Transition for Families: Preparing for Life After High School Family Conference April 5, 2014


Full text


Division of Specialized Instruction and Student Support

Transition for Families: Preparing for Life

After High School

Family Conference


Workshop Goals

To develop an understanding of:

•Transition Services

•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

Age 12

Complete Level 1 Assessment: Identify skills, strengths,

preferences, interests & postsecondary goals; Career awareness & exploration

Age 15

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

their MPSGs

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

can understand

Adapted from: Guide to Quality Individualized Education Program Development and Implementation


Instruction: Effective & Relevant (to MPSG, Needs & Academic &

Personal Behaviors)

Student-centered Planning & Services

Common Core Learning Standards; Career Development & Occupational Studies Standards (CDOS)

The Building Blocks for

Successful Student


Student Focused IEPs that Support Measurable Postsecondary Goals



Transition Team Members

Service 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

following properties:

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


Learning Standards


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?




• What do I need to know? • What skills are

important for me?




Academic and Personal Behaviors

for College and Career Readiness


Goal Setting


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



Education/Training; Employment; Independent Living Skills Advanced Regents Regents Diploma Local Diploma

NYS Skills & Achievement Credential

CDOS Credential

Regents RCTs

Review With Student:

Academic Achievement, Functional Performance Social and Physical Development

Annual Goals

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:

Education/Training Employment

Independent Living

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

Post-School Success


• 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?


•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

•Students with Axis 1


(severe mental illness i.e. major depression, bipolar disorder, schizophrenia)

•Apply to:

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 Lifenet 1-800-lifenet

National Alliance on Mental Illness


(800) 950-6264

Helpline (212) 684-3264

Mental Health Association (MHA)

(212) 254-0333

•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

For: Queens

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 Outcomes

Quality Individualized IEPs Continued Enrollment in School Positive Post Secondary outcomes Graduation Transition Planning



NYSED Transition from School to Post School for Students with Disabilities

Academic and Personal Behaviors Worksheet

Transition Services and Post-Secondary Options nsition-services/default.htm



Related subjects :