The following eligibility and recommendation guidelines/considerations were developed, keeping with best practices in the field of transition of students with disabilities from school to independent living in the community.  It is important to remember that transition activities must be based on an individual student’s interests and preferences.

Any special education student can be considered for TOPS regardless of his/her specific disability/placement.  Above all, a student’s strengths, abilities, and needs should be the primary focus. While TOPS is not for every student, the program provides a wonderful opportunity for those who meet the eligibility requirements.  As you think about prospective candidates, please refer to the eligibility and considerations listed below:

Eligibility

Any student age 18 – 21 with a disability who resides in Charleston County School District

• who, after consideration of the student’s attendance record, discipline record, classroom performance, vocational/community experiences, and aptitude/potential for competitive employment, has been recommended by a multidisciplinary team (MDT);
• who has a current IEP with unmet needs in one or more of the transition areas (instruction, community, employment);
• who has the aspiration of (along with, and not solely his/her parents desire) committing to a goal of achieving independence that includes traveling, working, and participating in the community; and
• who has completed a minimum of four years in a secondary program for students with disabilities. (Students who have graduated but have not been awarded a regular high school diploma are eligible for consideration for TOPS.)

• A representative from the TOPS staff must be invited to, and attend, the prospective TOPS student’s exit IEP meeting.  Along with the invitation to the TOPS staff*, please include supporting information pertaining to the student’s high school education and vocational training.  These documents will be reviewed to provide TOPS staff with adequate background information so that they may effectively participate as a committee member.  It is equally important to keep in mind that students should possess the motivation, the enthusiasm, and a positive attitude to be successful.
• After considering all pertinent information, the MDT will determine whether the student appears to possess the capability of independence (i.e., ultimately functioning without direct supervision at miscellaneous business sites, at various locations in the community, on the city bus, etc.).
• In order to be recommended for the TOPS program, the student must be present at his/her high school exit IEP meeting.
• After reviewing TOPS forms, the parent/guardian must be willing to grant permission (by signing off on forms) for the student to work, travel, shop, recreate, etc., independently (without TOPS staff present) after comprehensive training.

Summary

An excellent candidate to be considered for the TOPS Program is the student who has

• spent at least four years in high school
• an acceptable school record
• some successful community experiences (e.g., having demonstrated for a minimum of nine weeks appropriate work related behavior and aptitude for competitive employment)
• strong parental support
• capable, after instruction, of being a part of a program that will enable him/her to independently work, shop, recreate, travel, etc. in the community with the goal of becoming a productive citizen.

• Some students already have job prospects and are ready to graduate and transition from school to independent community functioning (work, shop, recreational/leisure skills, etc.).  An example would be a student who has a satisfactory school record that will lead to competitive employment.
• Some students may need to continue in a traditional self-contained high school setting to better prepare them before they leave school. An example would be a student who functions at a level where independence and competitive employment are not a realistic option (e.g., adult agencies, supported employment, sheltered workshop, etc.).
• Some students may meet several of the requirements but, after review of their school records, are not appropriate candidates at this time.  Such students may need a fifth or sixth year in a traditional high school program and/or choose to graduate because a structured program is no longer appealing.  An example would be a student who has spent four years in high school but discipline records/behavior rating scales and resulted IEPs indicate an inability to manage his/her behavior (e.g., frequent suspensions and behavior incidences/concerns during various vocational experiences in the community).
• NOTE:  The TOPS program is not designed to teach compliance.
• NOTE:  If, after continued self-contained placement, skills improve and the MDT believes the student is a good candidate, he/she should be considered for TOPS again.

If you have any questions or need further information about the TOPS Program and the recommendation process, please feel free to contact the TOPS staff.