Transition

TRANSITION

PLANNING AND THE

IEP A GUIDE

FOR PARENTS

BLANK IEPPlease download or print a blank

copy of the MSDE IEP from the following site for a reference.

http://www.montgomeryschoolsmd.org/departments/specialed/OSSresources/2013/IEP%20Form%20Final%206.11.13%20without%20watermark.pdf

*NO

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TRANSITION PLANNING DEFINED

MSDE Transition Planning Guide Page #3

In Maryland, Transition Planning for you child’s future after school legally MUST begin at age 14.

Transition planning is conducted primarily at the IEP meeting.

IT IS IMPORTANT to bring any past or current materials relating to your child’s education and behavioral goals from past and current IEPs.

It is also important to bring as many materials as possible regarding transition planning, to research transition planning, and to have an idea of the process.

BEING PREPARED IS IMPORTANT

It is highly recommended that any parent obtain a copy of the MSDE Transition Planning Guide prior to any IEP meeting from….

ht t p : / /www.ma ry l a ndpub l i c sc ho o l s . o rg /N R / rdo n l y res /5 F 4 F 5 0 4 1 -0 2 EE -4 F 3 A-B 4 9 5 -5 E4 B 3 C 8 5 0 D3 E /2 3 1 0 9 /Trans i t i o nP l a nn i ngG u i de_ upda ted Ja n20 1 0 .pd f

You can also receive a copy from MSDE directly.

TRANSITION PLANNING GUIDE

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/23109/TransitionPlanningGuide_updatedJan2010.pdf





OTHER USEFUL SOURCES

MSDE Documentation Laws and Rights for Parents

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/33666/91912FINALTAB20_5DayRule_.pdf





The IEP Process Overview

http://www.marylandpublicschools.org/nr/rdonlyres/5f4f5041-02ee-4f3a-b495-5e4b3c850d3e/13899/facilitatediepmeetingfaq.pdf





IEP Law and Your Rights Under IDEA

http://nichcy.org/schoolage/iep/meetings/scheduling



How To Read Your Child’s IEP and What the Acronyms Stand For.

http://www.ncld.org/students-disabilities/iep-504-plan/individualized-education-program-terminology





Key Terms to Know in Special Education

http://nichcy.org/schoolage/keyterms



Transition Planning Rights and Process Overview

http://nichcy.org/schoolage/iep/iepcontents/transition


Transition Planning in Your Child’s

IEP

*NOTE

YOUR CHILD’S IEP MAY NOT LOOK EXACTLY LIKE THE ONE PRESENTED HERE HOWEVER IT WILL CONTAIN ALL OF THE SAME INFORMATION IN THE SAME ORDER. THIS DOCUMENT HAS BEEN PROVIDED DUE TO ITS READABILITY IN COMPARISON TO OTHER

IEP FORMATS.

Do not leave without being

informed of this date. Have it in

writing!!

Transition planning is a student centered process and is legally based upon the student’s interests.

The school might want to perform an “interest Inventory” with the student to gather information for the transition planning process.

You might also want to conduct a similar process at home.

Always review these events with the student out of school.

The school might also do career exploration with the student (by using various means of testing, questioning, etc.).

STUDENT INTERESTS

Employment: Be thinking of this now (before the IEP meeting). What might be some employment goals that you may have for the student? What are the student’s goals?

Training: What forms of training might the student need after they leave school to live life?

Education : Will the student require postsecondary education in order to reach their transition goals? For example, if the student wants to be a welder, what technical school are they going to need to attend? What colleges might you be looking at?

Independent Living (if applicable) : Many students will need to develop skills for or require services for independent living. Making plans for these services and needs is part of the transition planning process. A life-skills program or other special education services/ related services might be able to help in working towards these postsecondary goals.

POSTSECONDARY GOALS

Put simply, is there a specific career track that the student is interested in that the school can start providing an education for?

Maryland schools provide diff erent education tracks for diff erent student interests concerning postsecondary employment. Even if the student’s present school does not off er these programs the district may be able to accommodate the student’s needs elsewhere.

ASK QUESTIONS: Where is each program located? What does each program/ track involve academically? Etc.

COURSE OF STUDY

There are three ways to successfully complete school.

1. High School Diploma : Will the student receive/ earn a high school diploma?

2. Certifi cate of completion : This is a confusing topic. Put simply, this is not a high school diploma. It is a means of providing dignity to a student and their family for the student’s hard work when his/ her peers are graduating.

3. Certifi cate of completion at the end of the academic year in which the student turns 21 years old : Every student is legally entitled under IDEA law to attend school and receive services from the school through the end of the academic year in which they turn 21 years old. For more severely aff ected/ affl icted students this may be a feasible option for l ife skil ls training and independent l iving.

PROJECTED CATEGORY OF EXIT

5

What is a feasible date that the student will exit the public school system with either a High School Diploma or a certificate of Completion?

Do not leave without being informed of this date. Have it in writing!!

Always make sure that the school acknowledges that they understand that you have rights.

You should always be given a copy of your rights under IDEA at the IEP meeting.

This process SHOULD happen several times throughout the IEP meeting if the meeting is being conducted correctly.

NEVER be afraid to ask questions at any point in the IEP meeting.

NEVER sign off on anything that you do not understand.

IMPORTANT

What are the academic services that the student will require and who is the responsible party/ agency for providing those services?

These services will be determined based upon student needs and interests in coordination between yourself, the school, and a third party if one is required (such as MHA).

Make sure that the responsible party is specified in writing.

ACADEMIC SERVICES/ ACTIVITIES

What employment training or vocational training will the student need in order to meet the transition goals and who is the responsible party for providing those services?

These services will be determined by yourself, the school, and a third party if need be.

Make sure that the responsible party is specified in writing.

EMPLOYMENT SERVICES TRAINING/ ACTIVITIES

What social skills training does the student need and who is the responsible party for providing those services?

What “soft skills” (how to answer a phone, talk to a clerk, etc.) does the student need to meet postsecondary goals and who is the responsible party for meeting those goals/ providing such services?

Make sure that the responsible party is specified in writing before leaving.

ACTIVITIES OF DAILY LIVING SERVICES/ ACTIVITIES

Will the student need life skills/ functional skills training?

Will the student be able to function on their own without support or supervision from another adult?

Is independent living a goal of the transition plan?

If applicable, these services will be outlined in this section of the IEP and at this point of the IEP process.

It is important to carefully coordinate these services with third parties and the school.

Make sure that the responsible party is specified in writing before leaving the meeting.

INDEPENDENT LIVING SERVICES/ TRAINING

Will the student be dependent on transportation services for the remainder of their school services to access other services?

Will the student continue to be dependent on transportation services after graduation?

Will the student require specialized driver’s education?

Will the student require specialized equipment or controls to be able to drive?

If so, who will be providing these services?

TRANSPORTATION SERVICES

6

Do not leave without being informed of this date. Have it in writing!!

Useful link for the DORS website

http://www.dors.state.md.us/dors

DORS (DIVISION OF REHABILITATIVE SERVICES)




Useful link for the DDA Homepage

http://dda.dhmh.maryland.gov/SitePages/Home.aspx

DDA (DEPARTMENT OF DEVELOPMENTAL DISABILITIES)





Useful link for the MHA website

http://dhmh.maryland.gov/mha/SitePages/Home.aspx

MHA (MENTAL HYGIENE ADMINISTRATION)





Bring paperwork: previous IEPs, data from testing, medical information, previous transition plans.

Do Research: MSDE is VERY accessible online and in person. Never go into a transition planning meeting without any information.

Transition planning is based on the student’s interests. The school cannot decide what is best for the student without taking this into account, listen to the student and listening to you.

Get everything in writing!!!!!! Always ask for a copy. Keep people’s contact information (school, service

providers, individual teachers and school staff ). Transition planning is an active and long process. Making

the plan is a very small part of creating a successful future for your child.

REMEMBER

Publications : Maryland State Department of Educat ion Div is ion of Spec ia l Educat ion/ Ear ly

Intervent ion Serv ices . (2007). Fac i l i tated IEP Team Meet ings in Mary land: An Introduct ion and Frequent ly Asked Quest ions for Parents and Publ ic Agency/School Personnel . Bal t imore, MD: MSDE Publ icat ions and Pr inted Mater ia ls . Retr ieved From http: / /www.marylandpubl icschools .org/nr/rdonlyres/5f4f5041-02ee-4f3a-b495-5e4b3c850d3e/13899/faci l i tatediepmeetingfaq.pdf

Maryland State Department of Educat ion Div is ion of Spec ia l Educat ion/ Ear ly Intervent ion Serv ices . (2012). Chi ld wi th a Disabi l i ty – Indiv idual ized Educat ion Program Meet ing – Document Access. Bal t imore, MD: MSDE Publ icat ions and Pr inted Mater ia ls . Retr ieved From http: / /www.marylandpubl icschools .org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/33666/91912FINALTAB20_5DayRule_.pdf

Maryland State Department of Educat ion Div is ion of Spec ia l Educat ion/ Ear ly Intervent ion Serv ices . (2010). Trans i t ion P lanning Guide: Prepar ing Chi ldren With Disabi l i t ies to Move From School to Appropr iate Postsecondary outcomes. Bal t imore, MD: MSDE Publ icat ions and Pr inted Mater ia ls . Retr ieved From http: / /www.marylandpubl icschools .org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/23109/Transit ionPlanningGuide_updatedJan2010.pdf

Maryland State Department of Educat ion, Montgomery County Mary land Publ ic Schools . (2013). Indiv idual ized Educat ion Program . Rockvi l le , MD: Montgomery County Mary land Publ ic Schools Offi cia l Forms and Pr inted Mater ia ls . Retr ieved From http: / /www.montgomeryschoolsmd.org/departments/specia led/OSSresources/2013/ IEP%20Form%20Final%206.11.13%20without%20watermark.pdf

REFERENCES









Websites: Key Terms in Special Education. (2010). Retr ieved December 10, 2013,

From http://nichcy.org/schoolage/keyterms Marice, Lipsitt . (2013, December 10). How to Read an IEP: Acronyms and

Language. National Center for Learning Disabi l i t ies. Retr ieved December 10, 2013 from http://www.ncld.org/students-disabi l i t ies/ iep-504-plan/individual ized-education-program-terminology

Maryland State Department of Education Division of Rehabi l i tat ion Services. (2013). Retr ieved December 10, 2013, From http://www.dors.state.md.us/dors

Maryland State Department of Health and Mental Hygiene. (2013). Retr ieved December 10, 2013, http://dda.dhmh.maryland.gov/SitePages/Home.aspx

Maryland State Department of Health and Mental Hygiene. (2013). Retr ieved December 10, 2013, http://dhmh.maryland.gov/mha/SitePages/Home.aspx

Schedul ing the IEP Meeting and Notifying Parents. (2010). Retr ieved December 10, 2013, from http://nichcy.org/schoolage/iep/meetings/schedul ing

Transit ion Planning. (2010). Retr ieved December 10, 2013, From http://nichcy.org/schoolage/iep/iepcontents/transit ion

REFERENCES









Transition

Education

Transcript of Transition