Transition

Transition was developed to help you to navigate the road from school to adult life for your student(s) receiving special education services. This is referred to as the transition planning process, and it can be both exciting and overwhelming. It may require a mix of transition services, experiences, agency support, and community resources. Transition planning looks very different for each student, based on his/her needs, strengths, preferences, and interests.
Transition Coordinator

Elena Varney

Phone

(508) 384-1000 ext. 3201

Together, KP students, staff, and families work as a team to identify and create an action plan toward his/her post-secondary plans. You will find information on a variety of transition-related topics, including the transition planning process; postsecondary options; adult disability resources; and training materials. Please click on the active links and logos throughout this website for more information!

We hope you find this information useful as we all strive toward the ultimate goal of helping your student transition to a productive and meaningful adult life!

Please contact your child’s special education liaison or guidance counselor if you have specific questions about his or her transition plan.

Parents, please click here or on the tab to the left to learn about our KP Special Education Parent Advisory Council.

For questions about upcoming SEPAC trainings,  or other transition-related content or resources on this web page, please contact Elena Varney.

KP Virtual Transition Fair

Did you attend the April 28th Transition Fair?

Please use the QR Code below or click here to provide your feedback!

Transition Assessment

Individualized, age-appropriate transition assessment is integral to the development of the IEP for students aged 14-22 and is required by the Individuals with Disabilities Education Act (IDEA).

Transition Assessment is:

  • An individualized, ongoing process of data collection on a student’s needs, preferences, interests
  • A mix of formal and informal assessment tools
  • A method to help guide the development of postsecondary goals
  • A process that is determined by guiding questions
  • Support student in creating a vision for their future;
  • Understand students’ needs, strengths, interests and preferences; and
  • Provide information regarding abilities and current levels of performance

Transition Assessment informs IEP goals and services to help students prepare for their postsecondary settings and demands.

  • Non-prescriptive
  • Individualized
  • Question driven process
  • Help students refine and communicate vision and needs
  • Any and all assessments conducted with Special Education students 14+ can be considered transition assessment
  • Ongoing Transition Assessment (oTA): Occurs throughout each year. Formative and summative assessment data may be compiled for annual IEP document within the Strengths and Key Evaluations section.
  • Transition Assessments (TA) conducted during the 3-yr re-evaluation process may answer any additional questions.

Regardless of timing, the assessment information is used to further identify students’ visions; Transition Planning Form and IEP goals.

  1. What do we already know about the student?
  2. What gaps exist?
  3. Gather information from all involved
  4. Determine appropriate tools

Any assessment that is conducted when a student on an IEP is aged 14-22 can be viewed as a transition assessment, in that it provides information which can be used to discern the student’s vision; understand the student’s needs, strengths, preference, and interests; and measure progress towards the acquisition of skills. Some examples include:

  • Community Safety
  • Post-Secondary Education Preparedness
  • Vocational Interests/Awareness
  • mynextmove
  • O*Net Interest Worksheet
  • Life Skills
    • Casey Life Skills
  • Social Skills

Because Transition Assessment information is embedded throughout the IEP, everyone is ultimately involved in the process. Team members provide and gather input from the whole village! This may include:

  • Student
  • Parents/family
  • Clinical Staff
  • Transition Coordinator
  • Special Educator
  • Occupational Therapist
  • Speech/Language Pathologist
  • Guidance Counselors
  • Team leader
  • Regular Educators
  • Paraprofessionals
  • and more!

DESE’s Technical Assistance Advisory: Transition Assessment in the Secondary Transition Planning Process

(1) DCDT Position Paper

(2) NSTTAC Age Appropriate Transition Assessment Toolkit

(3) Transition Coalition Assessment Reviews

Staff Resources

Thank you for all that you do to support our students with their academic, social and emotional learning; maximizing their independence; and taking action steps to reach their postsecondary goals! 

To provide you with easy access to frequently used resources, the following links/pages are provided:

Some of your students may benefit from a self-referral to the Massachusetts Rehabilitation Commission for employment supports in adult life or internship opportunities as available during high school years.

If you are not sure if a student should be referred through a self-referral or a 688 referral, see the MRC Referral Flowchart.

This “MRC Self-Referral Toolkit” was created to help you inform students and families of the MRC services and complete the referral process. It includes active links to help you with each of the following:

  1. Introduction to MRC (to help you inform parents about MRC).
  2. MRC Brochure to provide students and parents more info about MRC. This can be provided at IEP meetings.
  3. Reciprocal Consent form that needs to be signed by the parent before the referral is made. This could be signed at the IEP meeting.
  4. MRC Referral: How to make the referral (for staff). Please review this prior to scheduling time to make the call with the student.
  5. MRC Student Script (for students making the call with support as needed).
  6. Consent to Invite: once eligible, you are required to request signed consent to invite the MRC counselor to each IEP meeting.

This self-determination curriculum includes the PowerPoint and all supporting activities. Using the Transition Planning Form as a framework, the focus is on:

  1. students’ understanding of their strengths and challenges,
  2. identifying goals for their future, and
  3. increasing participation in their IEP meetings.

The curriculum can be used as a whole or for one or more of these 3 content areas.

KP Self-Determination Curriculum

SD Supporting Activities 

Other Activities and Lessons

This Vocational Awareness curriculum includes the outline and supporting activities. The curriculum is intended to be sequential, from interest assessment, to interview skills and job-finding, although the activities may be pulled for any given student based on their point in the process. It is understood that these steps to vocational success may be differentiated to meet your students’ needs. Many additional methods and career exploration resources exist, so please see the Transition Coordinator if you cannot find what you are looking for, or if you would like help with differentiating instruction/materials.

King Philip Vocational Awareness Curriculum
Additional Resources

Occupational Outlook Handbook: The OOH can help students find career information on duties, education and training, pay, and outlook for hundreds of occupations.

Also use the active links, for each step of the career planning process referenced on our College & Career Planning guide, shown above.

Transition Planning Workbook: The Rural Institute’s Planning Workbook has a number of great activities to engage students in their planning for life after high school.