Office of Special Education Initiatives Placement and Referral Center

1. Transition Services: An Overview Office of Special Education Initiatives Placement and Referral Center

2. TRANSITION SERVICES ASSIST THE STUDENT IN REACHING HIS OR HER PROJECTED POST-SCHOOL OUTCOMES New York City Department of Education

3. “TRANSITION SERVICES MEANS A COORDINATED SET OF ACTIVITIES FOR A STUDENT WITH A DISABILITY, DESIGNED WITH A RESULTS-ORIENTED PROCESS, THAT PROMOTES MOVEMENT FROM SCHOOL TO POST-SCHOOL ACTIVITIES.” New York State Education Department Definition New York City Department of Education

4. 5 Major Goals of Transition • To enable the student and family to make informed choices • To incorporate students needs, abilities, interests and strengths in planning for post-secondary activities • To include community experiences in school instructions • To promote movement from school to post-school activities • To develop employment and adult living skills

5. Highlights ofTransition Planning Timeline • Action Suggested Age Range • ___ Administer level 1 assessment 12 • ____ Develop transition component of IEP 15+ • and annually thereafter • ____ Complete periodic evaluations 12-21 • Level 1 and/or Level 2 • (Please refer to the expanded handout from VESID website)

6. Career assessment is the first step towards evaluating a student’s needs. LEVEL 1 ASSESSMENT LEVEL 2 ASSESSMENT New York City Department of Education

7. LEVEL 1 CAREER ASSESSMENT • Is performed when the student is in middle school at age 12 • Is a review of existing student information to assess basic skills and determine student’s interests • Is a collection of information that assist the student and family to work with the school in the career decision making process New York City Department of Education

8. LEVEL 2 CAREER ASSESSMENT Level 2 assessment is recommended to determine the level of a student’s vocational skills, aptitudes, and interests. The collected data should include: • Interest Inventory • Perception (visual/auditory/tactile) • Motor (dexterity, speed, strength, coordination) • Spatial Discrimination New York City Department of Education

9. Level 2 Career Assessment (continued) • Verbal ( reading, writing, speaking) • Comprehension ( task learning, problem solving) • Numerical ( measurement, money skills) • Attention ( staying on task) and • Learning Styles This should be accomplished through standardized or functional assessment. www.vri.org/careerscope New York City Department of Education

10. TRANSITION AND THE IEP Adhering to SPP Indicator 13 the IEP should follow the eight citations. • The IEP’s of Secondary Students with disabilities aged 15 and older must include measurable post secondary goals. • These goals are based on appropriate assessment information about student’s strengths, needs, preferences, and interests relating to transition. • The annual goals are based on the student’s present level of performance. New York City Department of Education

11. The Present Level of Performance The page 3 of IEP includes: • the present level of student’s strengths, preferences, and interests relating to academics and vocation • student’s needs as they relate to transition from school to post-school activities New York City Department of Education

12. IEP GOALS/ TRANSITION The transition goals are not exclusive to page 10. They should be infused throughout the IEP, starting from page 3, Present level of Performance. • Post Secondary Goals (the goals are measurable, i.e., observable) • Short Term Objectives • Recommended special education programs and services • Coordinated set of transition activities New York City Department of Education

13. HOW CAN STUDENTS PARTICIPATE IN THEIR OWN TRANSITION PROCESS? • Attend IEP Annual and Triennial meetings (keep copies) • Take appropriate classes and programs to meet requirements for graduation and future career path • Participate in internships and job opportunity programs • Explore interests for possible employment/career • Make realistic career goals to experience successful outcomes New York City Department of Education

14. HOW CAN STUDENTS PARTICIPATE IN THEIR OWN TRANSITION PROCESS? (continued) • Become familiar with community based agencies that will support your needs (VESID, CID-NY, etc.) • Keep a folder of important documents (names, addresses, phone numbers, scheduled appointments, places visited, certificates, diplomas, etc.) • Learn to advocate for personal needs and interests • Don’t be afraid to ask questions New York City Department of Education

15. WHO IS RESPONSIBLE FOR PROVIDING TRANSITION SERVICES? A SCHOOL TEAM MAY INCLUDE, BUT IS NOT LIMITED TO : • ASSISTANT PRINCIPAL • TRANSITION DESIGNATED PERSONNEL • SPECIAL EDUCATION TEACHER • RELATED SERVICE PROVIDER • SPECIAL EDUCATION PARAPROFESSIONAL • SCHOOL-BASED ASSESSMENT STAFF • GUIDANCE COUNSELOR New York City Department of Education

16. WHAT ARE TRANSITION ACTIVITIES? New York City Department of Education

17. Ninth Grade Activities • Securing working papers: green for 16 & 17 year old students blue for 14 & 15 year old students • Level One Vocational Assessment • Transition Folder a) Proof of address b) Working papers c) Social Security • Travel training if needed New York City Department of Education

18. Tenth Grade Activities • Explore and participate in on-campus work experiences • Parent questionnaire added to folder • Birth certificate added to folder • Participate in school based extra-curricular activities • Participate in CBOs • Apply for SYEP • Evaluate H.S. transcript • Participate in: a) IEP prep b) Annual review c) Triennial d) Transition meeting New York City Department of Education

19. Eleventh Grade Activities • Begin work with transition team to develop transition plan • Secure blue working papers • Level One or Two assessment • Apply for TOP • Explore competitive P/T employment • Visitations to a) 5th year programs b) colleges c) VESID programs • Upon turning 18 register for Selective Service New York City Department of Education

20. Twelfth Grade Activities • Fine tune transition exit plan • Evaluate transcript • Apply for financial aid • Apply for VESID • Continue visitations • Participate in transition exit interview New York City Department of Education

21. TRANSITION ACTIVITIES The IEP includes needed activities to facilitate the student’s movement from school to post-school activities in the following areas: • Instruction • Community Experiences • The development of employment and other post-school adult living objectives • When appropriate, acquisition of daily living skills and functional vocational assessment New York City Department of Education

22. POST-SCHOOL ACTIVITIES INCLUDE, BUT ARE NOT LIMITED TO: • POST-SECONDARY EDUCATION • VOCATIONAL TRAINING • INTEGRATED COMPETITIVE EMPLOYMENT (INCLUDING SUPPORTED EMPLOYMENT) • CONTINUING AND ADULT EDUCATION • ADULT SERVICES • INDEPENDENT LIVING OR COMMUNITY PARTICIPATION New York City Department of Education

23. WHAT ARE SOME POSSIBLE OUTCOMES? • 4 YEAR COMPETITIVE COLLEGE PROGRAM • 2 YEAR ASSOCIATE DEGREE PROGRAM • COMPETITIVE/SUPPORTED EMPLOYMENT • VOCATIONAL TRAINING PROGRAMS: 1) DOE 5th year program 2) VESID and/or Workforce1 sponsored program 3) CBO sponsored program 4) Private training program New York City Department of Education

24. WHAT ARE SOME POSSIBLE OUTCOMES? • GED PROGRAM • ARMED FORCES • INDEPENDENT LIVING New York City Department of Education

25. TRANSITION/CAREER DEVELOPMENT PROCESS WHO AM I? • Interests • Aptitudes • Preferences • Skills • Life priorities HOW DO I GET THERE? WHERE AM I GOING? • Skills to Develop • Education / Training • Networking • Resume Writing • Interviewing Skills • Career Information • Labor Market Information • Long and Short Range Goals • Career Research New York City Department of Education

26. Contact Information: Office of Special Education Initiatives Placement and Referral Center 145 Stanton Street • Room 225 • New York, New York 10002 • Telephone: 212-505-6390 • Fax: 212-529-4083 OR 2183 New York City Department of Education