Transition Services:

A Planning and

Implementation Guide

• The New York State Board of Regents, through its Policies for Linking Services for Individuals with Disabilities (1990) required transition planning and services for students with disabilities, including both those who are served in special education and those served through regular education.
• The IDEA amendments became effective in 1990 and included a requirement for districts to provide transition services for all students with disabilities age 16 and older. (20 USC 1401(a)(19))
• The federal regulations implementing the IDEA, which were published on September 29, 1992, require districts to provide transition services to all students with disabilities aged 16-21, or younger if the student is thought to be at risk. (34 CFR 300.18 and 300.346 (b))
• In August, 1993, Article 89 of NYS Education Law was amended to include transition services. (NY Educ. L. Sec 4401 (2)(7) and (9))
• In September, 1993, the NYS Board of Regents passed State regulations conforming with federal requirements for transition services. (8 NYCRR 200.1 (rr), 200.4 (C)(2)(V), and 200.4 (f)(2)(iv)(b)(4))

• 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 across all areas of one's life.
• A documented, sequential process is followed.
• Services and supports are provided in a timely manner as specified in the IEP, as agreed to by the student and family.
• Unmet needs are identified and addressed through an ongoing commitment to each person.
• The accomplishment of outcomes is measured in terms of students successfully achieving their post-school living, learning and working goals.
• Services provide maximum inclusion for students from linguistically and culturally diverse backgrounds.

Paragraph adapted from Onondaga Council, 1992

• Transition services may be special education if they are specially designed instruction, or related services, if they are required to assist a student with a disability to benefit from special education.
• The list of "activities" is not intended to be exhaustive but are only examples of different types of post-school activities.

The Secretary of Education defines key terms in the provision of transition services as follows:

• The term "coordinated" means both
  1. the linkage between each of the component activities that comprise transition services, and
  2. the interrelationship between the various agencies that are involved in the provision of transition services to a student.
• The term outcome as used in the phrase "outcome-oriented process", refers to the results, or intended effect, of the activities on a student.

(8 NYCRR 200.1 (gg); see also 34 CFR 300.16)

(34 CFR 300.16)

(34 CFR 300.16)

(8 NYCRR 200.4(c)(2); see also 34 CFR 300.346)

(NY Educ L 4402(1)(b)(1))

If the recommended placement is to be in a school operated by an agency or school other than the school district in which the student would normally attend if the student did not have a disability or if the education of a student residing in a facility operated or supervised by a State department or agency is the responsibility of the school district, a representative of that agency or school shall be given the opportunity to attend. In the event that such persons are unable to attend such meetings, the committee shall attempt alternative means allowing for their participation, such as individual or conference telephone discussions, and such attempts shall be documented....

(8 NYCRR 200.4(c)(3))

1. If the student does not attend, the district shall take steps to ensure that the student's preferences and interests are considered.
2. If an agency invited to send a representative to a meeting does not do so, the district shall take steps to involve the other agency in the planning of any transition services.

   (8 NYCRR 200.4(c)(4); see also 34 CFR 300.344)

(8 NYCRR 200.1 (ss))

(8 NYCRR 200.4 (3); see also 34 CFR 300.347

(8 NYCRR 200.5 (1)(a)(xii); see also 34 CFR 300.345)

• If neither parent can attend, the district shall use other methods to ensure parent participation, including individual or conference telephone calls.
• A meeting may be conducted without a parent in attendance if the district is unable to convince the parents that they should attend. In this case the district must have a record of its attempts to arrange a mutually agreed on time and place such as: detailed records of telephone calls made or attempted and the results of those calls; copies of correspondence sent to the parents and any responses received; and detailed records of visits made to the parent's home or place of employment and the results of those visits.

(34 CFR 300.345)

• Help school and other personnel to increase their awareness of how to work effectively with families.
• Explore and let others know about useful community resources.

  Advise the CSE regarding community values and opportunities that should be considered in the planning process.

• Inform other families about transition options.
• Providing peer support to other parents.

Adapted from California Transition Guide

• Look for information about occupational, educational and living options; talk with people; and try new experiences to develop awareness of student needs, preferences and interests for the future.
• Work with the school and the family to find ways to increase student academic, career, and personal independence skills.
• Make informed choices and set achievable goals.
• Develop the ability to communicate needs, preferences and interests to the family, school staff, and other professionals.
• Learn the kinds of things a student can do independently and the kinds of things where assistance is needed. Develop the ability to explain to others the kinds of help which are useful.
• Participate actively in meetings with the school and other professionals. Learn to contribute ideas as well as to listen to the ideas of others. Follow through on plans that have been agreed upon. Ask questions or share information with the teacher or guidance counselor throughout the student's program.

Adapted from California Transition Guide

• Plan and prepare for future financial, medical and housing resource needs, as appropriate by: (a) assisting with application for Social Security Disability or Supplemental Security Income (SSI) benefits; (b) developing a will; (c) determining guardianship; (d) applying for financial aid for post-secondary education or training.
• Assist the student to obtain key identification documents, as appropriate: e.g., a social security card; driver's license or non-driver identification card.
• Help the student develop independent decision-making and communication skills, by helping the student explore options, set realistic goals for the future and developing the ability to communicate these to school staff.
• Support positive self-esteem and assist the student to develop independence, including self-reliance, self-advocacy and self-management skills.
• Use home-life opportunities to assist in teaching the student daily living skills: e.g., banking, shopping, cooking, cleaning, laundry. Promote good money management, budgeting, and saving by the student.
• Encourage the student to become aware of the world of work, such as by talking with neighbors and family about their job experiences or by helping the student to locate and obtain a part-time job.
• Reinforce work-related behaviors at home (grooming, etiquette, following directions, completing chores, etc.).
• Provide opportunities for leisure time activities such as participation in sports, daily exercise, or hobbies, and encourage student social activities with peers. Teach the student how to access community-based resources (library, recreation, transportation, stores, etc.)
• Work actively with the CSE to plan and monitor the effectiveness of the student's transition program. Attend CSE and other meetings and communicate with school personnel to contribute information about the student's life skills, interests, aptitudes, progress and needs. Follow up and complete activities for which the student and family are responsible. Contact the student's teacher with any questions or to share further information as the program unfolds.

Adapted from California Transition Guide

Action

Suggested Age Range

12

• Academic
• Social
• Language/communication
• Occupational
• Self-help skills
• Self advocacy skills

12-15

12-15

12-21

14

14

• Social security card
• Birth certificate
• Obtain working papers (if appropriate)

14-16

14-16

15+

15-21

15-20

15-21

15-21

16-18

16-18

• Independent Travel Skills Training
• Public or Paratransit Transportation
• Needs for Travel Attendant

16-21

16-18

16-18

16-21

16-21

16-18

16-18

18

17-21

18

18

18

1. Post-Secondary/Continuing Education

2. Employment

3. Legal/Advocacy

4. Personal Independence/Residential

5. Recreation/Leisure

6. Medical/Health

7. Counseling

8. Financial/Income

9. Transportation/Independent Travel Skills

10. Other:

18-21

Vocational Evaluation - Acquired abilities, aptitudes and interests are compared with specific performance criteria to predict potential vocational success. Work samples must be valid and reliable.

Situational Vocational Assessment - Real work settings are used to enable the student to explore vocational aptitudes, to demonstrate the types of support services needed to enhance optimal performance, or to assist the student to acquire specific skills and abilities. This on-the-job assessment considers what has been learned and how, what aptitudes are demonstrated and what training and support strategies are necessary for developing competencies.

Adapted from Vocational Assessment Guidelines, 1989

1. General Assessments of Postsecondary Education Skills - These assessments determine general needs, directions, requirements for reasonable accommodations, academic skills, critical thinking skills, social behaviors, interpersonal skills, self-advocacy and self-determination skills, learning strategies, time management or organizational skills. Options to obtain this information may consultation with peers or teachers, or a self-evaluation.
2. Assessments Specific to Field of Study or Setting - Assessments of the student's needs in relation to campus or class settings may identify additional skills or accommodations that must be planned for the student to participate effectively in the specific post-secondary education settings or fields of study (continuing education course vs. two- or four-year college levels, dormitory living vs. commuting, lab work, large lecture vs. seminar courses). Options may include visiting campuses or meeting with experienced students or postsecondary education personnel to obtain advice and information.

• Specify the records to be released;
• State the purpose of the disclosure;
• Identify the parties or class of parties to whom the disclosure may be made;
• State that the permission can be withdrawn and indicate how;
• Give the parent or eligible student access to a copy of any records disclosed; and
• Note on all confidentiality release forms that once a student turns 18, it is the student and not the parent who is authorized to sign for the release of educational records unless appropriate letters of guardianship have been awarded to the parents by the courts.

In regard to privacy protection, publicly-funded service agencies, including schools, are required to protect the confidentiality of personally identifiable information being discussed. Personally identifiable information cannot be released without the person's or their parent's consent. Once the adult agency has the information, their confidentiality rules limit access to personally identifiable information to only authorized personnel, such as case managers or program overseers. The general public does not have access to personally identifiable information.

In regard to any possible stigma associated with disclosing to adult service programs, information pertaining to the student's disability, confidentiality rules for adult service programs require that information be used in the best interests of the person being served. Permitting the district to share information with the adult service program may enable the student to be found eligible for needed services where services are targeted for assisting individuals with specific disabilities. Also, understanding the nature of the disability can help the adult agency case manager to more effectively plan for programs and services, including arranging for accommodations that will help the student participate successfully in spite of his or her disability.

A part of the initial discussion between the student and the case service representative should include the student asking about how information will be used and confidences protected. Ideally case service personnel in adult service agencies are trained to value the individual's confidences, interests, goals, abilities, and needs. In practice, they should involve the individual actively in planning his or her own services in accordance with the person recognizing his or her own needs, preferences, and interests. Where an individual believes that he or she is not being treated fairly or if the person disagrees with recommendations for services, each system should have informal and formal processes for resolving concerns.

Provide a supportive atmosphere for the student and family to communicate with school staff, enabling the ready exchange of information between school and home that will help all parties to be working together toward mutually agreed upon adult outcomes.

Assist the student and family to clarify desirable outcomes, and encourage their active participation in transition planning and transition activities. Help the student to understand assessment information and be able to discuss that information as it applies to planning adult outcomes.

Provide information on the student's language proficiency and recommend strategies to improve learning opportunities for second language learners.

Provide ongoing assessment of functional levels related to transition, i.e., academic skills, work behaviors, social skills, independent living, self-advocacy skills and vocational skills. Provide assessment information in a form that is as readily understood by the student and family as by other professionals.

Design new or revise existing curriculum to teach the skills needed for obtaining desired student outcomes. Include assignments that apply knowledge to adult life roles, and consider community experiences as a teaching tool.

Document the process through the IEP.

Adapted from California Transition Guide

Implement a comprehensive functional curriculum focusing on vocational/occupational training, personal management, and recreation/leisure skills for all students with disabilities.

Encourage regional, state, and national networking of district staff, students, families, service providers, post-secondary education programs, and employers. For example, facilitate the development of regional or local memoranda of understanding with other community agencies. Facilitate development of local interagency transition policy/planning teams.

Develop a database of information about student needs during the years prior to graduation and inform adult agencies about potential needs for services.

Follow-up with those who leave school to determine the effectiveness of transition services in preparing them for participation in integrated employment, postsecondary education, and community living.

Include special education administrators and personnel on career pathways projects and other curriculum and occupational education task forces and projects.

Provide leadership to staff in examining existing CSE process to determine better ways to fulfill student planning and service requirements.

Adapted from California Transition Guide

There is increased emphasis on innovativeness and flexibility.

A clear commitment for local cooperation comes from the top administrative levels of collaborating agencies.

Written policies describe ongoing roles and responsibilities to sustain organizational relationships even when personnel changes occur within one or more of the agencies.

Local agreements are kept current and there is a concerted effort to keep lines of communication open by maintaining active participation at regular meetings.

One agency serves as a team leader to facilitate local programming.

There is coordinated analysis of needs assessment data from each agency.

Sufficient time is allocated by agency administrators for staff to participate. Agency representatives meeting with the group are empowered to recommend policy. Participation is driven by interest in improving interagency linkages to enhance services.

Evaluation criteria are identified when planning activities are initiated (measurable short- and long-term goals).

There is ongoing follow-up of students who leave school to indicate program effectiveness.

Share responsibility for assisting students through the maze of services.

Provide a quality, local service delivery system that includes providing more effective services to students and families.

Provide information on the services needed as predicted by aggregate data forms.

Increase positive student outcomes in adult living, learning, and working roles.

Develop a pool of adult service agency representatives who can attend CSE meetings and act as resources regarding the variety of service options available from different systems to aid in the transition process.

District Offices

Educational Institution

Linkages Unit of VESID

NYS Office of Mental Retardation & Developmental Disabilities

NYS State Employment Service

NYS Office of Mental Health

NYS Division for Youth

County Mental Health

County Department of Social Services

County Probation Department

Family members

Students

Independent Living Centers

Local, County, and State Support Groups

Vocational and Applied Technology Education Act (VATEA) coordinators

Special Education Training & Resource Centers

Special Education Administrator Leadership Training Academies

Bilingual Education Technical Assistance Centers (BETAC's)

Two-year and four-year colleges Job Training Partnership Act

(JTPA) Private Industry Councils (PIC)

Local employers

Adult and Continuing Education Programs

Share information about eligibility requirements for services and establish a local referral-eligibility process for students.

Provide information about, and advocate for, local options for living arrangements, transportation, employment, leisure activities, case management, and financial resources.

Be informed about the IEP and IWRP processes.

Enter into formal and informal interagency agreements or understandings to coordinate service delivery to students.

Review aggregate data to determine current and future needs for services, and develop plans for providing services.

Develop service directories to clarify/describe organizational structures, including:

• Goals, objectives and agency responsibilities
• Referral process
• Confidentiality process for exchanging individual student information
• Services and programs provided
• Due Process and appeal
• Program evaluation
• Eligibility
• Methods of assessment
• Staff profile: experience, professional training, functions
• Community access.

Adapted from California Transition Guide

Joint EMS-VESID Agreement on the Provision of Transition Services (1992), which was amended to include CBVH (1993), describes how the state and local level education, special education and vocational rehabilitation systems will be working together in a new relationship on behalf of transition.

SED-OMRDD Memorandum of Understanding describes how the systems providing education and developmental disabilities services will interact around lifelong learning issues, including transition.

SED-OMH Memorandum of Agreement describes how the systems providing education and mental health services will interact around lifelong learning issues, including transition.

• Increasing successful transition outcomes;
• Enhancing vocational assessments;
• Implementing transition planning procedures; and,
• Implementing functional referral criteria for schools to refer students to VESID and to CBVH.

On a systems basis, VESID continues to be responsible to develop and coordinate access for individuals with disabilities to lifelong learning systems, including adult and higher education beyond high school.

EMS, VESID, and CBVH will jointly work with schools and other State agencies to coordinate approaches for providing transition services, including removal of duplicative assessment, services and reporting procedures.

District transition planning and services are expected to produce outcomes that reflect preparation for students in employment, further education and community living when they leave schools.

Districts have the primary planning, programmatic, and financial responsibilities for the provision of transition services as mandated by federal or State laws and regulations.

VESID and CBVH counselors are responsible for providing consultation regarding planning, on request, and for providing eligible individual students with vocational rehabilitation services not otherwise mandated through special education requirements.

Referrals to VESID and CBVH counselors for case opening will be made on the basis of consistent, functional criteria defined in the text of the agreement, including a projected school exit within two years.

The building principal (or his/her designee) has been identified as a consistent point of contact with districts for VESID and CBVH counselors.

Each VESID and CBVH District office has identified a Transition Liaison to identify appropriate counselors and to work at the community level to coordinate local VESID and CBVH efforts with schools, families, other service systems and resources.

• technical assistance for students, families, and school personnel;
• collaboration in providing assistive technology;
• enhanced integration of Medicaid services with school services;
• expanded employment and independent living options;
• support for family preservation through social and education supports to help children stay at home or in their home communities; and
• streamlined access to lifelong support services.

This agreement was signed in February, 1992, and distributed to schools in April 1992. OMRDD's regional offices, called Developmental Disabilities Service Office's (DDSO's) or in New York City Borough Developmental Disabilities Services Office's (BDSO's) are working actively with schools and SED to identify and pilot local collaborative projects.

• cross agency training;
• consultation or technical assistance;
• mental health assessment and referral; and
• help with service linkages.

Possible activities include development of mental health treatment and support services within the student's natural environment (e.g., classrooms and worksites) to eliminate duplication of services, and the provision of assistance in maintaining children in their homes and community-based school programs.

This agreement was signed in November, 1992, and distributed to schools and County Mental Health Directors in February 1993. School districts and County Mental Health Directors are encouraged to discuss current and needed mental health treatment and support services as may be required locally for students.

518-474-3060

518-473-1774

• the student's need for an in-school vocational rehabilitation service that is not mandated for districts to provide;
• the student's need for adult vocational rehabilitation services after he/she completes the district program.

1. The student is expected to exit school within two years;
2. The school, student, and/or parents (or legal guardians) jointly recognize that the student's disability will interfere with the student's ability to work in the community and that adult vocational rehabilitation services are necessary to help the student successfully achieve employment; and
3. The vocational rehabilitation services that the student requires are not available through programs and services mandated for the school to provide.

It is critical that the referral be the result of an active transition planning and service process. This is evident when:

• For a special education student, transition services are indicated in the IEP; or
• For a student with disabilities who is not receiving special education services, the student's annual guidance plan reflects desired adult outcomes, transition planning and services.

Parents and students can apply directly for services from CBVH or VESID without a referral from the school. If the student is 18 or older and has no legal guardian, the student can make this decision independently.

• Referrals from Committees on Special Education, guidance personnel or other school staff should be routed consistently through the building principal or his/her designee who is assigned to be the liaison with CBVH and VESID.
• The referral is the result of a thorough assessment and planning process (e.g., annual guidance review or IEP annual review) that recommends adult vocational rehabilitation services are necessary to assist students with disabilities to successfully achieve adult employment.
• Consent for referral and for release of information has been obtained by the school from the parent, legal guardian or from the student, as applicable.

The CSE or guidance counselor transmits through the building liaison complete referral information including:

1. A referral transmittal sheet (see Appendix J) or letter that explains the purpose for the referral; and,
2. Selected documents that describe the student's disability, needs, preferences, interests, and skills (e.g., interpersonal, work, academic, independent living). Preferred documentation is that which describes the student's current abilities, work-related limitations and service needs in functional terms that are relevant to vocational rehabilitation and achieving employment.

• the most current IEP or guidance plan containing information about transition planning and services;
• language proficiency assessment reports;
• student medical and health screening reports, including the most current psychological, psychiatric, or other specialist's disability assessment, if available and relevant;
• reports from related services interventions (e.g., occupational therapy, speech therapy, physical therapy, orientation and mobility instruction, rehabilitation teaching, or social work.)
• reports indicating special equipment or other accommodations and/or behavioral supports needed.
• indicators of academic achievement, such as transcripts, grades, academic achievement testing;
• career assessment information including: Level I, II or III vocational assessment reports, work experience or work study progress reports, career assessment portfolios, mentor or work supervisor evaluations, occupational education assessment reports.