College-based Transition Services (CBTS)

Developed by the Massachusetts Inclusive Concurrent Education Initiative, or MAICEI, to highlight to special education administrators and IEP team members how college-based transition services meet transition services expectations. Each handout is designed by or with input from the featured student. Each document includes a brief introduction and vision for the future for the student, as well as strengths, accommodations, and other details about the student's personality. Each document also includes important information about the student's high school and college experience. 

Bridgewater State University's EXCEL Program has made great strides in creating and maintaining inclusive postsecondary education experiences for students with IDD. This brief focuses on the work EXCEL program staff have accomplished by building an inclusive model, department by department, on their campus.

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College 

This Think College Transition Student Profile features Brendon, a dual enrollment student at Bridgewater State University. Brendon’s positive transition experiences were the result of collaborative planning and supports between BSU, Somerset-Berkley Public Schools, The Nemasket Group (a disability support organization), and his family. Each partner was committed to supporting Brendon’s vision. As a result, Brendon developed greater confidence and self-determination and is now on a path to reaching his career goal of working with animals.

This webinar featured five high school administrators talking about their experiences with transition planning and college-based transition services (CBTS). Join us for a panel discussion where each of these professionals will address questions like:

This guide clarifies the roles and responsibilities of each person involved in college-based transition services (CBTS). It ensures all team members and collaborators understand their role, and that of others, in the process. It also helps to define expectations so positive transition outcomes can be achieved.

A Memorandum of Agreement (MOA) is a written document describing a cooperative relationship between a college or university and a sending district wishing to work together to develop an inclusive dual enrollment program. It services as a legal document and describes the terms and details of the partnership agreement. A MOA may be used regardless of whether or not money is to be exchanged as part of the agreement. This example was developed by Westfield State University.

This webinar explores how to use diverse college and community experiences to develop measurable IEP goals and benchmarks that support student growth and success. Consider that talking to professors, ordering lunch in the cafeteria, and planning to meet friends at a basketball game are more than just fun activities, they are the starting points for developing comprehensive, student-centered Individual Education Program (IEP) goals for transition-age youth!

This Insight Brief #38 provides dual enrollment staff, specifically college coordinators and transition specialists, an overview of effective transfer practices and policies between sending and receiving institutions to support students with intellectual disability and autism. These practices include advising, orienting, and support services, as well as providing opportunities for academic and social integration. Building ongoing relationships with transfer destination partners will be key to developing successful transfer programs.