Office of Special Education Initiatives Placement and Referral Center
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New York City Department of Education Office of Special Education Initiatives Placement and Referral Center Transition Services: An Overview
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Transition Services: An Overview. Office of Special Education Initiatives Placement and Referral Center. TRANSITION SERVICES ASSIST THE STUDENT IN REACHING HIS OR HER PROJECTED POST-SCHOOL OUTCOMES. New York City Department of Education. “TRANSITION SERVICES MEANS A COORDINATED - PowerPoint PPT Presentation
Transcript of Office of Special Education Initiatives Placement and Referral Center
New York City Department of Education
Office of Special Education Initiatives
Placement and Referral Center
Transition Services: An Overview
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TRANSITION SERVICESASSIST THE STUDENT
IN REACHING HIS OR HERPROJECTED
POST-SCHOOL OUTCOMES
New York City Department of Education
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“TRANSITION SERVICES MEANS A COORDINATEDSET OF ACTIVITIES FOR
A STUDENT WITH A DISABILITY,DESIGNED WITH A
RESULTS-ORIENTED PROCESS,THAT PROMOTES MOVEMENT
FROM SCHOOL TO POST-SCHOOLACTIVITIES.”
New York State Education Department Definition
New York City Department of Education
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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
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Highlights of
Transition 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)
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Career assessment is the firststep towards evaluating
a student’s needs.
LEVEL 1 ASSESSMENT
LEVEL 2 ASSESSMENT
New York City Department of Education
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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
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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
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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
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TRANSITION AND THE IEPAdhering 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
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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
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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 ObjectivesRecommended special education programs and servicesCoordinated set of transition activities
New York City Department of Education
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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
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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
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WHO IS RESPONSIBLE FOR PROVIDING TRANSITION SERVICES?
ASSISTANT PRINCIPAL
TRANSITION DESIGNATED PERSONNEL
SPECIAL EDUCATION TEACHER
RELATED SERVICE PROVIDER
SPECIAL EDUCATION PARAPROFESSIONAL
SCHOOL-BASED ASSESSMENT STAFF
GUIDANCE COUNSELOR
A SCHOOL TEAM MAY INCLUDE, BUT IS NOT LIMITED TO :
New York City Department of Education
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WHAT ARE TRANSITION ACTIVITIES?
9TH Grade
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
10th Grade
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
11th Grade
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
12th Grade
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
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Ninth Grade ActivitiesNinth 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
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Tenth Grade ActivitiesTenth 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
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Eleventh Grade ActivitiesEleventh 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
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Twelfth Grade ActivitiesTwelfth 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
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TRANSITION ACTIVITIESTRANSITION 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
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POST-SCHOOL ACTIVITIES INCLUDE, BUT ARE NOT LIMITED TO:
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
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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
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WHAT ARE SOME POSSIBLE OUTCOMES?
GED PROGRAM
ARMED FORCES
INDEPENDENT LIVING
New York City Department of Education
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TRANSITION/CAREER DEVELOPMENT PROCESS
WHO AM I?
• Interests• Aptitudes• Preferences• Skills• Life priorities
WHERE AM I GOING?•Career Information•Labor Market Information•Long and Short Range Goals•Career Research
HOW DO I GET THERE?
• Skills to Develop• Education / Training• Networking• Resume Writing• Interviewing Skills
New York City Department of Education
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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
