Student

• Participate in transition planning

• Identify strengths and challenges

• Express interests and preferences

• Identify goals for after high school

• Participate in transition activities identified in the IEP

Parent/Guardian

• Participate in IEP and transition team planning meetings

• Participate in IEP and transition team planning meetings

• Share student’s strengths, interests, and support needs with IEP team

• Help student access other transition partners

• Advocate for student’s goals

• Share contacts and networks for potential job opportunities

• Provide feedback to transition partners

• Review transition timeline and ask for supports as needed

School System

• Secure parent/guardian permission to communicate with state and community agencies

• Invite partners to IEP team meetings when transition is discussed

• Assist parent/guardians in applying for postsecondary services from state agencies such as Division of Rehabilitation Services (DORS), Developmental Disabilities Administration (DDA), and Behavioral Health Administration (BHA)

• Provide instruction and work experiences in authentic work environments if indicated in student’s IEP

• Work collaboratively with DORS to ensure eligible students and potentially eligible students are identified and receive Pre-Employment Transition Services (Pre-ETS)

• Provide informational meetings for parents regarding aspects of transition planning and the application process/timeline for state agencies that may provide services to the student upon exit from the school system

Step 1: Assessments

Students undergo transition assessments used to gather information about employment, education or training, and independent living

Step 2: Develop Goals

Based on the information gathered from the assessments, the IEP team develops employment, education or training, and independent living goals 

Step 3: Develop Activities

Based on employment, education or training, and independent living goals, transition activities are developed by the IEP team.

Step 4: Implement and Track Services

Students are connected with outside resources, like state and local agencies, and internal City Schools' resources to receive the services. Student progress is monitored and collected by the IEP team.

By the age of 14:

• Transition planning and transition services should begin in the school year when the student celebrates their 14th birthday.

• Students should be involved in creating their IEP at the age of 14 by explaining to their transition team and school staff what they want to do after they finish secondary school. 

By the age of 16:

• By 16, the transition plan should include a coordinated set of activities and linkages or her needed transition services as well as those services they will need in the future. 

Before the age of 17:

• The guardianship/conservatorship process should begin.

  • The student should be informed of the pending transfer of rights, and a statement of consent should be included in the IEP. The student should spend that year preparing for the transfer. 

  • If families and students feel uncomfortable with the transfer of the decision-making abilities to the student, the prospective guardian needs to petition for guardianship at the local probate court 

• The vocational rehabilitation process should begin at least 2 years prior to high school graduation 

Before the age of 18:

• Apply for Social Security benefits, Social Security Disability Insurance and Medicaid. 

  • If ineligible for Medicaid, look into other health insurance options, as it is likely the individual will no longer be covered by the parents plan after age 19 if not enrolled in college or covered by Medicaid. 

• Add your name to the waiting list for residential placements in the state. Regardless of future residential plans, it is good to be on the waitlist, as these lists can be extremely long, and it is easy to remove your name than it is to add it. 

At age 18:

• Register to vote. 

• Upon an individual’s 18th birthday, he or she changes from a system of being entitled to certain rights and privileges to a system of eligibility. 

• Male students should register for the draft, no matter the level of functioning. 

• If applicable, individuals should apply to adult agencies for vocational and day programs, as well as for supported living. 

At age 21:

• Individuals are entitled to Free Appropriate Public Education (FAPE) until age 21, or they have completed either a diploma or certificate program. After that, they must meet the eligibility criteria of the schools and service providers. 

When it becomes time to implement Transition Services, the school district will coordinate with several internal and external partners to ensure that your student will participate in quality programming delivered by professionals in diverse fields. Below, you will explore the role of these state and local agencies, as well as learn how to get connected!

Maryland Division of Rehabilitation Services (DORS)

• Participate in transition planning meetings/attend IEP meetings when possible

• Begin working with eligible students prior to their last year of high school to develop an Individualized Plan for Employment (IPE)

• Identify services necessary for successful transition to postsecondary education and/or employment

• Contract with Community Rehabilitation Providers (CRPs) to support students with job development and employment services

• Provide Pre-Employment Training Services (Pre-ETS) to eligible high school students age 14-22 in the areas of Job Exploration Counseling, Work-Based Learning Experiences, Instruction in Self-Advocacy, Counseling for Opportunity in Postsecondary Education, and Workplace Readiness Training.

Maryland Developmental Disabilities Administration (DDA)

• Participate in transition planning

• Collaborate with other transition partners to ensure that students have appropriate documentation to qualify and access services

• Provide long-term funding for eligible individuals upon school exit

• Contract with a Coordinator of Community Services (CCS) to assist with the transition from school to the adult world

Adult Service Providers, Community Rehabilitation Partners (CRPs)

• Participate in transition planning

• Enter into contractual agreements with school systems and DORS to facilitate work-based experiences and provide job development and job coaching before and after school exit

• Provide services and supports for DORS and DDA clients to provide job development and job coaching upon exiting high school

Colleges, Postsecondary Education Training Programs

• Engage with student to identify accommodations and support needs in collaboration with Disability Support Services on the college campus

• Provide access and support for participation in campus activities, courses, and employment

Agency Linkage Consent Form

This form is necessary for the IEP team to communicate the students' needs to agency partners. Without this completed form, the school may not introduce students to agencies or invite agency representatives to IEP meetings. This form must be completed every year. You can download the form below. Once completed, please return to your student's IEP team. 

CLICK HERE FOR THE AGENCY LINKAGE CONSENT FORM

DORS Referral

From the moment a student with an IEP or 504 enters high school, they become eligible to receive services from The Division of Rehabilitation Services. DORS offers Pre-Employment Transition Services (Pre-ETS) until the student exits high school.

After high school, DORS then offers the student Vocational Rehabilitation (VR) services, focused on job support and success.

CLICK HERE TO LEARN MORE ABOUT DORS SERVICES AND COMPLETE THE DORS REFERRAL

DDA Application

A student may apply for Developmental Disability Administration services at any time. DDA will work with community agencies to coordinate case management and other mental health services for your student. 

CLICK HERE FOR THE DDA APPLICATION