# Table of Contents

## GETTING STARTED <a href="#getting-started" id="getting-started"></a>

1. Developing a Vision
2. Person-Centered Planning
3. Letter of Intent
4. Transition Timeline
5. Student’s Role in Transition
6. Family’s Role in Transition
7. Tips for Maximizing the Educational Process

## TRANSITION ESSENTIALS <a href="#transition-essentials" id="transition-essentials"></a>

1. Federal and Massachusetts Laws on Transition
2. Chapter 688/Turning 22
3. DS Adult Eligibility
4. Supports for Adults with Autism Spectrum Disorder
5. MASSCAP and Prioritization
6. Supports Intensity Scale (SIS)
7. Adult Services
8. Participant-Directed Supports Program
9. Agency With Choice Program: Co-Directed Supports
10. mployment First Initiative
11. Transportation
12. Family Support, Recreation, and Friendships
13. State Agency Resources
14. Residential Alternatives
15. DDS Home and Community-Based Waiver Overview

## OTHER RESOURCES & CONSIDERATIONS <a href="#other-resources-considerations" id="other-resources-considerations"></a>

1. Age of Majority, Guardianship, and Alternatives
2. MassHealth Benefits
3. SSI Benefits
4. Special Needs Trusts

Transition Information Fact Sheet No. 1

Developing a Vision

A “Vision” for a young person’s future after high school is based on that person’s interests, aspirations and dreams. It is helpful to start thinking and developing a realistic Vision for the future during the teen years. Parents, siblings, teachers, friends, and other interested parties can help and support the young person to develop a Vision.

It is important that goals, objectives, and strategies developed on the Individualized Education Program (IEP) during later school years support the Vision. The Vision is a starting point and can be revised over time.
