Transition secondary Page logo (2443 bytes)

Requirements and Guidelines: Information about requirements of schools districts in providing transition planning and services. (1099 bytes)
Implementation Tools: help with putting an effective transition process into place in your school or community. How-to guides, checklists and real examples of effective practices. (1067 bytes)
Frequently Asked Questions: use this section for perspectives that most represent your concerns. (1297 bytes)
Data and Reports: reports and links to data that help to describe the transition planning and services process. (1044) bytes
Student and Family Services: information that students and families may find particularly helpful in deciding how to plan for transitions (1120 bytes)
Who Can Help: A list of people in your community who may have information you need. (1016 bytes)
Family Friendly Websites: A list of useful links for more information. (1117 bytes)
Return to Transition Home Page (1064 bytes)

mast_faq.gif (2712 bytes)

This section provides brief responses to questions about the transition planning and service process frequently asked by students, parents, schools and community service providers. Please click on the question that most concerns you or click on the first question to scroll through all of the questions and responses in order. Keep in mind that every situation is different, and complex circumstances may require a more refined response to address individual needs. In that case, go to the "Who Can Help?" page to follow up with specific individuals who can answer your question.

What is transition?

Does everyone need a transition plan?

What should be on a student's IEP regarding transition?

When should transition begin and who should participate?

Who is responsible for transition?

How will SED monitor the IEP process and what will be done if districts are not in compliance with transition requirements?

Do the transition requirements extend to students protected under Section 504 who are not under IDEA?

How long is the district responsible for the IEP transition goals past the age of 21?

What is the role of adult service agencies (VESID, CBVH, OMH, OMRDD) in transition planning?

What is the role of the VESID Counselor?

Who is financially responsible?

What are some strategies to get parents involved?

Can school districts plan transition services without the input of the student and parents?

How do schools arrange for students to have community learning experiences, especially work study and job coach programs, in the years prior to vocational rehabilitation involvement?

Are there any circumstances in which VESID will sponsor vocational services while a student is still in school?

If a student has a community based work experience before s/he is 18 will this interfere with SSI?

How can you make transition the focus of the student's education program in light of the higher standards?

How do you assist students whose goals seem too global or unrealistic?

What extent are school districts required to meet a student's need for transition if a particular service is not available in the county?

How do you get information about possible agency roles and services?

How do schools get adult service agencies involved when the agencies seem reluctant to participate?

How do community agencies or postsecondary programs know what the transition plan is?

Can students who receive an IEP diploma attend postsecondary education?

Who will provide the financial resources for the in-service training of students, families, parents, teachers, districts and agencies?

What level of transition planning is required for the initial CSE meeting when a student is newly entering the district?

What is the responsibility of the district for transition when a student drops out or gets a GED?

What is a district's responsibility when a student leaves with an IEP diploma but still needs transition services?

In private, residential, out-of-state or other school programs, who is responsible for transition?

If a student was provided with uniquely designed assistive technology in school, can they take it with them after graduating?

Can students be provided with a 12-month program to fit transition services with the extra work required to address learning standards?

Do schools still need to complete Aging-Out Legislation referral packages?