Destruction of Educational Records
Once your child has graduated or exited public school, the school's
responsibility for maintaining their records changes. You and
your child should be aware that copies of these educational records
may prove useful in the future, if application is made for federal
benefits or other services.
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Schools
must notify parents when records are going to be destroyed.
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| “The School Administrative
Unit shall inform parents when the SAU has determined
that education records are no longer needed to provide
educational services to the student or to demonstrate
that the SAU has provided the student with a free appropriate
public education as required by these rules. Such records
must be destroyed at the request of the parents or may
be turned over to parents upon their request. However,
a permanent record of a student’s name, address,
phone number, grades, attendance record, classes attended,
grade level completed, and year completed shall be maintained
without time limitations.” (MSER, Chapter 101,
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| What Has Worked For Individuals
Involved In Transition Planning... |
| "Although
transition planning is not a guarantee for 100% success,
years of experience has shown us that the more we
relate school, home and community activities to what
a young person would like to pursue, the more likely
they are to remain motivated and engaged in their
education. Research strongly indicates that students
who experienced: work or vocational experiences, extracurricular
activities, and regular classroom placements were
more likely to lead successful and satisfying lives
as adults than those who did not have those experiences
while in school. Long term planning (transition planning)
is essential for all youth but a necessity for youth
who receive special education services."
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| What Has Worked For Me As
A Parent... |
| "It
helped me to develop a list of questions and to visit
several different community support programs to get
a better idea as to which program or service would
be a good match for my daughter. When looking for
a supported housing situation, I was able to narrow
the search down a bit and then have my daughter with
me for the ones that I particularly liked."
"It helped me to know who
the people were that we would be working with from
the adult agencies. When I had their names and contact
information, my son and I were able to make additional
contact with them to ask questions that were important
to us."
"It helped me when another
parent confirmed to us that we, too, were going through
a transition process at the same time as our child.
It’s so hard to let go but so important. It
was a very emotional time and it helped when people
working with us understood that."
"It helped all of us to begin
preparing for life after high school in middle school.
The time in high school goes so fast but because we
started early, we didn’t feel as though we were
scrambling to get services the last half of my son’s
last year in high school."
"I got as much written information
and attended as many informational workshops regarding
transition planning as I could. This information helped
me to learn what needed to be done so that I could
best prepare my child for their adult life."
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| What Has Worked For Me As
A Student... |
| "I
like getting my own invitation to my PET, not just
having my name added to my parents'. It makes me feel
more respected and responsible."
"It is really helpful if I
can prepare with someone before my PET. Sometimes
it’s my parents, sometimes it’s my teachers,
sometimes both. It’s much easier to answer the
question, "What do you want to do when you get
out of high school?" if I’ve had some time
to think about it and make some notes before I’m
asked the question in a meeting with lots of adults."
"I like it when my PET’s
begin by talking about my goals for after high school.
Then we can all make sure that my courses relate to
what I want to do."
"I want people to talk to
me directly at my PET’s instead of the people
around me."
"I like being involved in
my PET’s when they are positive and not always
about the things I do wrong."
"Now that I’m out on
my own, I realize how important it was for me to have
had work experience while I was in high school. I
learned about being responsible for a job, it helped
build my resume and I was able to have some experience
managing my own money and buying the things I needed
and wanted."
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