Time Frames for Transition Planning
The process of transition planning should reflect the student's
unique needs and plans for the future. Students who plan to go
on to a postsecondary program will need Transition Services that
focus on academic preparations and supports. Students with cognitive
and/or functional limitations may need a Transition Plan that
incorporates a wide range of community supports. Maine State Education
Regulations (MSER) requires simply that the process be initiated,
that the student be included and that a statement of the needed
Transition Services be included in the Individual Educational
Program (IEP). It is up to the Pupil Evaluation Team (PET) to
determine what areas will need to be addressed and to review and
update the plan annually.
“The Pupil Evaluation
Team shall include within the Individualized Education
Program of a student with a disability beginning no
later than age 14 (or younger if determined appropriate
by the PET), and updated annually, a statement of the
transition service needs of the student under the applicable
components of the student’s IEP that focuses on
the student’s courses of study (such as participation
in advanced-placement courses or a vocational education
program).
For each student beginning at age 16 (or younger if
determined appropriate by the PET) a statement of the
needed transition services for the student including,
when appropriate, a statement of the interagency responsibilities
or any needed linkages.” (MSER, Chapter 101, Section
5.13A, p. 26) |
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