Special Education

IEP Translated Forms and Glossaries

Translated IEP Forms and Notices

The Massachusetts Department of Elementary and Secondary Education has the IEP Forms and Notices translated into sixteen languages. In addition there is a glossary corresponding to each language translating common special education terms.

The Evaluation Consent Form Attachment (N1A) form was updated in November 2019 to include a new checkbox for parents to indicate their request for evaluation summaries. Translated versions of this form are available by language below.

Translation Glossaries

The Individualized Education Program (IEP), related forms/notices, and the Parents' Rights Brochure have been translated into sixteen (16) languages. To further assist districts in providing translated information to parents, a translation glossary is available in each of the languages. Each translation glossary lists seventy-nine (79) English terms and their foreign language equivalents as used throughout the translated documents. You will find terms such as accommodation, developmental delay, general curriculum, initial evaluation and positive behavioral supports and agency names such as Department of Elementary and Secondary Education and Bureau of Transitional Planning within each glossary. By providing these glossaries to individuals completing district-level translations, school districts will ensure that parents receive documents translated in a consistent manner.

Transition Planning Form

Effective immediately, please begin using the newly developed Transition Planning Form (TPF) 28M/9 for all students with disabilities who are 14 years of age. This form has been developed for transition planning that occurs either prior to or at the time of the annual development of the IEP. The TPF (28M/9) is a mandated form that is maintained with the IEP. As a mandated form, districts must use this format to document that transition planning has occurred. Only those aspects of this planning that translate to elements of the IEP are "mandated" to occur. We have deliberately designed the planning process to be more than what is required by special education in order to have a coherent and inclusive plan of action to help to prepare youth for adult life. This inclusive planning process does not require that all identified actions will be the responsibility of the school's special education program, but rather that parents, the student, general education services, other agencies, community partners, and special education services should all work together to assist the student in making a smooth transition to adult life.

Last Updated: January 16, 2020

 
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