Frequently Asked Questions
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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
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Frequently Asked Questions
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.
Updated September 2, 2009| Maintained by Speri Silverman
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