Overview of Transition Services

Kathy Azzarella Transition SpecialistEast & South HS

Cathy Lehman Transition SpecialistNorth HS

Melissa Miller Transition SpecialistNorth, East, & South HS

MTP 2009

• Begin with the end in mind…..

The Definition of Transition Services

"a coordinated set of activities for a student with a disability, designed within a results-oriented process, that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities, including, but not limited to, post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

The coordinated set of activities must be based on the student's strengths, preferences, and interests; and shall include needed activities in the following areas:

instruction related services community experiences the development of employment and other

post-school adult living objectives when appropriate, acquisition of daily living

skills and provision of a functional vocational evaluation." (Transition Services- section 200.1 (fff)

Why the Need for Transition Services?

Mandated by the Individuals with Disabilities Education Act

In 2011, the employment rate of working-age people with disabilities in the US was 33.4 percent.

In 2011, the employment rate of working-age people without disabilities in the US was 75.6 percent.

2011 Disability Status Report , Cornell University

Transition Meetings

Who? Student Special Education

Teacher Family Transition Specialist School Counselor Therapists Community Agencies

What? What are the student’s

goals? What do they need to

accomplish to get there?

What supports will they need?

How can they access supports in the future?

Effective Planningan individual focus

Help student develop independent decision making and communication skills

Help student explore options Set realistic goals for the future Support positive self-esteem Develop independence, including self-

reliance, self-advocacy, and self-management

Transition Services

Transition and/or Team Meetings

Assist with Transition Planning

Assist in developing job readiness skills

Support the CSE process and the Development of an Individualized Education Plan

Occupational Observations/ Job Shadowing

Community Internship program

Assist with College planning

Facilitate linkage to supports after high school

Community Internship Program Students placed at a community “job site” Students must be at least 16 2-5 days per week Internship site is developed based on

student interests and needs Goal: to facilitate the development of

basic job skills in commensurate with student IEP goals

Internship is non-credit bearing

Current Community Placements

Macy’s Burger King Amherst Town Hall Moe’s Pizza Works Platnium Fitness Carruba Collision Tops Park Creek Salvatore’s Paula’s Donuts

Brothers of Mercy Weinberg Campus Carrabba’s Transit Lanes Jo Ann Etc. The Williamsville Hampton

Inn Walgreen’s Amherst Adult Day Center Goodwill Retail Sores Office Depot

Top 10 Job Skills Employers Want

Integrity Team member Appearance Listening Social Skills

Responsibility Self-Esteem Writing Speaking Customer Service

80% of NYS employers surveyed indicated these general skills were critical to success.

Community SupportCommunity as Classroom

“Real-world” experiences

Community Connections

Improve post-school outcomes

AdultServices

ACCES-VRAdult Career and

ContinuingEducation Services

-VocationalRehabilitation

OPWDDOffice for People with

DevelopmentalDisabilities

OMHOffice of

Mental Health

CBVHCommission For the Blind and Visually

Impaired

CollegeDisability Services

Other

Each service has it’s own eligibility requirements

The transition team can assist families in accessing adult services.

ACCES-VRAdult Career and Continuing Education Services-Vocational

Rehabilitation

To assist people with disabilities to secure meaningful employment

Students may be referred as early as the spring of their “junior” year of high school.

Services may include…

Job Coaching / On The Job training Vocational Guidance and Counseling Vocational Assessments Job Placement Services College Tuition Assistance & College Textbook Credits ( based upon economic need) Tutoring Transportation Assistance

ACCES-VR Eligibility

Have a disability (IEP, 504, Medical)

Barrier to employment

Require Vocational Rehabilitation

Refer students to the Transition Team for assistance in applying for ACCES-VR

Internet Resources

http://www.acces.nysed.gov/vr/

College Disability Service Office

Provides services to college students who:

Have a documented disability (IEP is not enough)

Require accommodations to have equal access to higher education

Colleges have no legal obligation to follow IEP

College Disability Service Office (DSO)Eligibility

Students must meet the admission requirements of the college

Students must self-identify their needs with documentation to the Disability Service Office

Modifications and services are arranged for each student on an as needed basis

Colleges Expect Students To:

Self identify to the Office of Disabilities

Seek assistance from the Office of Disabilities

Self advocate for the supports needed

Diligently seek assistance when needed

Colleges are not required to provide:

Personal services such as aides, hearing aides, glasses

Accommodations that would “fundamentally alter” the educational requirements or academic requirements which are essential to a program of study or to fulfill licensing requirements

Internet Resources

The Collegiate Consortium and Disability Advocates

http://www.ccdanet.org/

Office for People with Developmental Disabilities

OPWDD

Eligibility Documentation of a developmental disability must be

provided demonstrating diagnosis prior to the age 22

Services Service coordination Family support Supported employment Residential support Healthcare (Medicaid) Day Programs Environmental Modifications

Internet Resources

www.ddinfolink.org

http://www.ddawny.org/

http://www.opwdd.ny.gov/

Commission for the Blind and Visually Handicapped

Eligibility legally blind: a visual acuity of 20/200 or less or field of vision is

20 degrees or less Visually impaired: Visual acuity of 20/70 or less in the better

eye (with correction) or visual field if 140 degrees or less Children with multiple disabilities including a visual impairment

Services Rehabilitation services for all ages Vocational rehabilitation Summer camps for children Transition planning (ages 14-21)

Internet Resources

http://www.ocfs.state.ny.us/main/cbvh/

Office of Mental Health

Eligibility The individual must have a mental illness diagnosis (not only

ED) A current impairment in functioning within the past 30 days. Extended impairment over the last 12 months Demonstrated deficits in self-care

Services (vary by location) Clinic and Day Treatment Family support services Case Management

Internet Resources

http://www.omh.state.ny.us/

Transition support for professionals

Consultation for the development of student Transition Plans

Information regarding training available in the community

In-building support

Assistance with transition elements of student IEP

Support for Students

Transition Specialists are available in all high schools to answer questions and provide information on a variety of topics including: Setting goals Skills needed to achieve goals Career Exploration Information about careers similar to the

student’s dream job which are a better fit with the student’s skill set.

Self-Awareness/ Self-Advocacy Connections to Adult Resources

• Begin with the end in mind…..

Real World Skills

Independence Self-Advocacy Self-Awareness Problem Solving

Help Foster Independence

Encourage students to advocate for themselves

Encourage students to utilize technology

Encourage students to explore a variety of careers utilizing resources such as Career Zone (www.nycareerzone.org) and Bridges

Help Foster Self-Advocacy & Self-Awareness

Encourage students to understand their disability, strengths and interests

Assist students in identifying the supports which help them attain success

Encourage students to participate in their IEP process and advocate for their needs and interests

Develop Problem Solving Skills

Allow students to make choices and learn from them by experiencing the natural consequences of their actions

Help students foresee the consequences of their actions

Don’t soft-pedal the natural consequences or make it “easier” for them

The greatest gift we can give to our students is

INDEPENDENCE!

Office of Transition ServicesKathy Azzarella, Transition Specialistkazzarella@williamsvillek12.org626-8233 South626-8457 East

Cathy Lehman, Transition Specialistclehman@williamsvillek12.org626-8367 North

Melissa Miller, Transition Specialistmcroyle@williamsvillek12.org626-8457 East626-8233 South626-8368 North

Anna CieriAssistant Superintendant of ExceptionalEducation & Student Services626-8061, District Office

Rosa D’AbateCoordinator of Student Services626-8007, District Office