons, I am choosing to focus this blog (and some future blogs) on tips for helping middle school students to become involved in their IEP processes.

  1. Explicitly learn about the IEP document and process—There are clear rules and vocabulary used to govern the IEP process. However, these are wholly unfamiliar and strange to anyone who has not participated in the process before (and even perplexing for those of us who have a lot of experience at team meetings). Therefore, one of the most critical ways to prepare a student to attend transition IEP meetings and to be a self-directed member of their IEP team is to equip them with knowledge of the vocabulary and rules that govern the process. One organization that has created useful materials for helping to teach students about the IEP process is imdetermined.org which has documents designed to assist students in understanding the IEP (https://imdetermined.org/resource/understanding-my-iep-differentiated/) and preparing for the IEP (https://imdetermined.org/resource/understanding-my-iep-differentiated/), but it may also be important to reference and simplify certain sections of the IEP Process Guide (https://www.doe.mass.edu/sped/iep/proguide.pdf). If students are not ready to review their entire IEP (which many students are not), it may be helpful just to think about the present levels of performance, strengths, or accommodations.
  2. Talk about strengths—While it’s critical that students be able to talk about their strengths and challenges, sometimes it’s easiest to start with strengths. People can have all kinds of strengths, such as character strengths, social strengths, language strengths, academic strengths, technical strengths, extracurricular strengths, and more. For kids who have a hard time with open-ended questions, there are checklists that can be found or completed online, such as character strengths inventories, transferable skills checklists, and strengths worksheets. There are also activities that can be useful for documenting strengths over time, such as this Strengths Chain activity (https://www.understood.org/articles/en/strengths-chain-for-kids), keeping a running list or journal of strengths and accomplishments, or building a deck of strength cards. All students need help learning to describe their strengths, especially the first time. Some students may have a hard time identifying the strengths they see in themselves, but may have an easy time sharing what other people say about them or compliment them on. Talking about strengths is not a one-time activity. Make sure that you are talking about and referring to the student’s strengths often while also highlighting how various members of the household or students in the class have different strengths and skills.
  3. Talk about challenges!—While transition planning is a strengths-based process, an IEP is based on a student needing specialized instruction and related services because the student has a disability and would struggle to make effective progress in school or the general education curriculum without special education. If we are going to ask students to be actively involved in a process of goal-setting based principally on their having a disability and related challenges, it is critical that the student has the opportunity to talk about what is hard for them and what they want to get better at… in their own words. At the same time, it is important to normalize the fact that all people have challenges, learn different information at different rates, and need help (and tools) to function successfully. Ultimately, being able to use a diagnostic label and understand the impact of a diagnosis on functioning is important, but what is more important is being able to describe what is hard on a daily basis and what makes those difficult activities easier. For some students, it is helpful to read a book or watch a television show or movie with characters who face similar struggles and to label similarities between the youth and the character. Some of the same checklists mentioned for documenting strengths can be helpful for identifying areas of challenge or undeveloped skills. It may also be helpful to start filling in a worksheet similar to this one-pager (https://imdetermined.org/resource/one-pager/) or this self-awareness worksheet (https://www.understood.org/articles/en/download-self-awareness-worksheet-for-kids). Just as with strengths, it is important to talk about and refer to specific challenges that each person in the household or class faces.
  4.  Complete interest and preference inventories—Learning to engage in self-assessments and talk about those self-assessments is an important part of transition planning and IEP participation. There are so many fun interest and personality quizzes online that can be taken in minutes. Some examples include these personality tests from National Geographic Kids (https://kids.nationalgeographic.com/games/personality-quizzes), this free personality type explorer (https://www.16personalities.com/free-personality-test), or even the O*Net Career Interest Profiler (https://www.mynextmove.org/explore/ip). Have the student take the test—and take these tests yourself—and talk about how your results are similar or different and how well the student thinks the results of the assessment capture them. Think about whether there are strengths or challenges to add to their running lists or worksheets based on their experience taking these inventories.
  5. Talk about the student’s goals for after high school—Students have the right to input as much as possible into their postsecondary vision statement, no matter how realistic or unrealistic their input is. The only way that they can be prepared to provide input at a team meeting is if they have spent some time thinking and talking about their post-high school goals and learning about their choices and options. Just recently, my colleague Becki Lauzon wrote a blog with important discussion points for talking about post-high school goals with students, which can be found here. A robust transition planning process should include helping a student to have detailed goals for their future education or training, employment, independent living, and community engagement; however, initial discussions might just include ruling in or out things like obtaining a high school diploma, continuing learning after high school, having a paid job, driving a car, and living with other people. In middle school, the goal of talking with a student about their postsecondary vision is just to help the student learn to comfortably engage in those discussions and to find out where future work needs to be done in order to help the student build a more complete picture of their adult postsecondary life.

Every student is different and is able to engage in the process in different ways and at different times, but I hope that there is at least one tip in these blogs that is useful for you. Next month, I will be writing a second blog with more tips for engaging middle school students in the IEP process.

If you are interested in having your child work with Kelley Challen or another NESCA transition specialist to plan and prepare to be part of their IEP meeting, please fill out an intake for our transition consultation and planning services or our student coaching services today!

[i] http://www2.ku.edu/~tccop/files/Martins_Perspective.pdf

[ii] http://www2.ku.edu/~tccop/files/Martins_Perspective.pdf

 

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 info@nesca-newton.com, call 617-658-9800 or complete our online Intake Form.

Vision Statements

By | NESCA Notes 2021

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

Having been a transition specialist, evaluator and consultant, as well as having worked different roles within the special education system for many years, I have come to learn that the “Post-Secondary Vision Statement” for a student is one of the most overlooked pieces of the transition and IEP process. To me, this is one of the MOST important parts of the transition planning process for students, their families, and their Team members. The vision statement is a key part of a student’s IEP, as well as their Transition Planning Form (TPF), once a student turns 14. Prior to a student turning 14, the vision statement should be completed collaboratively by the Team. Once a student turns 14, I encourage the student to have as much input as possible, no matter how realistic or unrealistic the vision is. There have been times when I have seen two vision statements on an IEP, one for the student and one for the parents and/or Team, depending on the situation. Many times, parents or school staff will ask for guidance on what information should be gathered and how to get that information from a student.

Below are some of the tips that I have learned and shared along the way:

  • The vision will most likely change from year to year.
  • The vision is what should be driving the development of the IEP.
  • Starting at age 14, the vision statement that is in the IEP needs to correspond with the vision statement on the TPF.
  • From age 14 on, the vision statement (as well as the TPF) should be read at the beginning of the IEP meeting to make sure the Team is focusing on the areas needed to assist a student in reaching their vision.
  • If a student is unable to write their own vision, it is important that the Team incorporates what they know about the students’ strengths, interests, etc.

A vision statement can be long or short. It is not the length of it that matters, but the content. With the summer now starting, it is a good time to sit down with your student and start to discuss some of the below areas to be prepared for the upcoming school year.

  • Education
    • Do you want to pass MCAS?
    • Do you want to earn a high school diploma?
    • Do you want to stay in school until the age of 22?
    • Do you want to go to a 2- or 4-year college?
    • Do you want to take classes towards a certificate program/trade?
    • Do you want to attend a community-based day program?
  • Employment
    • Do you want to have a part-time job while you are still in school?
    • What do you want to be when you are older (even if it is unrealistic)?
    • Do you want to participate in volunteer work?
    • Do you want to work part-time or full-time?
    • If you are unsure about what job you might like, what tasks/activities do you enjoy doing?
  • Independent Living
    • Do you want to live on your own, in a shared living setting or stay living with family?
    • Would you like to live alone or with a roommate?
    • Do you want to live in the same area?
    • How will you access the community (i.e., public transportation, driver’s license, family, etc.)?
    • Do you want to work on developing your independent living skills, such as money management/budgeting, domestic skills, cooking, shopping, first aid, etc.?
    • What do you want to do for fun (i.e., community events, sports, acting, working out, etc.)?

There are many resources available to families regarding what to do and not to do when it comes to writing a strong vision statement for a student of any age. Below are a few examples of resources that I have found helpful:

https://www.concordspedpac.org/IEPvision.htm

https://datamomkristen.com/developing-a-measurable-vision-statement-for-an-iep-or-isp/

https://adayinourshoes.com/iep-vision-statement/

 

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.

 

Why Work Matters for Teens

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Transition Specialist, NESCA

“The share of teens participating in the labor force peaked 40 years ago and has declined ever since.”[1] There are many reasons why employment rates among teens ages 16-19 have declined, such as increased schoolwork and graduations requirements, summer program and extracurricular opportunities, and work competition. Now, roughly only one-third of youth in this age range are part of the workforce. But research tells us that teens who work during high school, whether during the school year or summer months, are more likely to persevere in college (if they choose this academic route) and also more likely to be hired in adulthood. For teenagers with disabilities, a population of young people who face a high risk for unemployment in adulthood, work experience in high school is even more critical.

Some of the benefits of paid employment for all students include:

  1. A new sense of identity—as a worker
  2. Learning workplace norms and expectations
  3. Developing important executive functioning skills, like time and task management
  4. Building social skills by collaborating and negotiating with other workers and/or customers
  5. Improving self-awareness through receiving coworker and employer feedback
  6. Reading a paycheck and learning to manage earned money
  7. Starting to identify learning and career goals (“I never want to do this again, so I am going to need to get a degree or some training.”) and/or gaining experience in a field of interest

Even failed work experiences—and failed application processes—are extremely valuable tools for learning the above skills as well as building coping and problem-solving skills.

And since it is almost summer and teenagers are finishing, or have finished, their classes for the school year, this is a great time to make a plan for summer employment. Teens can look in traditional places such as grocery stores, retailers, and fast-food restaurants, or may want to pursue something non-traditional like doing yard work, dog walking/pet sitting, cleaning/detailing, or odd jobs for family friends and neighbors. Those 18 and over with driver’s licenses may enjoy the flexibility of working with a delivery service like Instacart or Uber Eats.

Because work—whether a summer, part-time, traditional or non-traditional job—is such a critical aspect of transition planning, my colleague here at NESCA, Transition Specialist Tabitha Monahan, M.A., CRC, will be authoring a series of blogs focusing on career planning and counseling beginning this summer and continuing into the fall. Be on the lookout for her blogs. In the meantime, get out there and work!

Reference:

[1] https://www.cnbc.com/2019/10/06/why-so-few-teenagers-have-jobs-anymore.html

 

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 info@nesca-newton.com, call 617-658-9800 or complete our online Intake Form.

Bolstering Transition Skills in Another Summer of COVID-19

By | NESCA Notes 2021

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

With rules and regulations around COVID-19 beginning to change, I took the time to reflect on a blog that I wrote almost exactly one year ago today. That blog focused on how bolster skills during the summer months when COVID-19 restrictions had limited so many of the hands-on, community-based and real-world experiences and opportunities for those of transition age due to social distancing. So many of the typical learning opportunities were just not available at that time.

While many things may have changed since last year, we are still not completely back to our old “normal.” In fact, I have spent the last year working to adapt transition skills and services for the students and clients with whom I work for this “new normal.” Since we will be living in this “new normal” for an uncertain amount of time longer, we’ll need to continue to provide transition support and services to our young adults in this still fairly limited environment.

We are indeed beginning to open back up, but not all of the typical opportunities and experiences in the community will be readily available to participate in. If you are once again looking to bolster transition skills over the summer, the following are examples of resources and activities that could be incorporated into an individual’s summer routine. Updated suggestions for opportunities that may be more available this year are also included.

Career-Research/Vocational Activities:

https://careerkids.com/pages/career-research

https://www.teacherspayteachers.com/Browse/Search:career%20research/Price-Range/Free

https://www.careeronestop.org/Videos/video-library.aspx

https://www.teacherspayteachers.com/Product/Vocational-Skills-Ice-Cream-Shop-Worker-Shift-Elapsed-Time-Boom-Cards-6874043?fbclid=IwAR2SP077flhzJq9F5ZEzjNcVqMhGGIqMwPM4h5_bOS65CQlA1XmtJyME48Y

Virtualjobshadow.com

Online Banking:

https://www.moneyinstructor.com/onlinebanking.asp

https://www.teacherspayteachers.com/Browse/Price-Range/Free/Search:online%20banking

https://www.bankaroo.com/

https://www.teacherspayteachers.com/Product/Debit-Card-Digital-Interactive-Activities-4459286?fbclid=IwAR0XObQr2srDU8c7OMqj2O_MobluuxFep-BfOEo7jbRj51tvTOpIFHVTn8E

Domestic Skills (i.e., cooking, cleaning, laundry):

https://www.teacherspayteachers.com/Product/DLS-Doing-the-Laundry-Workbook-423396

https://tacanow.org/family-resources/developing-lifeskills-chores/

https://accessiblechef.com/

Recreation and Leisure:

http://www.spedchildmass.com/special-needs-recreation-disability-autism-aspergers-massachusetts/

https://www.wtae.com/article/virtual-disney-world-rides/31788233?fbclid=IwAR1-RK5xHwsCMteU7qM8y1oRGisz2Pp1nifGDfY-MaMgYl0Ih6hf9MxKlCM#

www.kahoot.com (several free interactive games that can be played in-person or virtually)

Post-secondary Education:

https://www.youvisit.com/collegesearch/

https://campustours.com/

 

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.

 

Why Taking Competency Tests, like the MCAS, can be Critical for Transition and College Planning

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Transition Specialist, NESCA

Most states require some form of competency testing for students, particularly students who will graduate with a state standard diploma. But in the past year, standardized competency testing has become more complicated, if not impossible, to carry out.

In Massachusetts, graduation requirements have been altered for several grades of students. Students graduating in 2021-2023 are being offered alternative options for meeting state competency determination in one or more of the required subject areas (e.g., science and technology/engineering, mathematics, English Language Arts). For more details about those alternatives, see MA Graduation Requirements and Related Guidance on the Massachusetts Department of Elementary and Secondary Education (DESE) website.

The opportunity for students in the Class of 2022 to graduate without ever sitting for 10th grade MCAS is something that many students, parents, and teachers are excited about. While I understand, and even agree with, criticisms of standardized testing, there are also many reasons that I am disappointed for the students who are missing out on the opportunity to sit for this testing. These students, especially those with disabilities, are missing out on a vital transition planning activity.

Preparing for, and sitting for, (and coping with,) high stakes tests is an important part of life. Whether you pass or fail, being able to show up and perform your best in a high-pressure situation is a valuable life skill. Moreover, being able to demonstrate competency in a test situation is a reasonable and necessary college and career skill.

Additionally, standardized tests like MCAS provide objective feedback regarding the student’s level of achievement with high school material. Grades can be tremendously subjective, and are highly dependent on the teachers and types of classes that the student is exposed to during high school. In contrast, students participating in honors, college prep, and functional math classes all sit for the same standardized math tests. This is especially important when students in all three of those classes are interested in heading off to college after high school, and when we want to get a sense of their readiness for handling college coursework. Generally, students who do not earn passing scores (i.e., students who score in the “Needs Improvement” or “Partially Meeting Expectations” categories) on the MCAS, especially by 12th grade, will struggle with college placement exams, such as the Accuplacer, and may end up needing to take remedial coursework at the start of college. Students have a right to know how ready they are for the academic rigors of college as they are making their college plans, and standardized testing results can be helpful information (although they are by no means the whole picture).

With the new competency determination options, many students in Massachusetts view sitting for MCAS as something that is only worth doing if they are possible candidates for the John and Abigail Adams Scholarship (a merit-based state scholarship program). However, I hope students will also consider the other positive reasons I have listed above when deciding whether to sit for the test. For college-bound students who do choose not to sit for MCAS, I strongly recommend sitting for other standardized exams during high school, such as SAT, ACT, Accuplacer, etc. These experiences are important opportunities to build confidence in high stakes situations, to assess college readiness skills, and to identify skill gaps that may need shoring up.

Certainly, there are many legitimate concerns about standardized test contents and validity, including significant equity issues. I also believe that competency tests and college placement tests provide important information for many college-bound students. They are one metric, among many, that are worth having for transition and college planning.

 

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 info@nesca-newton.com or call 617-658-9800.

Diplomas, Graduation Dates and IEP Transition Services Revisited

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Assistant Director, NESCA

Three years ago, on March 26, 2019, the Massachusetts Department of Elementary and Secondary Education (DESE) sent out an important administrative advisory regarding transition services and graduating with a high school diploma (Administrative Advisory SPED 2018-2: Secondary Transition Services and Graduation with a High School Diploma). At the time, I wrote a blog about the advisory, wanting to bring attention to the much-needed guidance clarifying when and how students with IEPs (Individualized Education Programs) should be issued a high school diploma.

Today, more than a year into the COVID-19 pandemic, seems like a very important time to revisit what it means for a student on an IEP to be ready to graduate high school with a diploma this June. Given the lengthy school shutdown in Spring 2020—followed by ongoing limitations in social contact, community engagement, employment opportunities, and more—many students and their families are questioning whether they are ready for graduation. In fact, I sat in a team meeting last week where a special educator asked an adult student whether they would like to take their diploma or “refuse” their diploma in June. [This phrasing, “refusing” or “rejecting” a diploma, is often used but is inaccurate as a student is not refusing to take their diploma. Rather, the team is instead delaying or deferring graduation in certain circumstances.]

As a parent and professional regularly involved in the IEP process, a comfort throughout this pandemic is that while education has been reinvented several times, and community safety and engagement is highly variable, special education laws (including the Individuals with Disabilities Education Act of 2004, which outlines the requirement for school districts to provide transition services) remain the same. The decision for a student receiving special education services to take a diploma, or defer taking a diploma, continues to be based primarily on the same variables:

  1. Meeting local graduation requirements;
  2. Passing the state Competency Determination (CD); and
  3. Receiving Free and Appropriate Public Education (FAPE) that includes secondary transition services based on age-appropriate transition assessment.

Prior to COVID-19, passing the state CD in Massachusetts typically involved passing on-demand tests in English Language Arts (ELA), Mathematics and Science or successfully completing an alternate assessment competency portfolio. For students who have an anticipated graduation date prior to October 1, 2021 (as noted in their most recent signed IEP), something that has changed during the pandemic is that there are now Modified CD requirements that allow for CD in ELA and mathematics to be awarded upon district certification that the student earned full credit for a relevant course aligned to the curriculum framework in the subject matter and demonstrated competency in that subject. A similar Modified CD requirement for science is also available for students graduating in classes of 2021-2023. Therefore, a student who did not pass on-demand MCAS testing in 2019 may be eligible to graduate with a diploma using the Modified CD requirements.

However, as students, their parents, and their education teams ponder June 2021 graduation dates, it is important to keep focus on the same variables that we have always used for considering whether a student is ready to accept a local diploma. Here are some questions that may help when considering these variables.

  1. Has the student met all local graduation requirements? Did they complete the core courses required by the district? Or, were they given credit for courses/activities that varied greatly from courses that general education students completed? What about attendance requirements? Did the student stop attending classes or have a significantly lower rate of attendance than general education peers in the past year? Did the student meet requirements for community service hours or a capstone project if those were required of general education students?
  2. Did the student pass the state Competency Determination? Did the student have the opportunity to participate in MCAS on-demand testing? If they did not, did the student have a track record of passing MCAS tests? Was the student scheduled to graduate this June or did someone from the school district propose changing the student’s graduation date to take advantage of the Modified CD requirements currently being used by the department of education due to COVID-19?
  3. Did the student receive FAPE including secondary transition services based on age-appropriate transition assessment while in high school? Is there a Transition Planning Form (28M/9) that the team has been updating annually? Are there appropriate measurable postsecondary goals in the student’s IEP vision statement that are based on transition assessment (PLEASE remember that interview is an important assessment tool for many students)? Was the student’s voice part of team meetings where transition services were discussed? Does the student’s IEP have measurable goals that will reasonably help the student to progress toward their IEP vision statement? Has the student made effective progress on the goals outlined in the IEP over the past year? Has the student been able to engage in transition services that were described in the IEP? Was the student’s graduation date supposed to be this June or was it “TBD”? And, if appropriate, was a representative of an adult human service agency (e.g., Department of Mental Health, Department of Developmental Services, Massachusetts Rehabilitation Commission, Massachusetts Commission for the Blind, Massachusetts Commission for the Deaf and Hard of Hearing) involved in one or more IEP meetings?

Having missed out on school and community-based activities in the past year can create an immediate concern that a student needs to hang on to their special education protections and should not graduate this June. But the truth is that the pandemic created opportunities for students to generalize skills and practice functional skills, and some students are more ready than ever to move on from special education. And, as I stated in my previous blog, there is no universal set of skills or level of knowledge that deems a student on an IEP “ready” to graduate. In fact, students on IEPs, just as with mainstream students, graduate all the time without being ready for many adult activities (e.g., apartment hunting, changing jobs, applying for a bank loan, comparing health insurance plans).

When you are considering whether the student has received FAPE, it is important to remember that every student missed some typical high school planning steps over the past year. When school buildings closed down and community engagement came to a halt, educators and special educators had to pivot many times. Transition planning steps may have been missed or services may not have been delivered in originally anticipated ways without any clear fault or person to blame. If a student’s progress towards their measurable postsecondary goals was substantially halted, this might be important for the team to discuss. But there are many circumstances where students continued to make progress in spite of the missed opportunities. Perhaps the pandemic even created new opportunities for progress that would not typically be available until a student exits high school (e.g., a paid job, increased self-direction through participation in remote learning, easier access to pre-employment transition services, increased communication with peers through technology, etc.).

Regardless, as you are thinking about graduation, please remember that the most important question to ask is not, “Is my child/student ready to graduate?” Instead, the critical question to ask when a student approaches their graduation date is, “Has the student received a Free and Appropriate Public Education (FAPE)?” If the answer is “yes,” it is vital to give the student the opportunity to step into adult postsecondary life and begin applying the skills they have learned through their education and special education. Although the pandemic has created a lot of anxiety and uncertainty, let’s not fall victim to a pattern of rejecting IEPs (essentially rejecting/refusing diplomas) out of fear.

If you are interested in working with a transition specialist at NESCA for consultation, planning, or evaluation, please complete our online intake form: https://nesca-newton.com/intake-form/.

Resources:

Transition Resources and Advisories from MA Department of Elementary and Secondary Education:

While this blog includes some specific content that applies only to families of students in IEPs in Massachusetts, the requirement to deliver transition services for students on IEP is a federal mandate and impacts graduation in all states.

 

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 info@nesca-newton.com or call 617-658-9800.

The Roles of Students, the School and the Family during the Transition Planning Process

By | NESCA Notes 2021

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

The transition process is a complex and ongoing one. Throughout the transition planning process, many individuals often wonder who exactly is responsible for what. While the school system plays a big role during this time, it is also important to make sure that students and their families/guardians have a role in the process as well. Here’s a helpful breakdown of the participants involved in the transition process and what responsibilities fall within each of their roles.

The Role of the School in the Transition Process

  • Provide information on the student’s strengths, past achievements and progress on the current IEP
  • Provide strategies for effectively teaching the student, including appropriate accommodations and/or modifications so the student can successfully access the general curriculum
  • Identify needed related services
  • Coordinate all the people, agencies, services or programs involved in the transition planning
  • Link students and parents to appropriate post-school services, supports or agencies prior to the student leaving high school
  • Suggest courses of interest to the student and educational experiences that relate to the student’s preferences and interests and that provide skills to help the student achieve their desired post-school goals
  • Hold workshops for families on transition planning, post-secondary options, adult service providers, etc.

The Role of the Student in the Transition Process

  • Participate actively in all discussions and decisions (IEP meetings). This could include reading their vision statement, creating a PowerPoint to share at the meeting, etc.
  • Communicate preferences and interests
  • Communicate strengths and areas where help is needed
  • Take part in the IEP development
  • Develop a post-secondary vision statement
  • Identify transition-related skills that can be done in the home environment (i.e., chores)

The Role of the Parent(s)/Guardian in the Transition Process

  • Support the student
  • Reinforce the value of an individualized, appropriate educational program
  • Provide information about the student’s strengths, interests and areas where assistance is needed
  • Provide information about the student’s independent living skills and the help the student may need to achieve the desired post-school goals
  • Be actively engaged as equal partners in all aspects of the IEP planning, discussion and decision-making
  • Work in collaboration with the school to practice transition skills within the home environment

Below are some additional resources on this topic:

http://alabamaparentcenter.com/resources/documents/Transition_v2_Whatschoolscandotoinvolvefamilies.pdf
https://fcsn.org/transition_guide/english.pdf
https://www.communityinclusion.org/pdf/man5.pdf

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.

 

College Transition – Important Considerations for Students with Disabilities who are Making a Final Decision

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Assistant Director, NESCA

May 1st is often referred to as “College Decision Day,” the deadline by which students must submit their deposit and commit to enrolling at the college of their choice. Given that students are applying to an increasing number of colleges, with multiple “safety schools” on their application lists, students are often still comparing and contrasting several prospective college choices during the winter and spring months of their senior year. Moreover, this year, due to the pandemic students may be choosing among colleges they have never visited or making first-time visits to colleges during spring vacation weeks.

There are some common variables that students learn to compare when researching and visiting colleges:

  • Location
  • Cost
  • Scholarships and Financial Aid
  • Size (campus size, number of undergraduate students, class sizes, etc.)
  • Strength and Availability of Majors
  • Retention and Graduation Rates
  • Internships
  • Gut feelings

But, for students with disabilities, there is often additional information that can be useful in making a decision to commit to a particular college. Here are five tips that can be helpful when researching, communicating with, and visiting colleges in order to make a final selection, if not earlier in the college application process:

  • Book an appointment with Disability Support Services (often called Student Accessibility Services). While it is important to ask questions about accommodations offered to students, the process of qualifying for accommodations and/or assistive technology devices/services on campus, it is also important to think about how accessible the services will be for you. Where is the office located on campus? Do you feel comfortable talking with the director and staff? Is the website easy to find and navigate? How easy was it to book the appointment in the first place?
  • Research foreign language requirements. Having a foreign language waiver in high school does not mean that you will qualify for a waiver in college. In fact, having any accommodation or service in high school will not automatically qualify a student for the same support in college. As such, it is important to understand the foreign language requirements of the college and to ask whether the college will allow course substitutions or other accommodations (e.g., pass/fail grading, adjustments to the class participation requirement, etc.). It is important to realize that even colleges that allow substitutions may not be able to do so if the language is central to the student’s chosen major/course of study. If substitutions are not allowed, it is useful to ask about foreign language faculty on campus and to look for foreign languages that may be easier to learn, such as Latin or Greek, which are not spoken.
  • Contact the Office of Residential Life. Not all dorm life is created equal, especially for students with disabilities who require accommodations in college. Ask questions about the leadership structure within the dorms, the training/qualifications for residential directors and residential assistants in the freshman housing, how social relationships are fostered and facilitated within the dorm environment, and how dorm conflicts are resolved. For students who require a medical single (e.g., a single dorm room on the basis of documented social or emotional difficulties, allergies, etc.), elevator access, or a service/support animal, make sure that you confirm not only that these accommodations are available, but also where that housing is available on campus. For instance, single dorm rooms are sometimes only available within dorms or housing complexes that are traditionally reserved for upperclass students, reducing the opportunity for freshman bonding.
  • Research student clubs and organizations. Student participation in clubs and campus activities is known to contribute to the student’s retention, persistence, and success in college. Therefore, researching student groups should be an important aspect of the college selection process for every college student. However, for students with social, emotional, or other disabilities that impact communication and connection with others, participation in student clubs and organizations can also provide exactly the structure needed to assist the student in forging both initial and lasting relationships in college. Therefore, it’s important to research ahead of time and ensure that there are structured groups on campus you can see yourself being part of.
  • Research the college’s Covid-19 plan from this year and for next. For students with disabilities, understanding the impact of Covid-19 on the academics – as well as the social and daily life of the college – is particularly important. How did the college respond when the pandemic first hit? What proportion of classes were they able to offer in person this school year, and what safety precautions were put in place? What was the structure (e.g., synchronous, asynchronous, reverse classroom, etc.) and size of remote classes? Is the college planning to continue offering courses remotely in the fall? If so, what proportion of classes and for which students (e.g., Freshmen? Certain majors?)? Has the college retained most or all of its staff, or has there been a substantial amount of turnover? How available are professors when they are not on campus? Has the college added any additional counseling or mental health supports for students?

Certainly, the college search and selection processes are different for each student, both with and without disabilities. But my hope is that this list of considerations helps to make this difficult decision-making process easier. At the end of the day, it is important to remember that there is not just one perfect school for a student. There are lots of places where you can be successful and happy, and your job is just to make the best decision you can for yourself.

 

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. 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 info@nesca-newton.com or call 617-658-9800.

Generalizing Skills from the Classroom to Home and Community – Part 2

By | NESCA Notes 2021

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

Back in my December blog, I delved into the question, “How do I get my students to transfer the skills they are learning in school to the home environment?”.  As I mentioned then – and which is still true now – this is a question that almost every parent thinks and asks about. It still remains that every student and home environment are different, so the first step is to individualize the process and see what works best for both the student and the family in an attempt to generalize those life skills.

In my last blog, I provided suggested activities and resources that focused on the areas of cooking and domestic skills. In this blog, I will share information regarding the areas of financial literacy and community resources. Please note that these are a wide range of activities, and it is important to determine what is most appropriate for your young adult.

Financial Literacy

  • Coin and bill identification with real money. It is important to practice identifying the values of coins and bills with real currency.
  • Set up a store in your home and label items with realistic prices. This can be good practice for identifying how much items cost, budgeting, rounding up to the next dollar, checking for correct change, etc.
  • When you feel they are ready, assist your young adult in opening up their own bank account. Be sure to take them with you and make sure they understand the process and the responsibility that is associated with this (i.e., financial safety).
  • If your young adult has a bank account, you could assign them one household bill to pay per month. This will help them begin to understand of the cost of living, as well as responsibility.
  • If safety is a concern, many parents choose to start their young adults off with the use of gift cards versus a debit/credit card. This could be a grocery store gift card so your young adult can independently shop for their list of items and check out independently.
  • I have had many families look into safer debit card options, such as these (please note that I am not endorsing/NESCA does not endorse any one in particular.
  • Have your young adult perform basic chores within the home and provide them with compensation. This will help build an understanding of working to earn money.
  • Other helpful resources:

Recreation and Leisure

 

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.

 

Changes in Transitioning from School-based Services to DDS Adult Services during COVID-19

By | NESCA Notes 2021

By: Kelley Challen, Ed.M., CAS
Director of Transition Services; Assistant Director, NESCA

Transitioning from public education to adult human service supports is a complicated process that we have covered in several blogs over the years here at NESCA, including the two recent resources linked below:

As with many aspects of life, the existence of a global pandemic has complicated the transition process even more. In Massachusetts, Chapter 688 referrals (the referrals that help adult agencies to request the appropriate amount of funding from the state for supporting students with disabilities after they turn 22) were down by as much as 75% in September 2020. Additionally, referral processes that often were carried out in 2-4 months are taking much longer. In fact, at a team meeting I attended last week, a special education administrator shared that it had taken approximately 9 months to complete a recent referral to the Department of Developmental Services (DDS) for a student seeking adult autism services.

[For those unfamiliar with DDS, this is the agency that offers services and supports for individuals with intellectual and developmental disabilities including Autism Spectrum Disorder (ASD).]

To better support transitioning families, DDS recently developed an information sheet that highlights some of the potential changes and challenges families may experience when preparing for their transition to DDS adult service supports during COVID-19. In addition to modified referral timelines, the information sheet touches on changes in how families learn about day and residential programs (e.g., virtual tours) and the ways in which programs may have changed their approaches to service delivery as a result of COVID-19 (e.g., changes to community employment, remote and in-person offerings, visitor policies, etc.).

This DDS information sheet is helpful for professionals and families and is available in several languages on the state’s web site: https://www.mass.gov/lists/transition-considerations-during-covid-19.

 

For families who are struggling to navigate the transition from high school to adult service support, to understand available resources and benefits during or after public education, to create an effective plan for their child during a lapse in service delivery, or with any other transition planning issues, NESCA transition consultation and planning services are here to support you. Visit our transition services page and our transition FAQs or fill out an Intake Form to schedule an appointment with one of our expert transition specialists today.

 

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. 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 info@nesca-newton.com or call 617-658-9800.