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1. What is transition planning?
Transition planning is the process of implementing a coordinated set of activities
that is designed to help a student with disabilities reach his/her identified
outcomes.
2. What are Outcomes?
Outcomes are the post-school activities toward which
the student is working. The IEP team may identify
more
than one outcome for a student. There are seven
identified outcomes on page three of the Individualized
Education
Program:
- Post-secondary Education
- Vocational Training
- Integrated Employment
- Continuing and Adult Education
- Adult Services
- Independent Living
- Community Participation
3. When does transition planning occur?
Transition planning first becomes a formal part of the IEP during the school
year in which the student turns 14, or younger, if appropriate.
4. What services may students receive?
Students may receive an array of services including,
but not limited to the following:
- Transition planning
- Instruction geared to postsecondary
school outcomes
- Career education and career guidance
- Social skill
and self-advocacy instruction
- Technology education
courses
- In-school and community internships
- On-the-Job training
- Independent living skill instruction
- Linkage to
community agencies
5. Who provides these services?
All staff share the goal of preparing students
for employment, postsecondary education and training,
and life after high school.
Special responsibility
is assigned to the Transition Support Teacher (TST) to assist
with the coordination of activities leading to the identified outcomes,
or post-school
activities
for each student.
6.What are anticipated postsecondary services?
Each year, as part of the transition plan, the IEP
team identifies the services the student may need
during the first year following
his/her exit
from school.
Students must meet eligibility criteria.
7. How are students linked to post-school services?
At least by age 16, or earlier if appropriate, the student,
parents, and school staff discuss and plan linkages to
post-school services
as part of
the IEP planning.
Adult agency personnel may participate in these conferences.
8. What is the difference between entitlement
and eligibility systems?
A free and appropriate public education (FAPE) for
individuals with disabilities is an entitlement from
birth until the end of the school year in which the
student turns 21 years old. Once
a student exits MCPS,
he/she must
apply for adult services and meet eligibility criteria
to receive supports.
9. Which students earn a Maryland High School diploma?
Students who meet all graduation requirements will
earn a diploma. This includes course work, student
service
learning, Maryland
State Assessments, and
high school assessments.
10. Which students earn a Maryland High School
Certificate?
The 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 4 years beyond grade 8, or its
age equivalency; and
is determined
by an IEP team, with
the
agreement of the parent 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.
or...
- The student has
been enrolled in an education program for 4 years
beyond grade 8, or its
age equivalency, and has reached
age
21.
11. Can students who graduate with a high
school certificate apply to college?
Yes. Students who graduate with a certificate may
apply for admissions to any Maryland community
college, such
as Montgomery
College.
Students should
contact
the admissions office of the college for specific
school requirements.
12. How are parents involved in the transition
planning process?
Parents and guardians are valued partners with
students and school staff in identifying their
child’s postsecondary outcomes,
planning the school program, and determining the adult service needs.
Parents
obtain
information
on available services through parent meetings and participating in
the Individualized Education Program (IEP) planning process.
13. What is the difference between postsecondary
education and continuing and adult education?
Coursework at a university, college, vocational
school or other program that leads to a degree
or certification
is
considered
postsecondary education.
Continuing and Adult Education is instruction
that is not college level. This includes
but is not limited to vocational courses, personal
growth and enrichment courses, preparation
for GED, and ESOL
instruction. |
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