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

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

3. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 5 Highlights of Transition Planning Timeline Action Suggested Age Range ___ Administer level 1 assessment12 ____ Develop transition component of IEP15+ and annually thereafter ____ Complete periodic evaluations12-21 Level 1 and/or Level 2 (Please refer to the expanded handout from VESID website)

6. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 15 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

16. ChildrenFirst 16 WHAT ARE TRANSITION ACTIVITIES? 9 TH 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 10 th 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 11 th 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) 5 th year programs b) colleges c) VESID programs  Upon turning 18 register for Selective Service 12 th 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

17. ChildrenFirst 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. ChildrenFirst 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. ChildrenFirst 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) 5 th year programs b) colleges c) VESID programs  Upon turning 18 register for Selective Service New York City Department of Education

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

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

25. ChildrenFirst 25 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

26. ChildrenFirst 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