Division of Specialized Instruction and Student Support
Transition for Families: Preparing for Life
After High School
To develop an understanding of:
•Time line for student-centered transition planning
•The role of the student, family and providers in the transition planning process
•Skills, behaviors and experiences recommended for
postsecondary success in the areas of education/training, employment and independent living
•Resources available to facilitate student’s transition to postsecondary education and/or adult services
• Overview of Transition Planning and Services • Age-Appropriate Transition Assessments
• Aligning Transition Services to Learning Standards • Goal Setting to Facilitate Postsecondary Success
Individuals with Disability Education Act
The Individuals with Disability Education Act (IDEA) requires that students with disabilities receive a free and appropriate education and related services designed to meet their unique needs and prepare them for further education, employment,
and independent living.
IDEA Regulations §300.1(a)
As such, it is important that students receive specially
designed instruction and support services that will assist
them with achieving their respective postsecondary goals and being successful in various post school and independent living activities.
What are Transition Services?
• A set of coordinated activities to help students move from school to adult life
• Outcomes oriented
• Based on individual needs, strengths, preferences, interests, abilities and aspirations
• A program, a service, a process • Person-centered
Sample Transition Timeline
Complete Level 1 Assessment: Identify skills, strengths,
preferences, interests & postsecondary goals; Career awareness & exploration
Student is invited and attends IEP meeting; Transition Focused IEP: Transition needs & goals; Career/transition plan
Age 16 and beyond Identify and research college options, apply to college and/or vocational programs; participate in: internships/work
experience & pre-college programs; referral for travel training; apply for adult services (ACCES-VR, OMH, OPWDD, CBVH )
Linkages with agencies/service providers should be established based on student strengths, needs, interests and preferences and can occur at times other than highlighted above
Quality Indicators for Transition Services
Are included beginning with IEP in
effect at age 15
Coordinated Set of Activities addresses
all required areas
Are supported by individual needs
identified in PLP, and correspond to authentic career and life skills
Are based on assessment information,
including vocational assessments
Reflect parent & student input;
student strengths, interests and desires
Will advance student toward achieving
Address courses of study, including
general & career ed, and diploma status.
Are age appropriate
Become more specific as the student
approaches his/her exit from school
Clearly identify the responsibilities of the
school and other agencies
Are clearly documented, in language all
Adapted from: Guide to Quality Individualized Education Program Development and Implementation
Instruction: Effective & Relevant (to MPSG, Needs & Academic &
Student-centered Planning & Services
Common Core Learning Standards; Career Development & Occupational Studies Standards (CDOS)
The Building Blocks for
Student Focused IEPs that Support Measurable Postsecondary Goals
Transition Team MembersService providers/ Agency Representatives Advocates School Personnel
Transition Planning is part of the Individualized Education Program
(IEP) process. The transition planning and service process
encourages IEP Teams to look beyond the traditional educational focus of the IEP. The intent of transition planning is to enable youth with disabilities to live, work, and continue to learn in the community with supports, if necessary, as adults.
The process of developing a transition plan
involves the following quality components:
• Students are actively involved in transition planning and are supported in achieving their desired adult goals.
• Family members and other community service agencies, as appropriate, are informed, involved, and invested in transition planning.
• Transition planning addresses services and supports post high school.
• Services and supports are provided as specified in the IEP, as agreed upon by the student, school and family.
• The accomplishment of outcomes is measured in terms of
students successfully achieving their post-school living, learning and working/earning goals.
• Services provide maximum inclusion for students from linguistically and culturally diverse backgrounds.
Age Appropriate Transition Assessments
Division on Career Development and Transition:
Transition assessment is "the ongoing process of collecting data on the individual's strengths, needs,
preferences, and interests as they relate to the demands of current and future working, educational, living, personal, and social environments. Assessment data serve as the common thread in the transition process and form the
basis for defining goals and services to be included in the IEP" (Sitlington, 1996).
Level 1 Vocational Assessment
The Transition IEP process begins with a
Level 1 Vocational Assessment
All students classified with a disability who reach age 12.0 as of September 1 of a given year will receive a Level 1 Vocational Assessment. First time students to special education over the age of 12 will also have a Level 1 performed regardless of their age. It should be updated yearly.
The Level I Vocational Assessment includes:
1. Student Interview
2. Parent/Guardian Interview
Level II Vocational Assessment
The Level 2 Career Assessment is a non-mandated formal
assessment using a normed/standardized instrument with the
1. Specialized vocational evaluation instrument that tests for skill and ability
2. A trained educational professional
• The assessment is a self-administered computer-based
interest and aptitude system that measure six elements
identified by the U.S. Department of Labor in its
development of the General Aptitude Test Battery (GATB).
The elements are:
General Learning Ability, Verbal Aptitude, Numerical Aptitude, Spatial Aptitude, Form Perception and Clerical Perception.
Level III Assessment/
Functional Vocational Evaluation (FVA)
• The Level 3 Career Assessment (Functional/Situational
Assessment) is a comprehensive career assessment that
utilizes real or simulated work, as the basis for assessment.
• Provides opportunity to assess student’s work and social
• It is recommended for all students who are participating in a
work based or volunteer learning experience.
Aligning Transition Services
Essential question for students, school
staff, parents and service providers
What are the skills and behaviors that students need to acquire and master in order to be productive members of society (home, school and community)?
College and Career Readiness Anchor Standards
The College and Career Readiness (CCR) Standards anchor and define general, cross-disciplinary literacy expectations that must be met for students to prepare them for college and
workforce programs so they may succeed.
Anchor Skills consist of Reading, Writing, Speaking and
Listening. These interdisciplinary skills foster communication enabling students to gather, comprehend, evaluate, synthesize, and report on information and ideas.
Career Development and Occupational Studies
Learning Standards (CDOS)
Standard 1: Career Development
> Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career goals.
Standard 2: Integrated Learning
> Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Standard 3a: Universal Foundation Skills
> Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace.
Standard 3b: Career Majors
> Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
Basic Skills Thinking Skills Systems Personal Qualities CDOS Standard 3a:
Universal Foundations Skills Teaches Others Serves Clients Exercises Leadership Negotiates
Works as a Member of a Team Works with Diversity
Interpersonal Resources Acquires/Evaluates Information Organizes/Maintains Information Interprets/Commun- icates Information Uses computers to process
Information Selects and Applies Technology Maintains Equipment Technology •Can Think Creatively Uses Decision Making Skills Uses Problem Solving Skills Can Visualize in One’s Mind Knows How to Learn
Improves & Design s Systems
Monitors & Corrects Performances Understands Systems Demonstrates: Responsibility Positive self-esteem Self Management Social Skills Integrity/Honesty Can Read Can Write
Can use Basic Math Skills
Listens Effectively Speaks Clearly
Understands how to use: Time
Money Materials Facilities
CAREER DEVELOPMENT Self-knowledge • Who am I? Career exploration • Where am I going? Career Plan • How do I get there? Knowledge INTEGRATED LEARNING • What am I learning? • Why am I learning it?
• How can I use it?
FOUNDATION SKILLS (SCANS)
• What do I need to know? • What skills are
important for me?
STUDENTS SHOULD BE ABLE TO ANSWER QUESTIONS & APPLY LEARNING RELATED TO:
Academic and Personal Behaviors
for College and Career Readiness
Facilitate Postsecondary Success
Goals Provide an Instructional Roadmap
Would you tell me please, which way I ought to go from here?”
“That depends on where you want to get to. ”
Annual Goals Credits Earned Diploma Objectives Measurable Postsecondary Goals
PATHWAYS TO POSTSCHOOL
SUCCESSEducation/Training; Employment; Independent Living Skills Advanced Regents Regents Diploma Local Diploma
NYS Skills & Achievement Credential
Review With Student:
Academic Achievement, Functional Performance Social and Physical Development
Services and Accommodations Transition Needs, Goals and
Activities Diploma Objective Graduation Requirements
Measurable Postsecondary Goals
The measurable postsecondary goals are intended to acknowledge the student's needs, preferences and interests and should be expressed in terms of the
student's aspirations for the future.
These statements do not represent a promise or an irrevocable commitment but desired goals on the part of the student in the areas of:
Goals may be written using the student’s own words, in answer to such questions as:
What do you want to do when you finish high school? If you go to college, what do you want to study? Where do you plan on living?
Annual Goal:Section 200.4(d)(2)(iii)(a-c)
A statement that identifies what knowledge, skills or
behaviors a student is expected to be able to demonstrate by the end of the year
•Focus on knowledge, skills, behaviors and strategies to address the student’s needs as identified in the PLP
•Not a restatement of the general ed. curriculum or a list of curricular content
Student Exit Summary
• Is a mandated document authorized by IDEA which corresponds to NYS Regulations.
• It is completed for a student with a disability who graduates from secondary school with a regular diploma, regents or local diploma .
• A student who graduates with an Exiting Credential or is aging out at 21 years of age also requires an Exit Summary.
NYSED recommends that an Exit Summary be completed for a student with a disability exiting with a Test Assessment
Secondary Completion (TASC) (Formerly-General
Equivalency Diploma-GED). Best Practice indicates the Exit Summary also be completed for students who exit school before graduation.
Exit Summary: Purpose
Exit plan to supports the student’s transition from high school Provides a meaningful picture of the exiting student’s
strengths, abilities, skills, functional and academic levels, needs, limitations, necessary accommodations and
recommendations that will support the student’s postsecondary goal
Assists the student in establishing eligibility for reasonable accommodations and supports in post-secondary education, the workplace and the community.”
Assists the student in establishing eligibility for reasonable accommodations in post-secondary settings and for adult vocational rehabilitation services
Source: National Secondary Transition Technical Assistance Center
Transition Activities That Are In-School Predictors Of
• Career Awareness • Occupational Courses • Paid Work Experience • School Integration • Self-care/Independent Living Skills • Social Skills • Transition Program • Vocational Education • Work Study Education • Academic/General Education • Career Awareness • Exit Exam Requirements/High School Diploma Status • Interagency Collaboration • Parental Involvement • School Integration • Self-advocacy/Self-determination • Social Skills • Student Support • Transition Program Independent Living • Community Experiences • Occupational Courses • Paid Work Experience • Parental Involvement • School Integration • Self-advocacy/Self-determination • Self-care/Independent Living Skills • Social Skills • Student Support • Transition Program
Adult Service Systems – Which Services Should I Access?
ACCES-VR OPWDD OMH CBVH
•Students with physical,
developmental, or emotional disabilities whose disability prevents them from working
•Students capable of working
with additional training and education
•Apply in the borough of
residence, or contact school TLC
Manhattan District Office (212) 630-2300
Brooklyn District Office (718) 722-6700
Bronx District Office (718) 931-3500
Queens District Office (718) 271-8315
Staten Island (718)-816-4800
•Students with developmental
disabilities that occur before age 22 including: Intellectual Disabilities, Autism,
Cerebral Palsy, Seizure Disorders
and other neurological Impairments
•IQ less than 70 and deficits in
adaptive behavior skills
•Apply at borough
Developmental Disabilities Regional Office (DDRO)
Manhattan DDRO (646) 766-3466 Brooklyn DDRO (718) 642-6151 Bronx DDRO (718) 430-0478 Queens DDRO (718) 217-4242
Staten Island DDRO (718) 982-1903 www.omr.state.ny.us
•Students with Axis 1
(severe mental illness i.e. major depression, bipolar disorder, schizophrenia)
Adult Single Point of Access (SPOA) for case management (212) 801-3343
Center for Urban
Community Services (CUCS) for residential services (212) 801-3300/(212) 391-5970 www.cucs.org Lifenet 1-800-lifenet www.lifenet.org
National Alliance on Mental Illness
Helpline (212) 684-3264 www.nami.org
Mental Health Association (MHA)
(212) 254-0333 www.mhaofnyc.org
•Students who are legally
blind or visually impaired
• Apply to:
For: The Bronx, Brooklyn, Manhattan, Staten Island 80 Maiden Lane, 23rd Floor
New York, NY 10038 (212) 825-5710 TDD: (212) 825-7367 Fax: (212) 383-1350
50 Clinton Street, Suite 208 Hempstead, NY 11550 (516) 564-4325
TDD: (516) 564-4325 Fax: (516) 292-7448
Transition Planning & Services PRODUCTIVE MEMBER OF SOCIETY Postsecondary Goals: Education/Training ; Employment & Independent Living Academic, Physical, Social Emotional & other Functional Life Skills/Behaviors Community Based Instruction/ Experiences Learning Standards Travel Training (if applicable) Recreation /Leisure
Based On What You Have Learned About Transition Services
and Planning, What Action Steps Can You Take?
Our Goal: Positive OutcomesQuality Individualized IEPs Continued Enrollment in School Positive Post Secondary outcomes Graduation Transition Planning
FOR MORE INFORMATION
NYSED Transition from School to Post School for Students with Disabilities
Academic and Personal Behaviors Worksheet
Transition Services and Post-Secondary Options