This document discusses transition planning and services for students with disabilities. Transition services are designed to improve students' academic achievement, prepare them for life after high school, and help them learn skills for independent adult living. The transition planning process involves assessing students' interests and strengths, creating a post-secondary vision and goals, and developing an action plan to support students in meeting their goals. Key parts of the transition planning form and IEP include the student's vision, annual goals, and identification of needed services, supports, and anticipated graduation date.

1. © Federation for Children with Special Needs , 2015
The Schrafft Center ● 529 Main Street, Suite 1M3 ● Boston, MA 02129
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The LINK Center (Sant pou lyen)
Parent Training and Information Center
(Sant pou fòmasyon ak enfòmasyon
pou paran yo)
Understanding Transition
Planning Process
Konprann pwosesis
planifikasyon tranzisyon an

2. What are Transition Services? Kisa sèvis tranzisyon yo ye ?
Transition Services are services
designed to:
1.Improve students’ academic and
functional achievement based on
student’s vision, strength and interest.
2.Prepare student for life after high
school.
3.Support students with IEPs learn
skills they need to live successfully as
an adult in their community.
Yo kreye sèvis tranzisyon yo pou :
1. Amelyore siksè akademik ak
fonksyonèl elèv yo baze sou vizyon,
pwen fò ak enterè elèv yo.
2. Prepare elèv yo pou lavi apre yo
gradye nan lekòl segondè.
3. Soutni elèv ki gen IEP (an kreyòl :
Pwogram edikasyon endividyalize) yo
pou yo aprann konpetans y ap bezwen
pou yo reyisi nan lavi a kòm adilt nan
kominote yo.

3. All Youth must be prepared
for Adult Life
Tout jèn yo dwe prepare yo
pou lavi adilt
Transition services are designed to meet a
student’s unique needs and prepare them
for:
•Further Education
•Employment; and
•Independent Living.
Yo te kreye sèvis tranzisyon yo pou
reponn a bezwen inik yon elèv ak pou
prepare l pou l :
•Pouswiv edikasyon l
•Travay ; ak
•Mennen yon lavi endepandan

4. Important Life Skills Konpetans ki enpòtan nan lavi
Transition Planning can also address:
•Self-Determination
•Financial Literacy
•Health – self care
•Recreation & Leisure
•Community Access
•Interpersonal Skills
Planifikasyon tranzisyon an ka adrese
tou :
• Oto-detèminasyon
• Konesans sou finans
• Lasante - swen pwòp tèt ou
• Detant ak lwazi
• Aksè a kominote a
• Konpetans entèpèsonèl

5. Who gets Transition
Services?
Kilès k ap jwenn sèvis
tranzisyon yo ?
In Massachusetts:
• Students between ages 14-22
• Must be on an IEP – receiving
special education services
• Covers all disability types
Nan Massachusetts :
• Elèv ant 14 a 22 zan
• Elèv yo dwe gen IEP - ap resevwa
sèvis edikasyon espesyal
• Kouvri tout kalite andikap yo

6. Tranzisyo
n !!!
Transition Planning Process Pwosesis planifikasyon
tranzisyon an
• Conduct transition assessments
• Create a student’s Vision
• Complete the Transition Planning Form
(TPF)
• Discuss IEP goals using information from
TPF
• Review TPF annually to update IEP goals
until student graduates or turns age 22
• List anticipated graduation date on IEP
Note: Student at age 14 is invited to IEP
team meeting
• Fè evalyasyon pou tranzisyon an :
• Kreye yon vizyon pou elèv la
• Ranpli Fòmilè Planifikasyon Tranzisyon
(TPF an anglè) an
• Diskite objektif IEP yo pandan w ap itilize
enfòmasyon w pran nan TPF la
• Revize TPF la chak ane pou mete objektif
IEP yo ajou jiskaske elèv la gradye oswa l vin
gen 22 zan
• Mete nan IEP a dat yo prevwa pou
gradyasyon an
Remak : Yo envite elèv ki gen 14 zan yo nan
reyinyon ekip IEP a ap fè
IEP is the legal document;
Nothing on TPF is mandated to occur.
IEP se dokiman legal la ;
Li pa obligatwa pou okenn bagay nan TPF la fèt.

7. Transition Assessments Evalyasyon yo pou tranzisyon an
FORMAL assessments involve
standardized testing, measuring specific
skills.
Examples: achievement tests, career
interest inventories, career preference
tests, vocational skills evaluations
Evalyasyon FÒMÈL yo gen ladan yo tès
estandadize, k ap mezire konpetans
espesifik.
Egzanp : tès pou mezire siksè, bilan sou sa
k enterese elèv yo pou karyè yo, tès pou
preferans nan karyè yo, evalyasyon
konpetans pwofesyonèl yo
INFORMAL assessments are useful to
identify individual strengths and needs.
Examples: teacher or parent observation,
self-evaluation, portfolio, job site
assessments
Evalyasyon ENFÒMÈL yo itil pou
idantifye pwen fò ak bezwen endividi a.
Egzanp : obsèvasyon mèt yo oswa paran
yo, evalyasyon elèv yo fè pou tèt yo,
koleksyon travay elèv yo, evalyasyon milye
travay
Fich ki gen egzanp evalyasyon Depatman Edikasyon Elemantè ak Segondè (DESE an anglè)
http://www.doe.mass.edu/sped/advisories/transition-assessments-example-sheet.docx

8. WHERE TO
START?
Observe/Make
lists/Take pictures
Create a
Portfolio
What do you
want to be
when you grow
up?
Where are you
going to live?
What do you
want to do for
fun? Sports
Recreation
and Social
Activities
Personality
Job or
Volunteer
Activities
With
Family
Favorite
Things
Independently
Shared
Living
Strength or
Preference

9. KI KOTE
POU W
KÒMANSE ?
Obsève / Fè lis / Fè
foto
Kreye yon
koleksyon
travay pou
elèv la
Kisa w vle ye lè w
vin gran ?
Ki kote w pral
abite ?
Kisa w vle fè kòm
plezi ?
Espò
Detant ak
aktivite
sosyal
Pèsonalite
Travay
oswa
Aktivite
volontè
Avèk
fanmi
Bagay ou pi
renmen yo
Poukont ou
Abite ak
lòt moun
Pwen fò
oswa
preferans

10. Se vizyon elèv la k ap gide pwosesis la

11. Transition Planning Form
(TPF)
Fòmilè Planifikasyon
Tranzisyon (TPF an anglè) an
1. Post-Secondary Vision considers the
student’s preferences, interests and the
desired outcomes for education/training,
employment and adult living.
1. Vizyon apre lekòl segondè konsidere
preferans elèv la, enterè l yo ak siksè l vle
aive jwen nan domèn edikasyon / fòmasyon,
travay ak nan lavi kòm yon adilt.
2. Disability Related Needs addresses
disability-related skills that require IEP
goals and/or related services.
2. Bezwen yo ki gen rapò ak andikap
adrese konpetans ki gen rapò ak andikap ki
egzije objektif IEP yo ak / oswa sèvis ki gen
rapò ak objektif sa yo.
3. Action Plan outlines how students can
develop skills to be prepared both
academically and functionally to meet their
vision for the future and who will support
them.
3. Plan Aksyon an dekri kòman elèv yo ka
devlope konpetans pou yo prepare yo alafwa
sou plan akademik ak fonksyonèl pou
reponn a vizyon yo pou lavni ak kiyès ki
pral sipòte yo.
* Anticipated date of graduation * Dat yo prevwa pou gradyasyon an

12. Transition in the IEP Tranzisyon nan IEP a
Post Secondary Vision:
•What does your student hope to
achieve?
•Which services will your student need
to get there?
Vizyon apre lekòl segondè :
•Kisa elèv ou a espere akonpli ?
•Ki sèvis elèv ou a ap bezwen resevwa
pou l rive akonpli l ?
Annual Goals:
Should be related to Vision
Objektif anyèl yo :
Yo dwe an rapò a vizyon an
Additional Information:
Date of Graduation
Enfòmasyon siplemantè :
Dat gradyasyon an

13. Education Goals Objektif edikasyon an
• Work on academic goals
• Complete classes and earn credits
toward graduation
• Succeed in the general curriculum
• Make progress towards post-high
school plans
• Travay sou objektif akademik yo
• Fini kou yo epi resevwa kredi pou
w ka gradye
• Reyisi nan kourikoulòm jeneral la
• Fè pwogrè nan plan yo pou apre
lekòl segondè

14. Employment or Vocational
Goals
Objektif pou travay oswa pou
pwofesyon
Preparing for employment is an
important part of your student’s
postsecondary goals. It teaches your
student about a particular job that may
interest your student and its needed
skills (i.e. cosmetology or mechanics)
Preparasyon pou travay se yon pati
enpòtan nan objektif elèv ou a apre
lekòl segondè. Nan preparasyon an, y
ap anseye elèv ou a yon travay
espesifik ki ka enterese l ak konpetans
ki nesesè pou travay sa a (pa egzanp
kosmetoloji oswa mekanik)
What jobs match your student’s
interests and skills?
Consider work-based learning
options: volunteering and
internships.
Ki travay ki koresponn a enterè ak
konpetans elèv ou a ?
Konsidere opsyon aprantisaj nan
milye travay yo : fè volontarya ak
fè estaj.

15. Independent Living Goals Objektif pou mennen yon lavi
otonòm
Independent Living Skills to address if
appropriate:
Preparing meals
Paying bills and banking
Doing laundry
Having good personal hygiene
Managing medications/healthcare
Maintaining a home
Traveling around town
Shopping, Eating out
Work out at a fitness center
Maintaining Safety
Konpetans sou mennen yon lavi
endepandan pou adrese si l
apwopriye :
Preparasyon manje
Peye bòdwo ak jere tranzaksyon
labank
Fè lesiv
Fè bon ijyèn pèsonèl
Pran anchaj medikaman / swen
lasante
Fè antretyen yon kay
Al kote w bezwen nan komin nan
Fè acha, al nan restoran
Fè egzèsis nan yon sant jimnastik
Kenbe tèt ou an sekirite

16. Questions to discuss with
your student
Kesyon pou w diskite avèk
elèv ou a
• What skills does your student need to
reach his or her dream?
• What job would he or she like to have
one day?
• Where does he or she want to live as
an adult?
• What is your student good at?
• What skills need to be improved?
• Where can your student work on these
skills in school and in the community?
• Who, specifically, will be able to help
your student reach each goal?
• Ki konpetans elèv ou a bezwen pou l
rive jwen rèv li ?
• Ki travay li ta renmen jwenn yon jou ?
• Ki kote l vle abite lè l vin adilt ?
• Nan kisa elèv ou a bon ?
• Nan ki konpetans li bezwen
amelyorasyon ?
• Ki kote elèv ou a ka travay sou
konpetans sa yo nan lekòl ak nan
kominote a ?
• Ki moun, espesifikman, k ap kapab
ede elèv ou a atenn chak objektif ?

17. What do I Need to Know
about my Student to Help
Develop Goals?
Kisa m dwe konnen sou elèv
mwen an pou m ka ede l devlope
objektif sa yo ?
• Can my student learn to drive?
• Can he work more than 4 hours
during an average work day?
• Can she write a 5 paragraph essay
for a college application?
• Can she navigate on the bus to the
gym independently using her
phone?
• Can he work in a group?
• Can she follow multi-step
directions?
• Èske elèv mwen an ka aprann
kondui ?
• Èske l ka travay plis pase 4 èdtan an
mwayèn nan yon jounen travay ?
• Èske l ka ekri yon redaksyon ki gen 5
paragraf pou yon aplikasyon pou
inivèsite ?
• Èske l ka itilize telefòn li pou l navige
al nan sant jimnastik nan bis poukont
li ?
• Èske l ka travay nan yon gwoup ?
• Èske l ka swiv enstriksyon ki gen
plizyè etap ?

18. Parent’s Role in Transition
Planning
Wòl paran yo nan
planifikasyon tranzisyon an
• Provide increasing opportunities to
help student develop skills needed to
become independent
• Assist student in developing a vision
of what student wants to do in life
• Ofri opòtinite san rete pou ede elèv
la devlope konpetans l ap bezwen
pou l vin endepandan
• Ede elèv la devlope yon vizyon de
kisa l vle fè nan lavi
EXAMPLES– visit places in the
community where student could
volunteer, support extra-curricula
activities and clubs, use professional
connections to help youth identify real
world career opportunities, practice
soft skills with youth
EGZANP YO– vizite kote nan
kominote a pou elèv la ta ka fè
volontarya, soutni aktivite ki pa nan
kourikoulòm lekòl ak klib, itilize
koneksyon pwofesyonèl pou ede jèn
yo idantifye opòtinite pou karyè ki
reyèl, pratike kalite pèsonèl ak jèn yo

19. Student’s Role in Transition
Planning
Wòl elèv la nan planifikasyon
tranzisyon an
• Participate in IEP Meeting at age 14 or
earlier (eventually lead IEP meeting)
• Develop their own vision statement to
share at the IEP meeting, identify their
interests and preferences
• Take courses to prepare them for
postsecondary goals
• Identify career options that match their
interests and strengths/skills
• Set goals, aim high – sustain motivation
• Patisipe nan reyinyon IEP yo a 14 zan
oswa anvan sa (alafen pran direksyon
reyinyon IEP yo)
• Devlope pwòp deklarasyon vizyon l
pou l pataje nan reyinyon IEP a,
idantifye enterè ak preferans li
• Pran kou pou prepare l pou objektif li
genyen apre l fini lekòl segondè
• Idantifye opsyon karyè l ki koresponn a
enterè l ak pwen fò / konpetans li
• Fikse objektif yo, vize wo - rete motive
Students should be at the center
of the Transition Planning Process
Elèv yo dwe sèvi kòm poto mitan
pwosesis planifikasyon tranzisyon
an

20. Sandy’s Postsecondary Vision: I want to attend a culinary
program, work part-time in a restaurant and live at home.
Action Step Who can help? By When?
1. Look into culinary
programs
-Parents
-Student
-Guidance Counselor
Need to apply by February
2. Apply to some restaurants -Student
-Vocational rehabilitation
-Teacher
April/May- need summer job
3. Community Safety -Family
-Teacher
Ongoing

21. Vizyon Sandy apre l fini lekòl segondè : Mwen vle ale nan yon kou
kuizin, travay a tan pasyèl nan yon restoran epi abite lakay.
Plan aksyon yo Kiyès ki ka ede ? Jiska ki dat ?
1. Enfòme sou kou kuizin yo -Paran yo
-Elèv la
-Konseye sou oryantasyon an
Li dwe aplike jiska fevriye
2. Aplike nan kèk restoran -Elèv la
-Re-adaptasyon pwofesyonèl
-Mèt la
Avril/me- Li bezwen travay
nan ete a
3. Sekirite nan kominote a -Fanmi an
-Mèt la
Ap kontinye

22. Self-Determination and Self-
Advocacy
Oto-detèminasyon ak Oto-
defans
Self-determination: Student has
ability to make choices and decisions
based on her/her own preferences and
interests.
Oto-detèminasyon : Elèv la gen
kapasite pou l fè chwa ak pran
desizyon ki baze sou pwòp preferans
ak enterè l yo.
Self-advocacy: student has ability to
give a voice to those choices. These
skills need to be taught and practiced
• in school
• at home, and
• in the community
Student needs opportunities to
problem-solve, make mistakes and
advocate for him/herself.
Oto-defans : Elèv la gen kapasite pou l
defann chwa sa yo. Li dwe aprann ak
pratike konpetans sa yo
• nan lekòl li
• lakay li, ak
• nan kominote a
Elèv la bezwen opòtinite pou l rezoud
pwoblèm, fè erè ak defann tèt li.

23. Graduation Gradyasyon
To earn a state standard diploma, student
must:
•meet the Competency Determination (CD)
standard (pass all three 10th grade MCAS
tests), and
•meet all local graduation requirements
Pou pran yon diplòm leta estanda, elèv la
dwe :
•reponn a nòm Detèminasyon Konpetans
(CD an anglè) la (pase tout twa egzamen
MCAS 10è ane yo), ak
•reponn a tout egzijans pou gradyasyon nan
zòn li an
An Educational Proficiency Plan (EPP)
must be developed for any student who
does not meet or exceed the Proficient level
(score of 240) on the grade 10 ELA and/or
Mathematics tests.
Yo bezwen devlope yon Plan pou
Konpetans Edikatif (EPP an anglè) pou
nenpòt elèv ki pa fè oswa pa depase nòt pou
nivo Konpetans lan (nòt 240) nan egzamen
ELA ak / oswa Matematik klas 10è ane a.
Certificate of Achievement or
Attendance is not a state diploma.
Sètifika pou Reyisit oswa pou Prezans pa
yon diplòm leta.

24. Turning 18 Vin gen 18 tan
At 18, youth can vote, buy a house or get
married. In the eyes of the law, the
individual is presumed to have the capacity
to make informed legal, financial and
healthcare decisions.
A 18 tan, jèn yo ka vote, achte yon kay
oubyen marye. Devan lalwa a, endividi a
sipoze gen kapasite pou l pran desizyon
eklere nan domèn legal, finansye ak swen
lasante.
Age of Majority - at age 18, all of the
decision-making rights in special education
that have been exercised by the parent
transfer to the adult student.
Laj Majorite - a 18 tan, yo transfere tout
dwa paran an te genyen pou l pran desizyon
nan edikasyon espesyal bay elèv ki vin adilt
la.
Selective Service - all males must register
at age 18.
Sèvis selektif - tout gason yo dwe enskri a
18 tan.
Eligible for SSI & Medicaid/MassHealth
- be aware of the financial eligibility criteria
to qualify.
Kalifye pou SSI (Revni siplemantè nan
Sekirite Sosyal) ak Medicaid /
MassHealth - ou dwe konnen kritè pou
kalifikasyon ki baze sou finans ou.
Apply for Section 8 Housing Voucher Aplike pou bon sibvansyon pou lojman
Section 8

25. Decision-making Options Opsyon pou pran desizyon
Does my child have the capacity to
make personal and financial decisions?
Èske pitit mwen an gen kapasite pou l
pran desizyon pèsonèl ak sou finans li ?
Options:
(from Least to Most Restrictive)
• Joint/Custodial Bank Accounts
• Trusts
• Representative Payee
• Durable Power of Attorney for
Property
• Advocate
• Health Care Proxy
• Conservatorship
• Guardianship
Opsyon yo :
(sot nan mwens restriktif pou rive sou
pi restriktif)
• Kont labank ansanm ak yon moun /
Moun ki responsab li a
• Fidisi
• Reprezantan benefisyè
• Pwokirasyon dirab pou pwopriyete
• Defansè
• Mandatè pou swen lasante
• Tribinal oswa jij chwazi l kòm titè
pou yon adilt
• Responsab legal timoun

26. Chapter 688 Referral Rekòmandasyon pou Chapter
688 (Chapit 688)
Massachusetts “Turning 22” law
addresses transition planning needs of
students with significant disabilities who
will need adult services. (one referral
per student)
Lwa lè moun vin gen 22 zan nan
Massachusetts (“Turning 22” law )
adrese bezwen planifikasyon tranzisyon
yo pou elèv ki gen gwo andikap k ap
bezwen sèvis kòm adilt. (yon
rekòmandasyon pa elèv)
 Unable to work more than 20 hours per
week w/out supports
 Two year planning process
 School makes the referral to Adult Human
Service Agency
 Agency develops an Individualized
Transition Plan (ITP)
 Pa ka travay plis pase 20 èdtan pa semèn
avèk / san sipò
 Pwosesis planifikasyon de ane
 Lekòl la voye rekòmandasyon an bay Ajans
pou sèvis imen pou adilt la
 Ajans lan devlope yon Plan Tranzisyon
Endividyèl (ITP an anglè)
Chapter 688 is NOT:
• Continuation of Special Education
• Adult Eligibility Determination
• Entitlement to adult services
Chapter 688 PA :
• Kontinyasyon Edikasyon Espesyal
• Detèminasyon kalifikasyon pou
resevwa sèvis kòm adilt
• Dwa pou resevwa sèvis kòm adilt

27. Adult Human Service Agencies Ajans k ap bay sèvis imen pou
adilt
• Massachusetts Rehabilitation Commission - MRC
• Department of Developmental Services - DDS
• Department of Mental Health - DMH
• Massachusetts Commission for the Blind - MCB
• Mass. Comm. for the Deaf and Hard of Hearing - MCDHH
• Massachusetts Department of Children and Families- DCF
• Department of Youth Services - DYS
• Bureau of Transition Planning- BTP (if unsure where to refer)
• Chapter 688 Referral FORM -
http://www.doe.mass.edu/sped/28mr/28m11.pdf
• Massachusetts Rehabilitation Commission - MRC
(Komisyon pou re-adaptasyon nan Massachusetts)
• Department of Developmental Services - DDS (Depatman
sèvis pou devlopman)
• Department of Mental Health - DMH (Depatman lasante
mantal)
• Massachusetts Commission for the Blind - MCB (Komisyon
pou moun avèg nan Massachusetts)
• Mass. Comm. for the Deaf and Hard of Hearing - MCDHH
(Komisyon pou moun soud ak tande di nan Massachusetts)
• Massachusetts Department of Children and Families- DCF
(Depatman pou timoun ak fanmi nan Massachusetts)
• Department of Youth Services - DYS (Depatman sèvis pou
jèn)
• Bureau of Transition Planning- BTP (Biwo pou
planifikasyon tranzisyon) (si w pa sèten ki kote pou voye
elèv la)
• Chapter 688 Referral FORM (FÒMILÈ pou rekòmandasyon
Chapit 688) -
http://www.doe.mass.edu/sped/28mr/28m11.pdf

28. A Continuum of
Options
Yon pakèt lòt opsyon
• Focus on building the system
of support
• Make sure actions reflect a
young adult’s vision and that
they have buy-in
• Be creative and adaptable
• Deep breaths
• Prepare as early as possible.
• Konsantre sou bati sistèm sipò a
• Asire w aksyon yo reflete
vizyon yon jèn adilt epi jèn adilt
la gen yon kontra
• Se pou w kreyatif ak fleksib
• Pran gwo souf
• Prepare pi bonè possib

29. Family Discussions before
student turns 22
Diskisyon nan fanmi an anvan
elèv la vin gen 22 zan
1. What will they do all day?
2. Where will they live?
3. How will they get around?
4. What government assistance do
they qualify for?
5. Who will pay for their expenses?
6. What will happen when I can no
longer care for them?
1. Kisa l pral fè tout lajounen ?
2. Ki kote l pral rete ?
3. Kòman l pral fè al kote l bezwen ?
4. Pou ki èd gouvènman l ap kalifye ?
5. Kiyès k ap peye pou depans li yo ?
6. Sa k ap rive lè m pa ka pran swen l
ankò ?

30. Transition Laws Lwa yo sou tranzisyon
1. IDEA 2004
2. M.G.L. c.71B – MA Special
Education Law
3. M.G.L. c.688 – “Turning 22”
Law
4. Rehabilitation Act of 1973
(Amended in 1992 and 1998)
5. Workforce Innovation and
Opportunity Act of 2014 (WIOA)
1. IDEA 2004
2. M.G.L. c.71B – MA Special
Education Law (Lwa sou
Edikasyon Espesyal nan MA)
3. M.G.L. c.688 – “Turning 22”
Law (Lwa lè moun vin gen 22 an)
4. Rehabilitation Act of 1973
(Amended in 1992 and 1998)
(Lwa sou re-adaptasyon 1973 / yo
te amande l an 1992 ak 1998)
5. Workforce Innovation and
Opportunity Act of 2014 (WIOA)
(Lwa sou inovasyon mendèv ak
opòtinite 2014)

31. Stay Informed about Transition Kontinye pran enfòmasyon sou
tranzisyon an
Join the Conversation!
FCSNTransition Listserve – a
free Yahoo group for parents
and professionals
fcsntransition-
subscribe@yahoogroups.com
Patisipe nan konvèsasyon an !
FCSNTransition Listserve –
yon gwoup gratis sou yahoo
pou paran ak pwofesyonèl
fcsntransition-
subscribe@yahoogroups.com
•Learn More!
FCSN’s The LINK Center
website
www.fcsn.org/linkcenter
•Aprann plis !
Sit entènèt The LINK Center
FCSN (Federasyon pou
timoun ki gen bezwen
espesyal yo) nan
www.fcsn.org/linkcenter
DESE Secondary Transition
website
http://www.doe.mass.edu/spe
d/secondary-
transition/default.html
Sit entènèt Tranzisyon
segondè DESE a
http://www.doe.mass.edu/spe
d/secondary-
transition/default.html

32. Resous yo
A Family Guide to Transition Services in Massachusetts (Yon gid pou
fanmi pou sèvis tranzisyon nan Massachusetts)
http://fcsn.org/transition_guide/english.pdf
http://fcsn.org/transition_guide/spanish.pdf
Transition Planning Form (Fòmilè pou planifikasyon tranzisyon an)
http://www.doe.mass.edu/sped/28MR/28m9.pdf
DESE Technical Assistance SPED Advisories (Komite konsiltatif pou asistans teknik pou
Edikasyon Espesyal pou Depatman Edikasyon Elemantè ak Segondè) :
Postsecondary Goals and Annual IEP Goals in the Transition Planning Process
(Objektif pou apre lekòl segondè ak objektif pou IEP anyèl nan pwosesis planifikasyon tranzisyon an)
http://www.doe.mass.edu/sped/advisories/13_1ta.html
Transition Assessment in the Secondary Transition Planning Process
(Evalyasyon tranzisyon nan pwosesis planifikasyon tranzisyon segondè a)
http://www.doe.mass.edu/sped/advisories/2014-4ta.html
Promoting Student Self-Determination to Improve Student Outcomes
(Fè pwomosyon pou Oto-detèminasyon kay elèv yo pou amelyore siksè elèv yo)
http://www.doe.mass.edu/sped/advisories/2016-2ta.pdf

33. ENFÒME, EDIKE, FÈ FANMI YO SANTI YO GEN POUVWA
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
Mèsi paske w vini !
Parent Training and Information Center (PTIC) (Sant pou fòmasyon ak enfòmasyon pou paran yo) and The Link
Center (Sant pou lyen an)
jwenn soutyen an pati nan sibvansyon ki soti nan
U.S. Dept. of Education, Office of Special Education Programs (Depatman Edikasyon nan Etazini, Biwo pou
Pwogram Edikasyon Espesyal yo),
Rehabilitation Services Administration (Administrasyon Sèvis Re-adaptasyon yo) ak
MA Dept. of Elementary and Secondary Education (Depatman Edikasyon Elemantè ak Segondè nan
Massachusetts)
Ou gen kesyon ?