Transition

Reach out to your student’s case manager or the special education director to request a team meeting.

If your student has an IEP and is between the ages of 14-26, you can contact your student’s school and Michigan Rehabilitation Services (MRS)/Bureau for Services for Blind Persons (BSBP) about getting Transition services. Both the school and MRS/BSBP should be involved and coordinate services. If your student has a 504 plan or has a disability but does not have an IEP, you can contact MRS/BSBP directly. They will be responsible for providing Transition services if your student does not have an IEP.

This consent form allows the school to invite any public agency that is likely to be responsible for providing or paying for Transition services such as MRS, BSBP or CMH. The federal regulations require the school to invite a representative of a public agency (MRS/BSBP/CMH) if the public agency is responsible for providing or paying for Transition services. §300.321(b)(3)(b)(1).

A strong team includes:

• Parent(s) – ask about a Transition plan for your student
• Student – identify your student’s strengths, interests, preferences, and needs
• School – The school is required to help determine what services and supports your student needs
• Vocational Rehabilitation Services (MRS/BSBP) – The service providers collaborate with the parents, student, and the school to determine next steps for transition.
• Any other outside agency that does/can provide support to your student in the process. These can include: CMH, Wraparound, Assistive Technology, Occupational Therapy etc.

The transition plan must have age-appropriate goals related to:

• Training
• Education
• Employment
• Independent living skills
• Self-Advocacy

Pre-employment Transition Services are provided to students with disabilities who have an IEP or qualify under section 504.

Services can consist of job exploration counseling and work-based learning experiences, which may include: in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment in the community to the maximum extent possible.

• Counseling on opportunities for enrollment in postsecondary educational programs at college.
• Workplace readiness training to develop social skills.
• Develop independent living skills and needed resources.
• Instruction in self-advocacy.
• Pre-employment Transition Services do not include training or education for an employment goal. That would require the completion of an Individualized Plan Employment (IPE) through MRS/BSBP.

Transition services are focused on the student’s needs, preferences, and interests. Transition services start with transition planning (ideally at age 14). Your student can receive Transition services from their school until they graduate with a diploma.  However, they can receive transition services through VR as long as they’re a student with a disability who has an IEP or is eligible under Section 504. The student’s IEP team must discuss the types of Transition services needed and how long those services will be provided.

A school must review a student’s Transition services at least once a year at their IEP meeting. These services must be based on the student’s needs and not just what the school has to offer. A Transition plan should be in writing.

It is never too late to start the Transition planning process. Contact your student’s case manager and formally request a meeting to discuss your students Transition needs with the team.

Transition planning must start no later than age 16. You can ask the school to start sooner. It is good to start early for students with significant disabilities as well as students that are at risk of dropping out.

Contact DRM and ask to speak with an advocate.