Transition Planning and Anticipated Services in the Individualized Education Program (IEP) Process

MARYLAND HIGH SCHOOL DIPLOMA To earn a Maryland High School Diploma the student must:  meet the credit requirements for English, mathematics, science, social studies, fine arts, physical education, health, technology education  satisfy requirement in foreign language or advanced technology or career and technology program  complete the service learning requirement  pass the required state tests

MARYLAND HIGH SCHOOL CERTIFICATE is awarded only to students with disabilities who cannot meet the requirements for a diploma but who meet one of the following standards:  The student is enrolled in an education program for at least four years beyond grade eight or its age equivalent; and is determined by an IEP team, with the agreement of the parents and the student, to have developed appropriate skills to enter the world of work, act responsibly as a citizen, and enjoy a fulfilling life. World of work shall include but not be limited to gainful employment, extended employment, community rehabilitation programs, and supported employment.  The student has been enrolled in an education program for four years beyond grade eight or its age equivalent and has reached age 21.

Goal of Transition Planning is... to assist disabled students as they prepare to leave school and move to: ð Post-secondary education ð Vocational training ð Integrated or supported employment ð Continuing and adult education ð Adult services ð Independent living ð Community participation

Transition Planning Participants... ð Students ð Parents/guardians ð Teachers/transition service coordinators ð Counselors ð Administrators ð Adult service providers ð Employers ð Additional personal or professional support networks

Transition planning includes (1/3)  helping students to identify their interests, preferences and needs  identifying possible post-school outcomes for each student (such as career direction, further education or training, independent living, community access, leisure & recreation skills, needed support services).  developing a coordinated set of activities that will help each student reach these outcomes.

Transition planning includes (2/3)  preparing the student and parent to assume responsibility for accessing services and requesting needed accommodations in the community (called self-advocacy).  linking students and parents with opportunities and experiences in the employment/business community.

Transition planning includes (3/3)  linking students and parents with further education and training options.  linking students and parents with adult support service providers.

When does transition planning occur?

Required components on the IEP  instruction  community experiences  preparation for employment and post secondary education / training  post-school adult living objectives  daily living skills  vocational evaluation, if appropriate If there is no need for one or more of the required components, based on the decision of the IEP team, the team must identify the basis for not addressing that component.

What families can do to prepare:  familiarize themselves with the terms, questions and procedures  work with the school to develop self-determination skills in their son or daughter  investigate programs and services available through their local school system and their community adult service organizations  discuss the student's strengths, talents, career interests and preferences with school professionals and other significant adults in the student's life

What families can do to prepare:  maintain a transition home file  foster and support the student's dreams for the future  encourage and assist the student to express views at the transition planning meeting

What should be collected in the transition home file? (1/2)  most recent IEP with the transition component  basic identification information (address, social security number, etc.)  financial information (to establish benefits and financial eligibility such as scholarships, SSI, Medicaid)  transition checklist  transition contact log  transition letter of intent

What should be collected in the transition home file? (2/2)  personal preference  medical information  copies of all assessments and evaluations  employment history (both paid & volunteer)  resume  letters of reference