District/School Name:________________________________________
MASSACHUSETTS DISTRICT/SCHOOL SECONDARY TRANSITION NEEDS ASSESSMENT
PURPOSE OF THE NEEDS ASSESSMENT: This is a self assessment designed to assist schools and districts to evaluate their current secondary
transition policies, practices, and procedures in the light of best practice quality indicators, and to prioritize their most critical needs. These best
practice quality indicators were developed from several streams of information: (a) research demonstrating correlations between these
practices and positive outcomes for students with disabilities, (b) requirements in federal and state special education law, (c) Massachusetts
District Standards & Indicators, and (d) Massachusetts Conditions for School Effectiveness. Legally required elements of transition planning
include the appropriate statutory or regulatory citation.
Now in its first version, this needs assessment is a work in progress. To date, it has been tested and revised based on feedback from five districts
and one collaborative. It was used by district and school teams as a planning tool at the April 24, 2013 Secondary Transition Capacity-Building
conference. We invite your feedback on its usefulness; our goal is to collaborate with you over time to continuously improve a tool that is both
meaningful and easy to use. Please send comments and suggestions to Amanda Green, agreen@doe.mass.edu or 781-338-3368.
This assessment was adapted with permission from Morningstar, M.E., Gaumer Erickson, A., Lattin, D.L.; Lee, H. (2012). Quality indicators of
Exemplary Transition Programs Needs Assessment. Lawrence, KS: University of Kansas.
http://www.transitioncoalition.org/transition/qi_survey/index.php?step=intro
1
INSTRUCTIONS: Consider your district/school’s secondary transition policies, practices, and procedures in light of each quality indicator. (Note
that not every indicator may be an exact fit for your school/district; for example, a quality indicator regarding inclusion may not fully apply to an
approved private school. Please adjust your calculations accordingly. If you leave an item blank because it is not applicable, remember to divide
by a smaller number when you calculate your score.) Assign a numerical rating to each indicator, to denote whether each item is not achieved,
partially achieved, mostly achieved, or completely achieved in your district/school.
Definition of Ratings:
Not Achieved: A school or district is demonstrating little to no progress in implementing this quality indicator, or implementation is
infrequent.
Partially Achieved: Some policies, practices, and procedures are emerging or are in place to support this quality indicator; however they are
not yet fully developed or implemented with consistency.
Mostly Achieved: The school’s/district’s policies, procedures, and practices for this quality indicator are implemented consistently.
Completely Achieved: The school’s/district’s policies, procedures, and practices are in place for this quality indicator, are implemented
consistently, and aligned to and integrated with other quality indicators to the point of being self-sustaining.
Scoring for Ratings:
Not Achieved = 0
Partially Achieved = 1
Mostly Achieved = 2
Completely Achieved = 3
In the column to the far right, briefly note the evidence you used in order to assign this rating. Examples of evidence could include policies,
practices, procedures, procedure manuals, student files, etc. At the end of each section, total the score and average it by calculating the average
score for each area (e.g., in the Transition Planning area, it would be the combined score for items 1 – 8, divided by 8).
Transfer your total scores to the summary table at the end of this assessment.
Finally, review your scores in the summary table and identify the most important quality indicators that have not been achieved. A lower score
indicates less achievement. In the Priority column, put an asterisk next to the items that seem most critical to address. In the Notes section, jot
down why certain quality indicators are a priority.
2
Transition Planning
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
1. Transition planning for students with disabilities begins
at age 14 (or earlier if deemed appropriate by the IEP
Team).1
[M.G.L. c. 71B §2]
2. Transition planning is driven by the student’s needs,
taking into account his/her strengths, preferences, and
interests.
[34 CFR § 300.43 (a)] [20 U.S.C. § 1401(34)]
3. IEPs for students aged 14-22 contain postsecondary
goals that are appropriate, measurable, annually updated,
and based upon age-appropriate transition assessment.
[34 CFR § 300.320(b) and (c)] [20 U.S.C. § 1414(d)(1)(A)(i)(VIII)]
4. IEPs for students aged 14-22 identify postsecondary
goals in the areas of postsecondary education/training,
employment, and independent living skills.
[34 CFR § 300.320(b) and (c)] [20 U.S.C. § 1414(d)(1)(A)(i)(VIII)]
5. IEPs for students aged 14-22 identify needed transition
services and courses of study to assist students in reaching
their postsecondary goals.
[34 CFR § 300.320(b) and (c)] [20 U.S.C. § 1414(d)(1)(A)(i)(VIII)]
6. IEPs for students aged 14-22 contain annual IEP goals
that are skill-based and clearly linked to the student’s
postsecondary goals.
[34 CFR § 300.43 (a)] [20 U.S.C. § 1401(34)]
[Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and
Annual IEP Goals in the Transition Planning Process,
http://www.doe.mass.edu/sped/advisories/13_1ta.html]
1
One of the Massachusetts Department of Elementary and Secondary Education’s new College and Career Readiness goals is to increase the number of students who are
engaged in secondary and postsecondary planning as early as grade 6.
3
Transition Planning (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
7. Meaningful post-school outcomes data is collected for
students who have exited school to track post-school
success and the effectiveness of the school-based
transition planning process.
[See 20 U.S.C. § 1416(a)(3)(B)]
8. At least 2 years before the student is expected to
graduate from school or turn 22 years of age, the district
refers students who may be eligible for adult services
through Chapter 688.
[603 CMR 28.05(4)(c)]
[See www.doe.mass.edu/sped/iep/688/ .]
TOTAL OF TRANSITION PLANNING ITEM SCORES:
DIVIDED BY 8:
4
Transition Assessment
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
9. School staff use formal (standardized) and informal (nonstandardized) assessments to develop transition plans.
[See 603 CMR 35.03(1)(b) and 603 CMR 35.04(1)(c.)]
[Resource: www.nsttac.org]
10. Assessment procedures include multiple and ongoing
activities and methods that sample critical transition
behaviors and skills (e.g. self advocacy, employment and
independent living skills, academic proficiency, etc.).
[Resource: www.nsttac.org]
11. Transition assessments are individualized for each
student so that specific information is collected regarding
student postsecondary goals, needs, strengths,
preferences, and interests.
[34 CFR § 300.43(a)(2)] [34 CFR § 300.320(b)(1)]
12. Procedures are in place to foster two-way
communication about transition assessment to students,
families and staff.
[603 CMR 35:03(3)(c) and 35.04(3)(c)]
[Technical Assistance Advisory SPED 2013-1: Postsecondary Goals and
Annual IEP Goals in the Transition Planning Process
http://www.doe.mass.edu/sped/advisories/13_1ta.html]
13. Transition assessment results inform the entire
transition planning process.
[34 CFR § 300.320(b)(1)]
5
Transition Assessment (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
14. For students graduating or exiting special education
services, a summary of academic achievement and
functional performance with recommendations for meeting
postsecondary goals is developed and shared with students
and their families.
[34 CFR § 300.305(e)(3)] [20 U.S.C. § 1414(c)(5)(B)(ii)]
[Resource:
http://www.doe.mass.edu/sped/IDEA2004/spr_meetings/eval_exitsum
mary.pdf#search=%22summary%22]
TOTAL OF TRANSITION ASSESSMENT ITEM SCORES:
DIVIDED BY 6:
6
Student Self Determination
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
15. Students are invited to and attend transition planning
meetings.
[34 CFR § 300.321(b)] [20 U.S.C. § 1414(d)(1)(B)]
16. Students are active participants in the transition
planning process.
[See 34 CFR § 300.321(b) and (c).]
17. Students are supported to lead their own IEP meetings.
[See “Personal/Social Development” in “Exhibit A: Defining Career
Readiness,” and “Student Led Conference” in “Exhibit C: College and
Career Readiness High Level Standards and Assessment Options” in
From Cradle to Career: Educating Our Students for Lifelong Success,
www.doe.mass.edu/ccr/2012-06BESEReport.pdf .]
18. As the student reaches age 17, the Team discusses
transfer of rights at the age of majority
[34 CFR § 300.320(c)][603 CMR 28.07(5)]
[Administrative Advisory SPED 2011-1: Age of Majority,
www.doe.mass.edu/sped/advisories/11_1.html]
19. Parents are provided with information on how to help
their children develop self determination and self advocacy
skills including, but not limited to goal setting, motivation,
persistence, self-efficacy and effective communication.
[See 603 CMR 35.03(3)(b) and (c), as well as 603 CMR 35.03(2)(c).]
[See “Personal/Social Development” in “Exhibit A: Defining Career
Readiness,” and “Exhibit C: College and Career Readiness High Level
Standards and Assessment Options” in From Cradle to Career:
Educating Our Students for Lifelong Success,
www.doe.mass.edu/ccr/2012-06BESEReport.pdf .]
7
Student Self Determination (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
20. Students are taught goal-setting and decision-making
skills beginning as early as possible, but no later than upon
entering middle school.
[See “Personal/Social Development” in “Exhibit A: Defining Career
Readiness,” in From Cradle to Career: Educating Our Students for
Lifelong Success, www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
21. Students are taught self management skills (selfawareness, self-monitoring, self-control).
[See 603 CMR 35.04(4)(e) and “Personal/Social Development” in
“Exhibit A: Defining Career Readiness,” in From Cradle to Career:
Educating Our Students for Lifelong Success,
www.doe.mass.edu/ccr/2012-06BESEReport.pdf .]
[Resource: http://www.doe.mass.edu/ssce/safety.html]
TOTAL OF STUDENT SELF DETERMINATION ITEM SCORES:
DIVIDED BY 7:
8
Family Engagement
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
22. Family members (including extended family, friends,
and others, if appropriate) regularly attend transition
planning meetings.
[34 CFR § 300.321(a)(1) and 34 CFR § 300.321(a)(6).]
23. School professionals collaborate with families to create
and implement strategies for supporting student learning
and development at home, at school, and in the
community.
[See 603 CMR 35.03(3) and 603 CMR 35.04(3).]
24. School professionals engage in regular, two-way, and
culturally proficient communication with families about
transition planning.
[See 603 CMR 35.03(3)(c) and 603 CMR 35.04(3)(c).]
25. School/district actively engages families as partners in
developing and sustaining student employment and
learning opportunities in the community.
[See pp. 16-17 in From Cradle to Career: Educating Our Students for
Lifelong Success, www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
26. Information is provided in a variety of languages and
formats (e.g., email, in-person, by mail) to families about
transition planning, transition services and the IEP.
[603 CMR 28.07(8)(b), 603 CMR 28.02(4), and 603 CMR 35.04(1)(b)]
TOTAL OF FAMILY ENGAGEMENT ITEM SCORES:
DIVIDED BY 5:
9
Whole-School Context (see Conditions for School Effectiveness @ 603 CMR 2.03(4))
Not
Partially
Mostly
Achieved Achieved Achieved
(0)
(1)
(2)
27. The district and school assemble an effective leadership
team that supports and sustains a system for successful
student transition to adult life.
Completely Evidence (How do you know?)
Achieved
(3)
[See 603 CMR 2.03(4)(b)(2) and 603 CMR 35:04(4).]
28. School and district leadership have sufficient budget
authority and adequate resources to promote positive
transition outcomes for students with disabilities.
[See 603 CMR 2.03(4)(b)(6) and (11).]
29. High-quality, job-embedded professional development
in transition is provided for district and school staff.
[See 603 CMR 2.03(4)(b)(7.)]
30. District and school professionals collaborate across
roles (general/special/vocational-technical education,
related service, guidance, etc.) in transition planning.
31. Students with disabilities have access to a rigorous
curriculum that is aligned with state curriculum frameworks
and the MCAS performance level descriptions.
[See 603 CMR 2.03(4)(b)(3).]
32. A system of tiered instruction is in place to provide
learning and behavior challenge prevention, early
detection, and support for all students in middle and high
school.
[See 603 CMR 2.03(4)(b)(8) and www.doe.mass.edu/sped/mtss.html. ]
33. The district and school have put in place systems to
address students’ social, emotional, and health needs.
[See 603 CMR 2.03(4)(b)(9) and
http://www.doe.mass.edu/bullying/SELguide.pdf] and
www.doe.mass.edu/sped/mtss.html.]
10
Whole-School Context (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
34. Students with disabilities are educated in inclusive
settings to the maximum extent possible.
[See 603 CMR 28.02(12) and
http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C
612%2Ca%2C5%2C.]
35. Specific strategies exist for facilitating age-appropriate
social inclusion of students with disabilities into regular
school programs, activities, and extra-curricular activities.
[See 603 CMR 28.06(6).]
TOTAL OF WHOLE-SCHOOL CONTEXT ITEM SCORES:
DIVIDED BY 9:
11
Interagency and Community Collaboration
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
36. School-business partnerships and linkages exist and
promote employment opportunities for all students,
including those with disabilities.
[See pp. 16-17 in From Cradle to Career: Educating Our Students for
Lifelong Success, www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
37. School-higher education partnerships and linkages exist
and promote student participation in higher education
opportunities.
[See Race to the Top Phase 2 Application for Initial Funding
http://www.doe.mass.edu/rttt/p2narrative.pdf#search=%22race%22
and From Cradle to Career: Educating Our Students for Lifelong Success
www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
38. School-community partnerships and linkages exist, and
promote student participation in the life of the world
beyond school walls.
[See From Cradle to Career: Educating Our Students for Lifelong Success
www.doe.mass.edu/ccr/2012-06BESEReport.pdf and Connecting
Activities http://www.doe.mass.edu/connect.]
39. School professionals understand the adult service
agency eligibility process and have collaborative
relationships with adult agency staff.
[See 603 CMR 28.05(4)(c).]
40. School professionals facilitate formal and informal
natural support networks and community connections for
students with disabilities.
[See 603 CMR 35.04(3), 603 CMR 35.03(3) and 603 CMR 2.03(4)(b)(10).]
12
Interagency and Community Collaboration (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
41. Accurate information about the range of community
services exists and is available to students and families.
[See 603 CMR 35.04(3), 603 CMR 35.03(3), and From Cradle to Career:
Educating Our Students for Lifelong Success,
www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
TOTAL OF INTERAGENCY & COMMUNITY COLLABORATION ITEM SCORES:
DIVIDED BY 6:
13
Results-Oriented Curriculum and Instruction
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
42. Appropriate academic and vocational instruction is
provided to prepare students for postsecondary
education/training.
43. Students are aware of and utilize work-based learning
and other career preparatory and vocational experiences.
[See Massachusetts Work-Based Learning Plan,
http://skillspages.com/masswbl/index.php?option=com_content&view
=frontpage&Itemid=1 and
http://skillspages.com/masswbl/index.php?option=com_content&view
=article&id=87&Itemid=122.]
44. Appropriate instruction to prepare students for
independent living is provided so that students are ready to
function as adults in the community.
45. Appropriate opportunities to engage in independent
living are provided to prepare students for functioning as
adults in the community.
46. Students are provided with appropriate
social/interpersonal and recreational skills instruction and
opportunities to establish social relationships with peers.
[See Social and Emotional Learning,
http://www.doe.mass.edu/bullying/#9 and MA Tiered System of
Support http://www.doe.mass.edu/mtss/curriculum.html.]
47. Teaching takes place in natural and age-appropriate
settings, including community settings. This includes posthigh school settings for students aged 18-22 still receiving
special education services.
[See From Cradle to Career: Educating Our Students for Lifelong
Success, www.doe.mass.edu/ccr/2012-06BESEReport.pdf.]
14
Results-Oriented Curriculum and Instruction (cont’d)
Not
Achieved
(0)
Partially
Achieved
(1)
Mostly
Achieved
(2)
Completely Evidence (How do you know?)
Achieved
(3)
48. Teachers in regular academic and vocational courses
are provided with the assistance of special education
services to adapt their instruction and curriculum to meet
the diverse needs of students.
[See www.doe.mass.edu/sped/mtss.html.]
49. Students with disabilities have access to Honors, AP,
and other advanced general curriculum courses.
[See http://www.doe.mass.edu/news/news.aspx?id=7117.]
TOTAL OF RESULTS-ORIENTED CURRICULUM AND INSTRUCTION ITEM SCORES:
DIVIDED BY 8:
15
Summary Table
Total
Score
Note specific items of concern in each area, based on the survey results.
Prioritize the areas that
your team will focus on,
going forward.
Transition Planning
Transition Assessment
Student Self Determination
Family Engagement
Whole-School Context
Interagency & Community
Collaboration
Results-Oriented
Curriculum and Instruction
16