transition 101 division of students with disabilities & english language learners
TRANSCRIPT
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
Career Awareness/
Vocational Exploration
Transition Resource
Self-Advocacy
Skills
Transition Planning
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
Where to live?
Friendships?
Education?
Leisure?
Finances?
Civic responsibility?
Transportation?
Health?
Where to work?
Who is Involved in Transition?
Who are your partners?
The student
Parents/family members
General educators
Special educators
School social workers
Vocational educators
Guidance counselors
Related services personnel
School psychologist
Community Agency
Adult Services personnel (e.g., ACCES-VR counselors, Disabled Student Services Counselor, etc.)
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)
Eligible Services
Vocational Assessments
Physical and Psychological Exams
Vocational Counseling/Career Planning
Referrals to other Agencies
Other Supportive and Training Services available
http://www.accesvr.nysed.gov/
ACCES Locations
Manhattan District Office 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
Bronx District Office 718-931-3500
1215 Zerega Ave, 1st Floor Bronx, NY 10462
Brooklyn District Office 718-722-6700
55 Hanson Place, 2nd Floor Brooklyn, NY 11217
Queens District Office 347-510-3100
1 LeFrak City Plaza 20th 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