Transition

TRANSITION
PLANNING
AND THE IEP
A GUIDE FOR
PARENTS

Please download or print a blank copy of the
MSDE IEP from the following site for a
reference.

http://www.montgomeryschoolsmd.org/departments/specialed/OSSresources/201
3/IEP%20Form%20Final%206.11.13%20without%20watermark.pdf

*NOTE

BLANK IEP

TRANSITION PLANNING DEFINED
MSDE
Transition
Planning
Guide Page
#3

BEING PREPARED IS IMPORTANT
 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.

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

http://www.marylandpublicschools.org/NR/rdonl
yres/5F4F5041-02EE-4F3A-B4955E4B3C850D3E/23109/TransitionPlanningGuide
_updatedJan2010.pdf

 You can also receive a
copy from MSDE
directly.

OTHER USEFUL
SOURCES
MSDE Documentation Laws and Rights for Parents
http://www.marylandpublicschools.org/NR/rdonlyres/5
F4F5041-02EE-4F3A-B4955E4B3C850D3E/33666/91912FINALTAB20_5DayRule_
.pdf

OTHER USEFUL
SOURCES
The IEP Process Overview
http://www.marylandpublicschools.org/nr/rdonlyres/5f4f
5041-02ee-4f3a-b4955e4b3c850d3e/13899/facilitatediepmeetingfaq.pdf

OTHER USEFUL
SOURCES
IEP Law and Your Rights Under IDEA
http://nichcy.org/schoolage/iep/meetings/scheduling

OTHER USEFUL
SOURCES
How To Read Your Child’s IEP and What the Acronyms
Stand For.
http://www.ncld.org/students-disabilities/iep-504plan/individualized-education-program-terminology

OTHER USEFUL
SOURCES
Key Terms to Know in Special Education
http://nichcy.org/schoolage/keyterms

OTHER USEFUL
SOURCES
Transition Planning Rights and Process Overview
http://nichcy.org/schoolage/iep/iepcontents/transition

Transition
Planning in
Your Child’s
IEP

FORMATS .

*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

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

STUDENT INTERESTS
 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.).

POSTSECONDARY GOALS
 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 postsecondar y goals.

COURSE OF STUDY
 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 dif ferent education tracks for
dif ferent student interests concerning postsecondary
employment. Even if the student’s present school does not
of fer 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.

PROJECTED CATEGORY OF EXIT
 There are three ways to successfully complete school.

 1 . High School Diploma: Will the student receive/ earn a high
school diploma?
 2. Certificate 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. Certificate 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 affected/ afflicted
students this may be a feasible option for life skills training and
independent living.

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?
5

being informed of this
date. Have it in
writing!!

IMPORTANT
 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 of f on anything that you do not understand.

ACADEMIC SERVICES/ ACTIVITIES
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.

EMPLOYMENT SERVICES TRAINING/
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.
specified in writing.

ACTIVITIES OF DAILY LIVING SERVICES/
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?
specified in writing before leaving.

INDEPENDENT LIVING SERVICES/
TRAINING
 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.

TRANSPORTATION SERVICES
 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?

being informed of this
date. Have it in
6
writing!!

DORS

( DI VI SI ON OF RE H A BI LI TATI VE SE RVI C E S)

 Useful link for the DORS
website
 http://www.dors.state.md.us/
dors

MSDE Transition Planning Guide Page #10

DDA

( DE PA RT MENT OF DE VE LOP M ENTAL DI SA BI LI TI ES)

 Useful link for the DDA
Homepage
 http://dda.dhmh.maryl
and.gov/SitePages/Ho
me.aspx

MSDE Transition Planning Guide Page #6

MHA (MENTAL HYGIENE ADMINISTRATION)
 Useful link for the MHA
website
 http://dhmh.maryland.
gov/mha/SitePages/H
ome.aspx
MSDE Transition
Planning Guide
Page #12

REMEMBER
 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.

REFERENCES
 Publications:
 M a r y l a n d S t a te D e p a r t m e n t o f E d u c a t i o n D i v i s i o n o f S p e c i a l E d u c a t i o n / E a r l y
I n te r v e n t i o n S e r v i c e s . ( 2 0 07 ) . Fa c i l i t a t e d I E P Te a m M e e t i n g s i n M a r y l a n d : A n
I n t r o d u c t i o n a n d Fr e q u e n t l y A s ke d Q u e s t i o n s fo r P a r e n t s a n d P u b l i c A g e n c y / S c h o o l
Pe r s o n n e l . B a l t i m o r e , M D : M S D E P u b l i c a t i o n s a n d P r i n te d M a te r i a l s . Re t r i e v e d Fr o m
h t t p : / / w w w. m a r y l a n d p u b l i c s c h o o l s . o r g / n r / r d o n l y r e s / 5 f 4 f 5 0 41 - 0 2 e e - 4 f 3 a - b 4 9 5 5e4b3c850d3e/13899/facilitatediepmeetingfaq.pdf
I n te r v e n t i o n S e r v i c e s . ( 2 01 2 ) . C h i l d w i t h a D i s a b i l i t y – I n d i v i d u a l i z e d E d u c a t i o n
P r o g r a m M e e t i n g – D o c u m e n t Ac c e s s . B a l t i m o r e , M D : M S D E P u b l i c a t i o n s a n d P r i n te d
M a te r i a l s . Re t r i e v e d Fr o m
h t t p : / / w w w. m a r y l a n d p u b l i c s c h o o l s . o r g / N R / r d o n l y r e s / 5 F 4 F 5 0 41 - 0 2 E E - 4 F 3 A - B 4 9 5 5 E 4 B 3 C 8 5 0 D 3 E / 3 3 6 6 6 / 91 91 2 F I N A LTA B 2 0 _ 5 D ay R u l e _ . p d f
I n te r v e n t i o n S e r v i c e s . ( 2 01 0 ) . Tr a n s i t i o n P l a n n i n g G u i d e : P r e p a r i n g C h i l d r e n W i t h
D i s a b i l i t i e s to M ov e Fr o m S c h o o l to A p p r o p r i a t e Po s t s e c o n d a r y o u t c o m e s . B a l t i m o r e ,
M D : M S D E P u b l i c a t i o n s a n d P r i n te d M a te r i a l s . Re t r i e v e d Fr o m
h t t p : / / w w w. m a r y l a n d p u b l i c s c h o o l s . o r g / N R / r d o n l y r e s / 5 F 4 F 5 0 41 - 0 2 E E - 4 F 3 A - B 4 9 5 5 E 4 B 3 C 8 5 0 D 3 E / 2 31 0 9 / Tr a n s i t i o n P l a n n i n g G u i d e _ u p d a t e d J a n 2 01 0 . p d f
 M a r y l a n d S t a te D e p a r t m e n t o f E d u c a t i o n , M o n t g o m e r y C o u n t y M a r y l a n d P u b l i c S c h o o l s .
( 2 01 3 ) . I n d i v i d u a l i z e d E d u c a t i o n P r o g r a m . Ro c k v i l l e , M D : M o n t g o m e r y C o u n t y
M a r y l a n d P u b l i c S c h o o l s O f fi c i a l Fo r m s a n d P r i n te d M a te r i a l s . Re t r i e v e d Fr o m
h t t p : / / w w w. m o n t g o m e r y s c h o o l s m d . o r g / d e p a r t m e n t s / s p e c i a l e d / O S S r e s o u r c e s / 2 01 3 / I E P
% 2 0 Fo r m % 2 0 F i n a l % 2 0 6 . 1 1 . 1 3 % 2 0 w i t h o u t % 2 0 w a t e r m a r k . p d f

REFERENCES
 We b s i te s :
 Key Te r m s i n S p e c i a l E d u c a t i o n . ( 2 01 0 ) . Ret r i eve d D e c e m b e r 1 0 , 2 01 3 , Fr o m
h t t p : / / n i c h c y. o r g / s c h o o l a g e / key te r ms
 M a r i c e , L i p s i t t . ( 2 01 3 , D e c e m b e r 1 0 ) . H o w to Re a d a n I E P : A c r o ny m s a n d
L a n g u a g e . N a t i o n a l C e n te r f o r L e a r n i n g D i s a b i l it i e s . Ret r i eve d D e c e m b e r 1 0 , 2 01 3
f r o m h t t p : / / w w w. nc l d . o r g / s t ud e n t s - d i s a b i l it i e s / i e p - 5 0 4 - p la n / i n d i v i d ual i z e d e d u c a t io n - p ro g r a m - te r mi n o l o gy
 M a r y l a n d S t a te D e p a r t m e n t o f E d u c a t i o n D i v i s i o n o f Re h a b i l i t a t i o n S e r v i c es .
( 2 01 3 ). Ret r i ev e d D e c e m b e r 1 0 , 2 01 3 , Fr o m h t t p : / / w ww. d o r s .s t a te . m d .us / d or s
 M a r y l a n d S t a te D e p a r t m e n t o f H e a l t h a n d M e n t a l H y g i e n e . ( 2 01 3 ) . Ret r i eve d
D e c e m b e r 1 0 , 2 01 3 , h t t p : / / d d a . d hm h . m a r yl a n d .g ov / S i te P a g es / H o m e .a s p x
 M a r y l a n d S t a te D e p a r t m e n t o f H e a l t h a n d M e n t a l H y g i e n e . ( 2 01 3 ) . Ret r i ev e d
D e c e m b e r 1 0 , 2 01 3 , h t t p : / / d h m h .m a r yl a n d . g ov / m h a / S i te Pa g e s / H o m e .a s p x
 S c h e d ul i n g t h e I E P M e et i n g a n d N o t i f y i n g P a r e n t s . ( 2 01 0 ) . Ret r i ev ed D e c e m b e r 1 0 ,
2 01 3 , f r o m h t t p : / / ni c hc y.o r g / s c h o o l a g e/ i e p / m e et i n g s / s c h e d ul in g
 Tr a n s i t i o n P l a n n i n g . ( 2 01 0 ) . Ret r i eve d D e c e m b er 1 0 , 2 01 3 , Fr o m
h t t p : / / n i c h c y. o r g / s c h o o l a g e / i e p / i e p co n te n t s / t r a n s i t i o n

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