Special Education » Secondary Transition

Secondary Transition

Secondary Transition is the process of preparing students for adult life after they leave high school. Transition planning begins in Maryland at age 14 as students explore and discover what they want their post-school goals and outcomes to be through career awareness activities. The transition process continues through high school as academic instruction and community experiences support these outcomes. This process considers the student’s strengths, preferences, and interests.

A Transition Plan is developed at the annual IEP meeting for a student who is 14 or will be 14 before the next annual IEP meeting.  Plans are reviewed/updated at every annual until they exit high school with either a Maryland High School diploma or a Maryland Certificate of Completion.  
  1. Conduct Age-Appropriate Transition Assessments to determine student needs, strengths, preferences, and interests.
  2. Write Measurable Postsecondary Goals for the following areas: Education/Training, Employment, and Independent Living (as needed)   
  3. Identify Transition Services: What does the student need in order to work towards his/her post-secondary goal? Specially Designed Instruction, Related Services, Community Experiences, Employment & Living Skills. (Activities)
  4. The course of study is identified on the student’s IEP as follows:
    For students earning a High School Diploma a career cluster that corresponds to their postsecondary goals is chosen.
    For students earning a Certificate of Program Completion, Functional and Skill Development activities that describe the students’ current activities is chosen.  Some examples are:
        Job Sampling & Employment Training
        Supported Employment
        Activities of Daily Living (life skill instruction)
    Some students earning a High School Diploma may also be participating in a Functional and Skill Development activity.
    Some students earning a Certificate of Program Completion may also be participating in a career cluster course of study.
  5. Identify Transition Activities:  For each post-secondary goal at least one activity should be written; two or more is preferred.  
  6. Agency Linkage Process, Considerations, and Guidance: The IEP Team through discussion anticipates if the student meets the initial eligibility criteria for DORS, DDA, BHA, and/or Department of Labor and if the student is likely to require their services after graduation. 
Amy Donovan, Vocational Rehabilitation Specialist II
Eastern Shore Regional Office
926 Snow Hill Rd., Building 100
Salisbury, MD 21804
8928 Sign Post Road, Suite 2
Westover, MD 21871