1. Maryland Online IEP System Instructional Series – PD Activity #8
Transition Services
Welcome to Transition of the Maryland Online IEP System Instructional Series.

2. Introduction
In Maryland, transition planning and the delivery of transition services begins during the school year in which the student turns 14 years of age.
Transition Planning is the first step in developing the Individualized Education Program (IEP) for students age 14 and older. It begins with the student sharing his/her interests and preferences with a member of the school staff.

3. Introduction
The goal of transition planning is to assist students with disabilities as they progress through school and prepare for life in the adult world. The adult activities could be a combination of any of the following:
Employment
Post-secondary education
Employment training
Independent living
Community participation
Adult services
The goal of transition planning is to assist students with disabilities as they progress through school and prepare for life in the adult world. The adult activities could be a combination of any of the following:
Employment
Post-secondary education
Employment training
Independent living
Community participation
Adult services

4. Module Competencies
By the end of this PD Activity participants will be able to:
Identify the location and describe the information to be contained in the Student Preferences and Interests for the Maryland Online IEP System
Identify the location and describe the information to be contained in the Postsecondary Goals (Outcomes) for the Maryland Online IEP System
Identify the location and describe the information to be contained in the Employment, Training, Education and Independent Living sections for the Maryland Online IEP System
Identify the location and describe the information to be contained in the child’s Course of Study, Projected Category of Exit; and
Identify the location and describe the information to be contained in the Projected Date of Exit in the Maryland Online IEP System
By the end of this PD Activity participants will be able to:
Identify the location and describe the information to be contained in the Student Preferences and Interests for the Maryland Online IEP System
Identify the location and describe the information to be contained in the Postsecondary Goals (Outcomes) for the Maryland Online IEP System
Identify the location and describe the information to be contained in the Employment, Training, Education and Independent Living sections for the Maryland Online IEP System
Identify the location and describe the information to be contained in the child’s Course of Study, Projected Category of Exit; and
Identify the location and describe the information to be contained in the Projected Date of Exit in the Maryland Online IEP System

5. Transition
Select Transition from the IEP Table of Contents or from the navigation drop-down list in the section title located at the top of each IEP page.
Complete the Transition screen with appropriate information. 
The selection of 4 year, 5 year, or 6 year plan in which the student is participating, Date of Annual Student Interview and an Employment Goal (outcome) are required as well as either a Training or Educational Goal(outcome).
Transition is divided into all three sections: 
Transition, Transition Activities, and Agency Linkage.
For a student who will be 14 years or older through the data date range of the current IEP, all three section are required to be completed.

6. Transition Activities
Select Transition Activities from the IEP Table of Contents or from the navigation drop-down list in the section title located at the top of each IEP page. 
Transition Activities can be added to the next screen by choosing Add Transition Activity.  Complete information and click the SAVE button.

7. Agency Linkage
Select Agency Linkage from the IEP Table of Contents or from the navigation drop-down list in the section title located at the top of each IEP page. 
Complete as appropriate and document decision and click the SAVE button.
Agency Linkage
If appropriate, was the student referred to the appropriate agency/agencies for transition and/or postsecondary services? Also was a representative from the agency/agencies invited to the IEP Team meeting, at which post school outcomes were discussed?
Documentation of that referral shall be maintained in the student’s cumulative record.
Agency Linkage section has been designed to include radio buttons to indicated whether the student has been:
(1) referred to a particular agency, (2) an agency representative has been invited to the IEP team meeting, and (3) whether services from any agency are anticipated for transition.
In the first two areas, an answer of “No”, or “N/A” will prompt the user for further explanation. The further explanation is to be recorded in the “If No or N/A, document basis for decision” narrative box.
The following are examples of further explanations for not referring a student to any participating agency:
• The student is not the eligible age for a referral • The IEP Team has determined that that the student is not eligible for services based on the referral protocol for that agency. • The student and parent do not want services • The student and parent will do a self referral so the IEP team does not have to make the referral • The student is already a client of the agency  
The following are examples of further explanation for selecting “N/A” for Agency Representative invite:
• The student is not the correct age based upon the referral protocol for the agency • The student is already a client of the agency and there is no need to invite a representative

8. Student Preferences and Interests
Students are to be actively involved in planning for their secondary program as it relates to postsecondary training and employment, independent living, and community participation. Personal interviews, informal/formal assessment can be used as transition assessments. Summary of the assessments are to be provided in the discussion box.  
Document the date of the annual student interview and the student identified preferences and interests for postsecondary school adult life (interviews and aptitude tests, evaluation report data, information from previous IEPs).

9. Postsecondary Goals
Postsecondary goals must be based on assessments. You are required to have 2 Post Secondary Goals.
Employment: What kind of work would you like to do?
What kind of training will you need for that work?
What kind of environment would you enjoy working in?
Will you need any supports on the job?
Student will complete a series of formal and/or informal vocational assessment activities:
___ Career Interest Inventory
___ Learning Style Inventory
___ Student Interview
___ Parent Interview
___ Values/Maturity Inventory
___ Achievement Test
___ Psychological Test

10. Independent Living Independent Living: Consider the following:
Where would you like to live (with your family, on your own,
with a friend)?
What kinds of skills will you need to make it happen (cooking,
cleaning, using transportation)?
How will you take care of your health needs?
How will you manage financially?

11. Course of Study Course of Study
The IEP Team must consider the following question when developing the student’s Course of Study – Does the Course of Study align with the student’s post school goals?
The student is to be enrolled in courses that will prepare him/her for a career or postsecondary education in the selected career cluster. For each career within the identified cluster there is a program of study approved by the Maryland Board of Education.
For students working toward a Maryland High School Certificate of Program Completion, the appropriate Functional and Skill Development Activities are to be selected as the Course of Study. The “Functional Skill” Course of Study determination must be based on the student’s needs and must be consistent with the goals. The following are other options that may be considered and identified by the IEP Team based on the students needs and program:
• A student working toward a Certificate of Program Completion has both a Career Cluster and a Functional and Skill Development Activity chosen • A student working toward a Maryland High School Diploma has both a Career Cluster and a Functional and Skill Development Activity chosen • A student working toward a Certificate of Program completion has only a career cluster chosen

12. Projected Category of Exit
Category from which you project a student 14 years or older will exit school. This data is only reported in the annual October Child Count.
Categories:
• Exit with a Maryland High School Diploma • Exit with a Maryland High School Certificate of Program Completion at the end of the school year the student turns 21 • Exit with a Maryland High School Certificate of Program Completion prior to the end of the school year the student turns 21 (Parent and student choice)

13. Projected Date of Exit Projected Date of Exit
The date you project  that a student 14 years or older will exit school.
Format: Month/Year
NOTE: Although the IEP team may be projecting a date of exit anywhere from four to seven years into the future of the student’s educational career, this shall be reviewed annually with the review of the student’s progress toward meeting the Maryland high school graduation requirements. Based upon the annual review of the student’s performance, the IEP team may change this date, as appropriate. Please refer to graduation plan information.

14. Conclusion
In this PD Activity we have identified the location and described the information to be contained in:
Student Preferences and Interests for the Maryland Online IEP System
The Postsecondary Goals (Outcomes) for the Maryland Online IEP System
The Employment, Training, Education and Independent Living sections for the Maryland Online IEP System
The child’s Course of Study, Projected Category of Exit; and
The Projected Date of Exit in the Maryland Online IEP System
In this PD Activity we have:
Identified the location and described the information to be contained in the
Student Preferences and Interests for the Maryland Online IEP System
The Postsecondary Goals (Outcomes) for the Maryland Online IEP System
The Employment, Training, Education and Independent Living sections for the Maryland Online IEP System
The child’s Course of Study, Projected Category of Exit; and
The Projected Date of Exit in the Maryland Online IEP System