TRANSITION QUICK REFERENCE GUIDE - FCPS...(Transition Activities) to prepare the student for his/her desired PSG/outcome. Refer to NSTTAC Measurable Postsecondary Goals at Course of

Frederick County Public School Special Education Department

Revised Summer 2018 1

TRANSITION

QUICK

REFERENCE

GUIDE



TRANSITION PLANNING

GRADUATION PLAN / GRADUATION COHORT

Student Participation on District/Statewide Assessment and Graduation

Information:

Determination of a student’s graduation cohort will be made during his/her official ninth

grade year. The student and the IEP team will determine how many years (4, 5, or 6 years)

the student anticipates remaining in high school in order to complete all requirements for

graduation, including passage of high school assessment options, in order to obtain a

Maryland High School Diploma. Once a student identifies his or her graduation plan, the

student will be identified in that graduation plan year (4, 5, or 6 years). The originally

identified assignment of the graduation plan year cannot be changed.

However, on an annual basis, the student and the IEP team may reconsider the student’s

plan for graduation and revise the number of years the student anticipates completing all

requirements for a Maryland High School Diploma. Although the student may have

originally selected a 5-year graduation plan, he or she may decide he or she may need a 6-

year graduation plan. The annually selected plan for graduation will be in effect, yet the

student will remain in the originally assigned graduation plan year for data purposes for

determining the percentage of students graduating with a Maryland of High School

Diploma in any given academic year.

The school IEP team must provide detailed documentation of the determination of the

student’s 4, 5 or 6 year graduation plan. Each graduation plan should clearly document

how student needs and additional supports may extend the number of years in high school.

This information must then be clearly documented and supported on the IEP

(Transition/Discussion to Support Decision) and in the IEP team notes, including the Prior

Written Notice (PWN).

Specific data should be considered when making this decision. Information may include:

• Specific needs of student

• Intervention courses

• Additional courses the student may need that may add extra time to their program

(English A/B, Learning Strategies),

• Input from middle school articulation

• SRI

• Participation in special programs



• Previous test scores

• PARCC scores

• Alt. MSAA participation

• Current progress

• Attendance

• Nature & Severity of student disability

• Abbreviated day

• Previous placement

• Behavior

• IEP Goals

• Completer program

• MAPS

• Observations

• Employer reports

• Global Scholar

• Response to Interventions

• Anticipated Adult Service Agency Supports

This data should be reported by all participating IEP Team Members and recorded in the

IEP Team Meeting Report notes and on the IEP.

The goal for any student is for him/her to graduate in 4 years. Consideration should be

given to unique scheduling to include the options of Virtual School and/or Summer

School to accomplish this goal. Extending graduation beyond 4 years should only be

considered when the needs of the student are so great that even with significant supports

and interventions additional time will be required to meet graduation requirements.

Supporting Resources:

• Graduation Cohort “How To” Guide

• Maryland Online IEP Transition Wizard



TRANSITION

Document Date of Student Interview: This is the date that you have a face-to-

face meeting with the student. Record the date that you interviewed the student. Consider

the use of a structured interview sheet such as the Career Readiness Framework Student

Interview. Place interview sheet in transition folder in the blue folder. If you are unable

to meet face-to-face with the student, document the date that you spoke with the student

(phone, written communication) or an adult who can speak to the transition needs of the

student.

Discussion of student’s interests, preferences and age appropriate

transition assessments: 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 assessments

(including surveys and questionnaires), and functional vocational assessments are

sufficient to identify student interests/preferences as they relate to IEP transition planning.

Your interview should be able to clearly lead to the development and writing of the

student’s post-secondary goals. Summary of the assessments are to be provided in the

discussion box. For students who have chosen a postsecondary education goal reference is

to be made to the Graduation Information page of the IEP. Document the date of the annual

student interview and the student identified preferences and interests for post-secondary

education and adult life.

Consider:

• Vocational interest and aptitude inventories (Noviance, Career Readiness

Framework)

• Career Readiness Framework documents: Readiness Rubric, Career Cluster

Inventory, Career Readiness Data Collection, Employer Work Evaluation, Student

Self-Evaluation

• Summary of Transition Activities and outcomes

• Responses to questionnaires, interest inventories, surveys, etc.

• Vocational assessments

• Student’s communication system when selecting assessment

• Student’s involvement in extra-curricular activities both in school and out of school

• Preferred classes

• Grades from courses taken within the school year

• Performance on formative and summative assessments

• Performance reports from vocational/job experiences

• ASVAB

• SAT/ PSAT

• State assessments



• Overall GPA

• Career exploration activities

• Awards, honors and achievements

• Student Service Learning, internships and volunteer experiences

• ROTC

*Include a statement directing reader to the Graduation Information and Present Level of

Performance sections of the IEP.

** Avoid personal likes whenever possible (i.e., likes playing with his friends, enjoys

eating pizza, etc.).

Information gathered from these personal interviews, informal/formal assessments

(including surveys and questionnaires), and functional vocational assessments should be

recorded in this section of the Transition Plan.

If the student is unable to provide information, interviews with parents, guardians, family

members and school staff that work with the student may be used to complete the

discussion information.

If, due to the extremely severe nature of the student’s disability, and in a decision between

the parent and the school system, a special statement in the Post-Secondary

Goals/Outcomes areas of Employment and Education/Training must to be written. This

statement should address employment and education/training. An example would be:

“Student will attend a medical day program that will provide ongoing activities of daily

living training and contains a vocational component that Student will access.”

This section should also record assessment information that is shared at the IEP team

meeting by the student, parents, guardians, family members and school staff.

Quickbook to Transition Assessments

www.going-to-college.org

www.do2learn.com

http://www.bls.gov/k12/

Post-Secondary Goals/Outcomes: You MUST have at least two measurable goals

for a student who will be turning 14 during the implementation of the IEP. You MUST

have a goal for Employment AND a goal for Training and/or Education. When

appropriate, you must have a goal for Independent Living. Post means AFTER, so be sure

goals are written for what the student will do AFTER he/she graduates from high school.

Document the student’s desired, measurable post-secondary goals in the applicable areas

of:

http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf

http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf

http://www.going-to-college.org/






http://www.do2learn.com/

http://www.do2learn.com/





Employment

o Addresses the employment interests of the student

o States the field or job the student will be employed in

o Consider: specific vocational or career field, paid employment, non-paid

employment, military, etc.

Training or Education

o Address any further training or education the student will require once

he/she graduates

o Consider: skills training programs, apprenticeships, internships, armed

forces, etc.

o Consider: colleges, universities, non-credit college classes, certification

programs, academies

Independent Living

o Addresses independent living if the student will require assistance to be

independent in the community

o Consider: how student will access adult supports, adult services,

community, medical, financial, transportation, etc.; what additional support

will be required?

Note: Measurable in this case only means countable. In order to be measurable, the goal

must be present AND written in compliant terms/language. The language for a Post-

Secondary Goal (PSG) is not the same as a goal written in the Goals section of the IEP.

The PSG/O is outcome based. It is action-oriented. It is what will happen when all

activities leading to the completion of the student’s education have been reached. We will

not be held accountable for the outcome, but we can be held accountable for what we do

(Transition Activities) to prepare the student for his/her desired PSG/outcome.

Refer to NSTTAC Measurable Postsecondary Goals at www.nsttac.org

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

http://www.nsttac.org/





based on the student’s needs and must be consistent with the goals, services and activities

in the IEP.

The following are other options that may be considered and identified by the IEP Team

based on the student’s 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 has only a career cluster chosen.

• consider:

o Functional and skills development activities for students with severe and/or

multiple disabilities

o Input from your guidance counselor and others involved in the course

selection process

o The student’s interest areas from the student interview o Additional

supports this student may require

Discussion to support decision: In this area record team’s rational for choosing a

particular Course of Study and/or Functional and Skill Development Activities. Discuss

the coursework/activities that the student will be participating in to work toward PSG/O.

Document the student’s progress toward meeting graduation requirements. Include any

specific courses, programs or activities the student has participated in or will be

participating in.

Projected Category of Exit: The IEP team, in conjunction with the student, projects

the category from which the student 14 years or older will exit school. This data is only

reported in the annual October Child Count. This Projected Category of Exit should be

reflective of the student’s Post-Secondary Goal/Outcome.

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; COMAR

13A.03.02.09D)



Projected Date of Exit: This is the date that you project that the student 14 years or

older will exit the school system. During the student’s 9th grade year the IEP team will

need to give careful consideration to the number of years it anticipates the student will need

to complete graduation requirements. Please note that although the IEP team may be

projecting a date of exit anywhere from four to seven years into the future, this date must

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.

Consider:

• The student’s Post-Secondary Goals/Outcomes

• The coursework required for graduation

• The supports required to achieve IEP goals and reach graduation requirements

• The amount of additional time, if any, needed

Maryland Summary of Performance Statement: Be sure to read the MSOP

statement to the parents and explain to them that the student will receive this at graduation

along with their diploma/certificate of program completion.

Transfer of Rights at the Age of Majority: IDEA requires that at least one (1)

year prior to reaching age 18, the student be informed of his/her rights under IDEA, if any,

in accordance with State law. In Maryland, IDEA rights DO NOT transfer for students

with disabilities, except under limited circumstances. In certain limited circumstances, all

rights accorded to the parents under IDEA shall transfer to a student with a disability.

Consider:

• Referencing the Online Process Guide for specific details that explain these limited

circumstances

• Involving appropriate school personnel to discuss the possibility of a student

meeting the limited circumstances

TRANSITION ACTIVITIES

Transition services are a coordinated set of activities for students with a disability that are

designed within a results oriented process to facilitate the student’s movement from

secondary school to post-secondary activities and support the student’s post-secondary

goals. These may include ongoing activities. Transition services should be comprehensive

and well-coordinated. Transition Activities should be directly related to the Post-



Secondary Goals. A student’s program should include both instruction (school-based

activities) and community experiences (community-based activities).

The IEP in effect when the student with a disability turns 14 years of age and all subsequent

IEPs must consider the need and identify transition services/activities to support the

student’s postsecondary goal. These services/activities include:

• Academic

• Employment Training

• Activities of Daily Living

• Independent Living

• Transportation

NOTE:

It is recommended that, at a minimum, at least one

measurable annual goal is included in the students

IEP to address Academic or

Employment/Training skills based upon the student’s

desired postsecondary goal. Some students, as

appropriate, may require specific skills training in

the areas of Activities of Daily Living,

Independent Living or Transportation.

Activity Type: Choose type(s) as related to and in support of the Post-Secondary

Goal(s). Academic, Employment/Training, Activities of Daily Living, Independent Living

and Transportation

• There MUST be at least one transition activity for each Post-

Secondary Goal/Outcome

Activity Details: For each activity Type, describe what the student will be doing.

Consider:

• Having the student meet with his/her guidance counselor or special educator to

discuss future plans

• Having the student meet with his/her guidance counselor or special educator to

discuss coursework aligned with Post-Secondary Goals/Outcomes

• Having the student complete an interest inventory, vocational assessment, etc

• Student participation in career exploration options such as a job shadowing

experience, apprenticeships, internships, volunteer experiences, paid employment,

etc.

• Student completing or update a resume



• Student taking PSAT, SAT, ASVAB, etc.

• Student participation in extra-curricular activities

• Community access opportunities

• Student participation in a mock interview

• Student participation in a Transition Fair

• Student participation in specialized training programs

Responsible Party: Who will be responsible for making sure that this Activity occurs?

Consider:

• Student

• Special educator

• General educator

• Guidance counselor

• Parent

• Outside agency

• Service provider

• Documenting when the activity should be completed by

Transition Activities Tracking Progress: Beginning in the fall of 2018 with V14.0

of the Maryland Online IEP, all Transition Activities will be monitored on a quarterly basis.

You will note a Track Progress button next to each Transition Activity. Selecting the Track

Progress button will display the new Track Transition Activity Progress page.



The Transition Activity and Details are displayed. Past Progress updates are listed with

ability to edit/delete. A Progress Code must be selected for each Transition Activity

quarterly. The date of the Progress Report must be entered. A Description of Progress

must be included with each report.

If you choose the Progress Code Not Completed then a reason must be selected. The Other

option has a text field to specify the reason for progress not being made.



When the Transition Activity is Employment, additional check boxes for Training Involved

are displayed. They include: Career Exploration, Unpaid Work Experience, and Paid Work

Experience. A combination of the options can be selected.

AGENCY LINKAGE

TRANSITION PLANNING GUIDE: Annually, present the parent(s) and student with

a copy of the MSDE Transition Planning Guide and have the parent(s) and student sign

for receipt of this booklet. Be sure to indicate that the parent(s) and student received this

copy in the Documentation to Support Decisions area of the Transition Plan and enter

the date the student and parent were provided a copy in the date box provided under

Agency Linkage. A statement such as, “Parent and student were provided the MSDE

Transition Planning Guide. Services within the guide were reviewed with the parent and

student” would be appropriate.

As appropriate, the student is referred to the appropriate agency/agencies for

postsecondary/transition services. Agency Representatives are to be invited to the annual

IEP meeting whenever post-school outcomes will be discussed. A copy of agency



referrals/applications are to be kept in the Transition Folder in the student’s blue folder.

See the MSDE Transition Planning Guide for information about the various agencies.

1st Column: Consent for Referral or Application:

If parent has signed the Consent for Referral form (SE:43), check “Yes”.

If parent has signed the Consent for Referral form (SE:43) and stated no, check

“No” and document Discussion to support decision.

For all other agencies listed check “No” and document that parent will complete a

referral or application if interested in services. Note that the school can provide

contact information if parent needs assistance completing paperwork.

***NOTE***

It is our practice in FCPS to refer all students, beginning in 9th grade, for Pre-Employment

Transition Services (Pre-ETS) through DORS. It is best practice to obtain permission to

refer at the annual IEP meeting after parents and student have been informed about Pre-

ETS services and can make an informed decision based on information provided. If parents

do not attend the IEP meeting be sure to send the permission form home with other

paperwork and request return of the signed form. If, historically, parents have not attended

IEP meetings the case manager may consider sending the form home with the notification

for the IEP meeting.

2nd Column: The student has been referred to:

If the student has been referred to DORS check “Yes”.



If the IEP team recommended that the family contact (complete an application) for

DDA, BHA or DLLR, check “YES” and document that the recommendation was

made and why it was made.

If the student has not been referred to the agency, check “No”. Document why the

student was not referred.

If DORS or DDA has been checked, BHA does not need to be addressed.

If the student has not been referred to any of the agencies, an explanation must be

documented in the “document basis for decision” section. Insert statements are

provided.

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 student does meet financial eligibility for services

• The parent did not sign the Consent for Referral form.

3rd Column: Consent for Agency Representative invite to the IEP Team meeting:

If the Consent for Agency Invitation to Transition Meeting (SE:39) was sent to the

parent AND returned indicating that they gave consent for listed agencies to be

invited to the IEP meeting, check “Yes”.

If the Consent for Agency Invitation to Transition Meeting (SE:39) was sent to the

parent and the form was not returned, check “No” and note in the Document basis

for decision that the parent did not return the form giving consent to invite an

outside agency.

4th Column: Agency Representatives were invited to the IEP Team meeting:

• If an agency representative was invited to the IEP meeting, check “Yes”.

• If the student has been referred to DORS, a representative of DORS must be invited

to the IEP meeting.

• To meet Indicator 13 compliance, the invited agency must be listed on the IEP

meeting notice.

• If the student was referred to the agency but an agency representative was not

invited to the IEP meeting, check “No”. An explanation must be documented in

the “document basis for decision” section.

• Students apply to DDA by the age of 14; however, a service coordinator may not

be assigned to the student until he/she is closer to exiting the school system. If the



student has been referred to DDA and has not yet been assigned a service

coordinator, check “No” for agency invite. An explanation must be documented in

the “document basis for decision” section. An insert statement is provided. If the

student has not been referred to the agency, check “N/A” under agency invite.

Insert statements are provided.

The following are examples of further explanations for not inviting an agency

representative to the IEP Team meeting.

• The parent did not return the Consent for Agency Invitation to Transition Meeting

form (SE:39).

• The student and parent do not want and agency representative invited or they do

not want services.

• The IEP Team has determined that that the student is not eligible for services based

on the referral protocol for that agency.

***NOTE***

Before an individual, who is not an employee of FCPS (including DORS), is invited to

an IEP team meeting by FCPS, the parent/guardian must provide signed permission to

include that individual as a participant. For documentation purposed, please use form

SE:39 Consent for Agency Invitation to Transition Meeting available on FormFinder

under Special Education. Complete this form and file it in the student’s confidential blue

folder in the transition folder. Make sure that all participating agencies are on the “Invite

List” within the IEP notification AFTER obtaining parental consent to invite. When

coordinating the actual IEP meeting, ensure that the parent is aware of all participating

agencies that have been invited to attend on the IEP team notification. Participating

agencies MUST match the agencies the parent consented to using the SE:39. The parent

may choose NOT to include invited agencies at the meeting, upon receipt of the

notification, even if they originally consented using the SE:39. As always, parents may

invite persons of their choice to attend.

5th Column: Anticipated Services for Transition:

• This radio button is where the IEP team is to select the agency that they anticipate

providing services during the first year that the student has exited school.

• If services from the agency are anticipated, check “Yes”.

• If services from the agency are not anticipated, check “No”.

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

Consider:

• Which agencies will need to be invited to the IEP meeting to support the

postsecondary goals of the student

• Obtaining parental consent to invite a representative of any participating agency

prior to notifying the agency representative

• Providing the parent with a referral to selected agencies other than DORS

Documenting the completion of the referral process

• Keeping a copy of the referral in the Transition folder in the student’s blue folder.

Parental Consent to Invite Outside Agencies: Beginning at the age of 16, or sooner and

to the extent appropriate, and with the consent of the parent(s), the school must invite a

representative of any agency that is likely to be responsible for providing or paying for

transition services. Parent permission to invite and agency must be obtained for each IEP

meeting. Consent to invite a representative from the Maryland State Department Division

of Rehabilitative Services IS required.

Inviting Agency Representatives to IEP meetings:

• In order to maintain compliance with federal/state regulations, the IEP Team

Meeting Notice, Notice of Individualized Education Program (IEP)/Service Plan

Team Meeting (SE:6) must include the agency that is being invited.

• Agencies must be given adequate notice of IEP meetings.

• If the agency is providing essential transition services, the IEP meeting should be

scheduled to accommodate the availability of the agency.

• If the student has been referred to DORS or has an assigned service coordinator,

the representative must be invited to the IEP meeting.

• A DORS referral must be submitted prior to inviting a DORS representative to the

IEP meeting.

• For students who are accessing DDA, the selected Community Resource Provider

should be invited to the exit year IEP meeting.

REFERRING STUDENTS TO AGENCIES:

DORS: It is our practice in FCPS to refer all students, beginning in 9th grade, for

Pre-Employment Transition Services (Pre-ETS) through DORS. It is best practice

to obtain permission at the annual IEP meeting after parents and student have been

informed about Pre-ETS services and can make an informed decision based on



information provided. If parents do not attend the IEP meeting be sure to send the

permission form home with other paperwork and request return of the signed form.

If, historically, parents have not attended IEP meetings the case manager may

consider sending the form home with the notification for the IEP meeting.

• DDA: When appropriate, student shall be referred to The Developmental

Disabilities Administration (DDA) during the school year in which the student turns

14 years of age. Referred in this case means that the parent and/or student were

provided with contact information for the Western Maryland DDA office and

provided a DDA application if they were not already connected with services

outside of school. They were also informed on how to obtain assistance in

completing the application if needed. This information should be documented in

the Discussion to support decision under Agency Linkage.

• BHA: When appropriate, students shall be referred to The Behavioral Health

Administration (BHA) prior to the student exiting school. Referred in this case

means that the parent and/or student were provided with contact information for

local BHA providers if they were not already connected with services outside of

school. This information should be documented in the Discussion to support

decision under Agency Linkage. Basic eligibility criteria includes that the

individual has a mental health disorder and is a Medicaid recipient. Students with

a diagnosed mental health disorder should first be referred to the Division of

Rehabilitation Services. Visit www.dhmh.state.md.us for more information.

• DLLR: When appropriate, students shall be referred to Office of Workforce and

Development and Adult Learning, Department of Labor, Licensing and Regulation

(DLLR) prior to the student exiting school. Referred in this case means that the

parent and/or student were provided with contact information for the Frederick

County Workforce Services if they were not already connected with services

outside of school. This information should be documented in the Discussion to

support decision under Agency Linkage. Basic eligibility criteria indicates services

for young adults, with or without disabilities, ages 14-24 (Youth Services Division).

FCPS DORS Process:

• As appropriate, any student with an IEP for whom consent has been provided is to

be referred to DORS/Pre-ETS beginning in the student’s 9th grade year. This

referral to DORS must to be clearly documented in the “Document” section of the

Transition Plan. This referral is only intended to notify DORS of this student and

IS NOT the same as an Application for DORS. When you download the form from

the website, DO NOT submit it online. Our regional office has requested that we

fax the completed referral to them directly. The fax number is 301-600-3084. Visit

the following website for the DORS referral:

www.dors.state.md.us/DORS/referralform/referralformpage.aspx

http://www.dhmh.state.md.us/


http://www.dors.state.md.us/DORS/referralform/referralformpage.aspx

http://www.dors.state.md.us/DORS/referralform/referralformpage.aspx



• If the parent and the student refuse/reject involvement with/by DORS, clearly

document this information in the “Document” section of the Transition Plan,

noting that a referral WILL NOT be made to DORS at the parent’s request. Be

sure that, ON AN ANNUAL BASIS, you document that the parents are rejecting

involvement with/by DORS.

• Please provide the DORS counselor with the annual meeting date as soon as it is

available so the DORS counselor can check his/her availability to attend this

meeting. This does not mean that the DORS counselor will automatically be able

to attend—but he/she will provide you with information to share at the meeting. Be

sure to provide the student and parents with the DORS counselor’s contact

information. The only exception to this yearly invite would be if the parent and

student have declined DORS services.

Developmental Disabilities Administration (DDA) Process: When appropriate, refer students by providing the family a DDA application during the

school year in which he/she will turn 14 years of age. Give consideration to students who

are coded 01/ID, 14/Autism, 13/TBI, and 10/Multiple. DDA provides a coordinated

service delivery system so that individuals with developmental disabilities receive

appropriate services oriented toward the goal of integration in the community.

Applications can be downloaded at www.ddamaryland.org.

The Behavioral Health Administration (BHA) Process:

When appropriate, refer students prior to the student exiting school by providing parents

and students with information about outside mental health service providers. Basic

eligibility criteria includes documentation that the student has a mental health disorder and

is a Medicaid recipient. Students diagnosed with a mental health disorder should first be

referred to DORS. Visit www.dhmh.state.md.us for more information.

Office of Workforce and Development and Adult Learning, Department

of Labor, Licensing and Regulation (DLLR):

When appropriate, refer students prior to the student exiting school by providing parents

and students with information about the Frederick County Workforce Services. Basic

eligibility criteria includes documentation that the student is between 14-24 years old for

the Youth Services Division. Students with and without disabilities are served. Visit

www.dllr.state.md.us/county for more information.

http://www.ddamaryland.org/

http://www.ddamaryland.org/



http://www.dllr.state.md.us/county

http://www.dllr.state.md.us/county



Documentation to Support Decisions: The discussion field at the bottom of this

section is designed to give users a place to include other relevant decisions, discussions,

explanations or information that may have contributed to the Transition decisions that have

been made. You MUST document the basis of the IEP team’s decision(s) relative to the

student’s post-secondary transition. You will want to include any and all information

discussed regarding transition. Be sure to include discussion by the IEP team in this area.

You may also note the involvement of outside support agencies that are already working

with the student.

Consider:

o Input from parents

o Input from student

o Input from school staff & IEP team participants o Input from outside agencies

o Documenting input from others who could not be present at the meeting but

provided written input

o Documenting who will be responsible for completing actions determined by the

team

o Documenting options considered, accepted and/or refused by the IEP team and

reasons the options were accepted and/or refused

o Documenting completion of referrals, applications or parental consent

o Documenting the representatives from agencies/services who were invited to

participate, such as DORS, Service Coordination, post-secondary education,

vocational education, integrated employment, continuing and adult education,

independent living or community participation, etc.

o Documenting if a parent refuses service agency linkage and the reason why they

refuse

MARYLAND SUMMARY OF PERFORMANCE

(MSOP)

The purpose of the Maryland Summary of Performance (MSOP) is to provide students

whose eligibility under special education terminates due to graduation with a summary of

the student’s academic achievement and functional performance in order to assist them as

they transition beyond high school. The MSOP summarizes the student’s skills, strengths,

and interests while also providing important information that may be useful as the student

transitions from school to post-secondary activities, including employment, post-

secondary education and/or independent living. This information is required under the

reauthorization of the Individuals with Disabilities Education Act of 2004 and COMAR.

It is important to note that all of the information required by IDEA and COMAR for

inclusion in a student’s MSOP already exists in a student’s IEP and transition plan and is

used to generate this document. This information includes: Student Demographics,



Accommodations/Modifications, Present Levels of Performance, Post- Secondary Goals

and Transition Planning.

Dissemination:

The MSOP will be given to a student and their family prior to exiting school/graduation.

Best practice is that the MSOP is provided with all graduation materials that are given to

the student the day of graduation.

A copy of the MSOP should be placed in:

1. Blue folder

2. Permanent record file

Transition Web Links

Technical Assistance Bulletin #10: Graduation Requirements and High

School Assessments for Students with Disabilities

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-

B4955E4B3C850D3E/31587/9806FINALREVISEDTA10GRADANDHSA1.pdf

Technical Assistance Bulletin #14: Secondary Transition Services:

Planning, Documentation and Implementation

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-

B4955E4B3C850D3E/31574/120210FINALTAB14SECTRANS.pdf

MSDE Transition Planning Guide

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-

5E4B3C850D3E/23109/TransitionPlanningGuide_updatedJan2010.pdf

http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/31587/9806FINALREVISEDTA10GRADANDHSA1.pdf










http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/31574/120210FINALTAB14SECTRANS.pdf










http://www.marylandpublicschools.org/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/23109/TransitionPlanningGuide_updatedJan2010.pdf












NSTTAC Age Appropriate Transition Assessment Toolkit 3rd Edition

http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit-3rd-edition

Maryland Transitioning Youth Website

http://www.mdod.state.md.us/Education.aspx?id=202

Maryland Transition Youth

http://www.mdtransition.org/

National Technical Assistance Center on Transition (NTACT):

http://www.transitionta.org/

ME! Lessons for Teaching Self-Awareness and Self-Advocacy:

http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-

educationmaterials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html

http://www.ou.edu/content/dam/Education/zarrow/me/Me%20copyright/rev.Me%20all%

20units%20combined.pdf

Transition Coalition main site- Assessment Reviews:

http://transitioncoalition.org/tc-assessment-reviews/?cat_ID=48





















http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy.html


























http://www.ou.edu/content/dam/Education/zarrow/me/Me%20copyright/rev.Me%20all%20units%20combined.pdf












Information on the future vision for Transition:

https://www.dol.gov/odep/pdf/20150302-FPT.pdf

Career Development Checklist:

http://www.youth-move.org/career-development/career-development-checklist















Documents

TRANSITION QUICK REFERENCE GUIDE - FCPS...(Transition Activities) to prepare the student for his/her desired PSG/outcome. Refer to NSTTAC Measurable Postsecondary Goals at Course of