It’s September, which means students and families everywhere are settling back into the rhythm of the school year. This is the perfect time to pause and do a “back-to-school transition planning review.” Keeping track of key dates and requirements now will save you and your child stress later—and help ensure that your teen or young adult with disabilities stays on track for life after high school.
The tips below come from my handout: The 3 Steps to Launching a Participant Directed Program Model as well as resources like the Turning 18 Checklist from Autism Housing Pathways and The Arc of Massachusetts Transition Guidelines.
So let’s begin…….
1. When is your next IEP meeting?
Start by checking when your child’s next IEP meeting needs to be held and compare it to what is already on your calendar. Not sure when the date is? It will be on the “Administrative Data Sheet” page of the IEP. If you know of conflicts—like vacations, doctor’s appointments, or work obligations—jot them down. That way you can proactively share them with the school team or have them ready when the meeting invite comes.
2. Is this a re-evaluation year?
Re-evaluations happen every three years. Not sure when your child’s next re-evaluation should occur? In MA, you can find the date also listed on the “Administrative Data Sheet” page of the IEP. . Because testing needs to happen before the meeting, check your calendar for any conflicts that could keep your child out of school during that time. Remember, once signed consent for testing is received by the school, they have 30 school days to complete the evaluations, and the team must reconvene to review the evaluations within 45 schools days of the signed consent.
3. When will transition assessments be done?
Transition planning must be updated every year. This often includes assessments, even if it’s not a re-evaluation year. Ask your team early on how they’ll collect information for the transition section of the IEP. As a family, think about what tools your child will use too—such as person-centered planning or independent assessments. For more detailed information about the role of transition assessments in MA, please see the MA DESE link on Technical Assistance Advisory SPED 2014-4
4. Do the IEP goals align with transition goals?
Make sure your child’s IEP goals connect directly to their long-term vision for life after school. Using a person-centered plan or transition assessments helps ensure that the goals reflect their dreams and skills, not just academic requirements. Also, if any transition goals have changed now and your child’s IEP meeting isn’t until March, don’t wait! You can always schedule an IEP meeting to review any changes identified by the student and make amendments to the IEP.
5. Does a 688 referral need to be made this year?
If your child is at least two years from exiting school, the district is responsible for submitting the 688 referral form. The “new” IEP includes a spot to document which agency the referral was sent to and when—so double-check that it’s been done.
6. Have you applied for adult services?
While the school submits the 688 referral, it’s the family’s responsibility to complete the actual applications for adult services. If you haven’t received the application packet from the identified agency, reach out directly and request it. This information is now also documented clearly in the “new” IEP format in MA.
7. Should the agency transition coordinator attend the meeting?
If your child is 18 or older (or at least 2 years away from leaving the school system) and already connected with an adult service agency, invite the agency’s transition coordinator to the IEP meeting. Giving them advance notice ensures they can be part of the planning process.
8. Have you completed “Turning 18” steps?
If your child is approaching the age of 18 this academic year, now is the time to confirm:
- Has the school asked your child to complete the Age of Majority form? For more information check out the Federation for Special Needs website: https://fcsn.org/resource/age-of-majority-in-ma/
- Has your child applied for SSI?
- Does your child need guardianship or supported decision-making?
- If male, has your child registered for the draft?
- If applicable, have you added your child to the Section 8 housing voucher list?
9. Is it time to explore adult programs?
Talk to your team about adult program options. They may know about local agencies, supports, and information on programs you are considering touring. Gathering input now helps make informed choices later. When we did this early, we were able to identify which adult programs had closed their wait lists so we knew that we had to table that organization since L would not be able to visit.
Call to Action:
- Transition planning involves a lot of moving parts, but checklists can help. One strategy that worked for me was writing important years next to checklist items. For example, if my child was 15, I’d note “turns 18 in 2029” so I could see at a glance what needed to happen when.
- Lean on your team! Even though families handle adult service applications, school staff can provide digital copies of evaluations, IEPs, and other documents. They know your child well and can be valuable sounding boards.
- Remember: transition planning is not a “one and done.” It’s something you’ll revisit every year until your child exits the school system. Having systems, resources, and timelines in place will help you stay organized—and make the process far less overwhelming.
You’ve got this!
-Cheryl