By: Frances Shefter, Esq.
If your child has an IEP in Maryland and is approaching age 14, you may have heard the term “transition planning.” But what does that really mean—and why does it matter so much? This guide explains what transition planning is, what Maryland law requires, common mistakes schools make, and what you can do to protect your child’s future.
What Is Transition Planning in Special Education?
Transition planning is a required part of the Individualized Education Program (IEP) for students with disabilities starting at age 14 in Maryland. It is designed to help prepare students for life after high school—whether that’s college, employment, job training, or independent living.
According to Maryland State Department of Education (MSDE) guidelines, the IEP must include:
- Post-secondary goals based on student interests and strengths
- Age-appropriate transition assessments
- A coordinated set of activities to help the student reach those goals
- Services and supports that connect with adult agencies like DORS or DDA
Common Transition Planning Mistakes in Maryland Schools
Despite the legal requirements, many families find that their child’s transition plan is vague, not individualized, or missing entirely. Some of the most common problems include:
🔹 Starting too late
Even though Maryland law requires transition planning to begin at 14, many schools wait until 16 or 17—or never bring it up at all. You can also invite your child to the IEP meeting during this discussion.
🔹 Generic or meaningless goals
IEPs often say things like “Student will explore college and career options” without any concrete steps, services, or timelines. This also is not individualized; all students should be doing this.
🔹 No outside agency involvement
Schools are supposed to invite agencies like the Division of Rehabilitation Services (DORS) or Developmental Disabilities Administration (DDA) to help support the student after graduation. Often, this never happens. Schools often skip that section completely instead of discussing all agencies, what they offer and whether your child would qualify for services.
🔹 Lack of real-world training or services
Students leave school without job experience, life skills, or training in using public transportation, budgeting, or managing time—because these supports were never built into the IEP. While this is true for almost all students, our children need extra assistance and this is why the transition section is part of the IEP
How Can a Parent Tell If a Transition Plan Is Weak?
Ask yourself the following:
- Are there clear, measurable goals for life after high school?
- Has the school done any transition assessments?
- Are there specific services listed to help your child gain independence?
- Has the school connected you with any adult service agencies?
- Does the plan include real opportunities, like internships or work-based learning?
If the answer is “no” or “I’m not sure,” it’s time to push back.
What You Can Do as a Maryland Parent
Here’s how to advocate for your child:
- Request a transition-focused IEP meeting once your child turns 14.
- Ask for a written transition plan with measurable goals and service descriptions.
- Demand agency involvement—such as DORS or local adult support services.
- Document all communication and requests in writing.
- Get legal help if the school refuses to follow the law.
How a Maryland Special Education Lawyer Can Help
At Shefter Law, we help families:
- Strengthen the transition section of IEPs
- Ensure that adult services are included and contacted
- Advocate for job readiness, life skills training, and appropriate services
- File complaints with MSDE if the school is violating transition planning laws
We know the law—and how to hold schools accountable.
Final Thoughts: Don’t Let the Clock Run Out
Too many students with disabilities in Maryland leave school without a plan, without support, and without the skills they need to thrive. Transition planning should start early, involve real goals, and provide meaningful preparation for adulthood. If it’s not, that’s a failure—not on your part, but on the system’s.
You don’t have to accept that. You can change the path. And we can help.
