Required IEP Sections in Massachusetts
What sections are required in an IEP in Massachusetts?
Massachusetts IEPs must include specific required sections that differ somewhat from federal IDEA defaults, particularly around transition planning. Starting at age 14, the IEP must include a "post-secondary vision statement" describing the student's goals for education, employment, and independent living after high school (603 CMR 28.05(4)). The IEP must also contain present levels of educational performance in both general curriculum and other educational needs (including transition-related areas), measurable annual goals with objectives or benchmarks, and a description of how progress will be measured. For students age 14 and older, the IEP must address transition services through the Transition Planning Form (TPF), a separate but coordinated document that includes disability-related needs, action plans for skill development, and specific transition services the school will provide. Massachusetts law (Chapter 688) requires schools to begin discussing adult agency referrals at least two years before the student leaves school. The IEP must also document any formal or informal transition assessments completed, explain how the student will participate in the general curriculum, list any accommodations or modifications needed, and specify related services, supplementary aids, and program modifications. Massachusetts requires that goals be measurable and include specific timelines, and that transition goals specifically address post-secondary education, employment, and independent living skills rather than remaining general.
What Massachusetts Requires
Starting at age 14, every IEP must include a post-secondary vision statement describing the student's goals for education, employment, and independent living after high school, and this vision must drive all transition planning (603 CMR 28.05(4)).
Massachusetts IEPs must include the Transition Planning Form (TPF) beginning at age 14, which is a separate document from the IEP but incorporated into it; the TPF must list disability-related needs, action plans with specific skills to develop, and the transition services the school will provide to address those needs.
All IEP goals must be measurable with specific objectives or benchmarks and a documented data collection strategy; progress must be reported to parents at least as often as report cards are sent (or quarterly minimum), and parents can request updated progress reports at any time if concerned about progress.
The IEP must document all transition assessments (both formal and informal) completed to inform post-secondary goals, and schools must offer transition assessments at age 14 and annually thereafter; parents can request additional assessments in writing on the Evaluation Consent Form.
Schools must begin the Chapter 688 adult agency referral process at least two years before the student leaves special education (typically by age 16), and the IEP must document discussions about potential adult services from agencies like the Department of Developmental Services, Department of Mental Health, or other EOHHS agencies.
Key Timelines
Age 14: Transition services eligibility begins; IEP must include post-secondary vision statement and Transition Planning Form; transition assessments must be completed (603 CMR 28.05(4))
Age 14: First Transition Planning Form created and incorporated into IEP; annual updates required each year thereafter
Age 16 (or at least 2 years before leaving special education): Chapter 688 referral process must begin for adult agency services eligibility determination; school must obtain parent/guardian signature on 688 referral form
Age 18: Student reaches legal age of majority; IEP must address decision-making (shared decision-making, delegated decision-making, or guardianship options must be discussed starting at age 17)
Age 22: Special education and FAPE entitlement ends; transition services cease unless student has not yet graduated