The IEP: Secondary Transition Planning

What is Secondary Transition Planning?

Secondary Transition is an ongoing process of preparing students with disabilities for life after high school. This process begins early in a child’s life when they first learn about their environment, likes, dislikes, and interests. It continues throughout the school years as students participate in experiences to support the development of a vision for the future and prepare for the transition to adult life. Secondary transition planning is a collaborative effort that involves students, families, school staff, and other important community members.

Students with disabilities who receive special education services are entitled under federal and state laws to receive appropriate transition services that support their movement from high school to adult life. In Maryland, formal secondary transition planning begins through the IEP process at age 14, or earlier if appropriate, allowing students time to explore their postsecondary goal choices and change them based on transition experiences.

What the law states

The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring services to children with disabilities throughout the nation. The IDEA defines transition services as a “coordinated set of activities” for a child that promotes movement from school to post-school activities. These services are designed to prepare transition age students for postsecondary employment, education or training, and independent living. These activities are based on the student’s interests, preferences, strengths and needs.

What is the parent’s role in secondary transition planning?

Parents are instrumental in planning for their child’s secondary transition. They provide the IEP team with information critical to the development of an effective and meaningful transition plan. Parents can empower and guide their transition-age child to take an active role in the transition planning process, develop self-determination skills, and take ownership of their future. With support from parents and educators, students explore interests and develop the skills and independence needed to reach their postschool goals. It is important for parents to begin the process early and ensure the student’s voice is heard. As a parent or guardian, you can help your child by:

• Participating in IEP and transition team meetings;
  
• Sharing their strengths, interests, and support needs;
  
• Advocating for their goals and services;
  
• Keeping high expectations;
  
• Providing opportunities to practice self-advocacy skills;
  
• Encouraging them to explore post school options such as college, work, and adult services;
  
• Supporting access to community transition partners;
  
• Reviewing the secondary transition timeline and requesting support as needed.

What is the student’s role in secondary transition planning?

The student is at the center of the transition planning process and the most important member of the IEP team. It is their goals and aspirations that will be the driving force of the transition plan with the student in the driver’s seat. When students are actively involved in planning their future, they are more likely to commit to making their plans work. The student’s role includes:

• Participating in the transition planning process;
  
• Participating in IEP meetings;
  
• Sharing their current and future goals;
  
• Identifying strengths and challenges;
  
• Communicating interests and preferences;
  
• Identifying postsecondary goals that match interests and skills;
  
• Developing a portfolio;
  
• Participating in transition activities identified in the IEP;
  
• Developing an understanding of their disability, including how it affects learning, living, and employment;
  
• Participating in work experiences.

Secondary Transition Steps

What is the student’s vision for the future?

The goal of Secondary Transition planning is to help students identify their goals after high school. They will plan a course of study, services, and activities that will lead to opportunities to experience a successful transition from school to adult life. To do this, the IEP team must begin with the end in mind and support the student to create a vision for their future. It is sometimes difficult for students, particularly early in the secondary transition process, to have a vision of what life after high school will look like. Conversations with students both at home and in school can help youth explore who they are, what they like and don’t like, and develop personal goals for the future.

Transition Assessments

Age-appropriate transition assessments are the foundation of the secondary transition process and help the student learn about themselves, their interests, preferences, and goals. Formal and informal assessments from multiple settings and sources, including the family and community, are used to identify measurable postsecondary goals. Assessment results provide the student, parents, and other members of the IEP team with information about how the student is currently functioning, and the skills and services needed to achieve their goals. The data is used to develop a comprehensive IEP and a meaningful transition plan to support students in achieving their postsecondary goals.

How are transition assessments documented in the IEP?

Secondary transition assessment results are documented in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section of the IEP. The information learned from transition assessments can assist in the ongoing development of the student’s IEP, including the postsecondary goals, transition activities, services, annual IEP goals, and agency linkages, as well as the next steps in the transition planning process. Assessment results provide guidance and options to the student, family, and IEP team.

Postsecondary goals

Postsecondary goals are measurable goals that identify the student’s vision of what they will do after high school in the areas of Postsecondary Employment, Education or Training, and if appropriate, Independent Living. IEP teams discuss postsecondary goals with the student and family at a minimum each year at the annual IEP meeting. Measurable post-secondary employment goals are required by IDEA.

Course of Study A course of study includes all the classes and community experiences the student will complete to achieve their postsecondary goals. Postsecondary goals should take into consideration where the student wants to work, learn, and live after graduation. It is important for everyone working with the student to assist in identifying a course of study that is aligned with their postsecondary goals. The team should ensure participation in courses and experiences that support progress towards the student’s goals. The connection between the student’s postsecondary goals and the course of study should be clear.

Transition Activities

Secondary transition activities are designed to improve the student’s academic and functional skills to help them achieve their post-school goals. These activities are specially designed for the student based on their strengths, preferences, interests, and needs. They may include instruction, related services, community experiences, employment development and independent living skill development. Thoughtful development and implementation of transition activities create the steps that the student will take from setting to achieving their goals.

Annual IEP Goals

The annual IEP goals are developed and written to help the student build the knowledge, skills, and/or behaviors needed to achieve their postsecondary goals. The annual IEP goals and transition activities work together to create a student centered, IEP that leads to the achievement of meaningful postsecondary goals.

Age of Majority

Age of Majority is the legal age at which a person is considered an adult with all the rights and responsibilities of adulthood. The age of majority in Maryland is age 18. At least one year before reaching age 18, IDEA requires the IEP team to inform the student of their transfer of rights. If the student is not ready to take on full decision-making responsibility at age 18, there are other options, such as supported decision-making, that can be explored. In Maryland, special education decision-making does not automatically transfer to a student with a disability at the age of majority except under limited circumstances.

Guardianship vs. Supported Decision-Making

Guardianship is a legal process where the court appoints a person or agency to make decisions on behalf of another person and is the most restrictive form of legal protection for an individual. Typically, individuals with mental health, intellectual, or medical disabilities so severe that they cannot make informed decisions for themselves would meet the criteria for guardianship. In Maryland, a new law now allows adults to use supported decision-making to get support to understand, consider, and make decisions for themselves. Supported decision-making helps individuals to keep their rights and have more control and choice over their lives.

Graduation

Graduation from high school is a significant milestone in a student’s life. In Maryland, a student may receive a Maryland High School Diploma if they complete the enrollment, credit, and service requirements. A student with disabilities who cannot meet the requirements for a diploma may receive the Maryland High School Certificate of Program Completion if the IEP team determines those standards outlined in Annotated Code of Maryland are met. The final decision to award a student with disabilities a Maryland High School Certificate of Program Completion is often not made until the student’s last year in high school.

Maryland Summary of Performance (MSOP)

The Maryland Summary of Performance is a report that provides information about a student’s:

• Secondary academic achievement;
  
• Functional performance;
  
• Accommodations;
  
• Progress on postsecondary goals, services, and activities.

Students, families, and IEP teams may use the information in this report to review progress and make decisions throughout the transition planning process and as the student moves from school to postsecondary activities. The MSOP may provide potential employers, postsecondary education institutions, and adult service providers with meaningful information about the young adult’s skills, strengths, and supports they may need.

Agency Linkage

Entitlement vs. Eligibility- What is the Difference?

Students eligible for special education services in Maryland are entitled to receive these services until they graduate with a high school diploma or through the school year in which they turn 21, if the school year begins before their twenty-first birthday. The individual must now apply for adult services to see if they are eligible to receive them. Eligibility for adult services is not an entitlement and access to services is not guaranteed. Funding must be available to receive services and supports from adult service agencies. Therefore, it is important to start the application process early to determine agency eligibility.

Maryland Adult Service Agencies

There are four main state agencies that may provide services or supports for eligible individuals in Maryland. Each agency has specific eligibility criteria that mst be met to receive services. Please contact the appropriate agency with questions regarding services or their eligibility processes. The agencies are:

• Division of Rehabilitation Services (DORS)
  
• Developmental Disabilities Administration (DDA)
  
• Behavioral Health Administration (BHA)
  
• Office of Workforce Development and Adult Learning, Maryland Department of Labor (Maryland Labor)

For contact information for these agencies, and more information regarding secondary transition, access the MSDE Secondary Transition Planning guide.