Transcript Document

Transition 101
Division of Students with
Disabilities & English
Language Learners
Goals
To define Transition and Transition Services
To identify the roles and responsibilities of the Transition Designee
To understand the impact Transition Services play on post school
outcomes for Students with Disabilities
Activity I
What do you know about Transition?
What are Transition Services?
• Take a minute to reflect individually on the question.
• Turn to your neighbor and discuss your thoughts on the
question.
• Be prepared to share your responses.
TRANSITION- Focused Education
• Transition-focused education is directed toward adult
outcomes and consists of academic, career, and
extracurricular instruction and activities, delivered through
a variety of instructional and transition approaches, and
responsive to the local context and students’ learning and
support needs.
• transition-focused education is the expectation for all
students to achieve a quality life, valued within the context
of their family, school, and community.
Team Planning Tool for Student-Focused Planning and Student Development Practices
Second Annual Oklahoma Transition Institute, June 2007
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Transition Services ….
Federal and State Laws and Regulations Requiring Transition Services
Under the IDEA, transition services are defined as “a coordinated set of
activities for a child with a disability that” –
(A) is designed to be within a results-oriented process, that is focused on improving the academic
and functional achievement of the child with a disability to facilitate the child’s movement from
school to post-school activities, including postsecondary education, vocational education,
integrated employment (including supported employment), continuing and adult education,
adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child’s strengths, preferences,
and interests; and
(C) includes instruction, related services, community experiences, the development of
employment and other post-school adult living objectives, and, when appropriate, acquisition
of daily living skills and functional vocational evaluation.
USEDU - 20 U.S.C. § 1401(34)(emphasis added); 34 C.F.R. § 300.43(a); see also NYSED - 8 N.Y.C.R.R. § 200.1(fff)(setting
forth a nearly identical definition of transition services)
Transition Services ….
New York State mandates the provision of transition services as
follows:
Beginning not later than the first IEP to be in effect when the child is 15 or even earlier if the IEP
team determines it to be appropriate, and updated annually thereafter, [the IEP must include:]
•
appropriate measurable postsecondary goals based upon age appropriate transition
assessments related to training, education, employment, and, where appropriate,
independent living skills;
•
the transition services (including courses of study) needed to assist the child in reaching
those goals .
New York State law provides a more expansive right to transition services for students
with disabilities. State regulations require that these services commence at the age of
fifteen (one year earlier than under the IDEA), For example, transition services should
commence earlier than the age of fifteen for students “who are considered to be at risk of
dropping out of school, or who could benefit from transition services.”
Activity II
• Why is the understanding of Transition Services important
for students in K-8?
• What do you think the role of a Transition Designee
entails?
• What are their responsibilities?
What do Transition Designees DO?
Transition Planning
> Compliance with IDEA (Indicator 13)
> Transition Assessment
> Portfolios & Personal Futures Planning
Cultivate Self-determination
> Student Involvement in IEP
> Self-determination Curricula
> Family Advocacy
Provide Employment Experiences for Students
> Job Development
> Career Awareness
Interagency collaboration
What Do Transition Designees Need to Know?
1.
Instructional Planning for transition
 Vocational/career
2.
Curriculum & Instruction
 Accommodations/ modifications
in Gen Ed
 Transition domains
 Behavior management
3.
Assessment
 Transition
 Academic
 State and district assessments
4.
Transition Planning
 IEP transition indicators
 Family and Student
involvement
5.
Collaboration
 Families
 Agencies
 School staff
Adapted from: Bentiez, D. & Morningstar, M (2005). Secondary
Transition Teachers Survey
Inter-agency
Collaboration
Transition
Planning
SelfAdvocacy
Skills
Career
Awareness/
Vocational
Exploration
Transition
Resource
Transition Designee Responsibilities
•
Create and maintain Student Transition Portfolio
•
Explore and arrange age-appropriate Transition Assessments
•
Gather appropriate student documents
•
Transition Team building
•
Transcript review
•
Get Parent/Student Involved
•
Conduct Student Exit Summary – High school
•
Student Transition Portfolio to be placed in the Articulation folder – Middle School
•
Establish Interagency connections
•
Coordinate College and Career Fair with the college advisor (guidance counselor )
•
Develop jobsites for TOP for High school
•
Develop jobs within the middle school
Transportation?
Education?
Who is Involved in Transition?
Who are your partners?

The student

Related services personnel

Parents/family members

School psychologist

General educators

Community Agency

Special educators


School social workers

Vocational educators
Adult Services personnel (e.g.,
ACCES-VR counselors,
Disabled Student Services
Counselor, etc.)

Guidance counselors
Transition Services
Is a Team Effort
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Activity III
What has been your Greatest Accomplishments....
Program level:
Student level:
ACCES (The Office of Adult Career and Continuing
Education Services)
ACCES Locations
Eligible Services
Manhattan District Office
Vocational Assessments
Physical and Psychological Exams
212-630-2300
116 West 32nd St, 6th Floor New York, NY 10001
Harlem Satellite Office
212-961-4420
Adam Clayton Powell State Office Building
163 W 125th St, 7th Floor New York, NY 10027
Vocational Counseling/Career Planning
Bronx District Office
Referrals to other Agencies
718-931-3500
1215 Zerega Ave, 1st Floor Bronx, NY 10462
Brooklyn District Office
Other Supportive and Training Services
available
55 Hanson Place,
2nd
Floor Brooklyn, NY 11217
Queens District Office
http://www.accesvr.nysed.gov/
1 LeFrak City Plaza
718-722-6700
20th
347-510-3100
Floor
59-17 Junction Blvd Corona, NY 11368
Staten Island Satellite
718-816-4800
2071 Clove Road Suite 302 S.I., NY 10304
Contact NYC RSE-TASC Transition Specialists at:
Division of Students with Disabilities and English Language Learners
Karen Brown [email protected]
Cluster 2
Irene Kawamura [email protected] Cluster 5
Paula Shorter [email protected]
Cluster 1