1. Transition 101 Division of Students with Disabilities & English Language Learners

3. 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

4. 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.

5. 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 5

6. 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)

7. 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.”

8. 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?

9. 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

10. 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

11. Inter-agency Collaboration Career Awareness/ Vocational Exploration Transition Resource Self- Advocacy Skills Transition Planning

12. 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

13. Where to live? Friendships? Education? Leisure? Finances? Civic responsibility? Transportation? Health? Where to work?

14. 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.)

15. Transition Services Is a Team Effort 15

16. Activity III What has been your Greatest Accomplishments.... Program level: Student level:

17. 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 32 nd St, 6 th Floor New York, NY 10001 Harlem Satellite Office 212-961-4420 Adam Clayton Powell State Office Building 163 W 125 th St, 7 th Floor New York, NY 10027 Bronx District Office 718-931-3500 1215 Zerega Ave, 1 st Floor Bronx, NY 10462 Brooklyn District Office 718-722-6700 55 Hanson Place, 2 nd Floor Brooklyn, NY 11217 Queens District Office 347-510-3100 1 LeFrak City Plaza 20 th Floor 59-17 Junction Blvd Corona, NY 11368 Staten Island Satellite 718-816-4800 2071 Clove Road Suite 302 S.I., NY 10304

18. Contact NYC RSE-TASC Transition Specialists at: Division of Students with Disabilities and English Language Learners Karen Brown kbrown14@schools.nyc.gov Cluster 2kbrown14@schools.nyc.gov Irene Kawamura Ikawamu@schools.nyc.gov Cluster 5Ikawamu@schools.nyc.gov Paula Shorter pshorte2@schools.nyc.gov Cluster 1pshorte2@schools.nyc.gov