Professional Documents
Culture Documents
Planning
Presented by
The IEP Managers
of the
Integrated
Service Centers
December 2008
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office: 718 935-3676
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office: 212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office: 718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
OMVance@school.nyc.gov.
Office: 718-741-5692
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Transition:
Creating The Vision
Transitioning Students
With Disabilities To
Successful
Adult Outcomes
Table of Contents
1.
Introduction to Transition
2.
Indicator # 13
3.
4.
5.
Resources
Audience Poll
Who is in the Audience?
Who am I?
Where am I going?
How will I get there?
In the year that the student turns 12: A Level 1 Vocational Assessment is
conducted (See SOPM pages 214-216).
In the year that the student turns 14: Incorporate findings from the Level 1
Vocational Assessment into the IEP
> Begin using the Transition page (10) of the IEP (Long Term Adult Outcomes only).
In the year that the student turns 15: The Measurable Post-Secondary Goals
(Long Term Adult Outcomes) are added to the Transition page of the IEP and
implemented by the school.
> Transition Services begin.
In the year the student graduates or leaves school: An Exit Summary must
be conducted (See SOPM pages 218-223).
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Post-secondary education
Vocational education
Integrated competitive employment
Continuing and adult education
Adult services
Independent living
Community participation
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Student
Parent/Guardian
School Personnel
Adult Service Agencies
Parent Representative (Advocate, any additional person
requested by Parent)
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Audience Poll
TRUE OR FALSE
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Indicator #13:
Is aligned with IDEIA federal guidelines that evaluates the Transition
Process for students with disabilities.
Measures the percentage of students aged 15 and above with IEPs that
includes coordinated, measurable annual goals and Transition Services
to reasonably enable students to meet their measurable post-secondary
goals.
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Audience Poll
Which element is not part of a Transition IEP?
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Example 1:
In one year, Carmen will complete a log containing 3-paragraph entries
reflecting information learned from watching 20 documentaries or
informational shows about animals, on television and on the
internet, related to animals and animal care professions. Progress
will be evaluated monthly (one entry per documentary, two full
entries per month) by the teachers review of the log.
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Example 2:
One year from now, during a simulated job interview with a staff
member, Carmen will respond appropriately to ten questions
used in interviews with 100% accuracy in 3 out of 4 weekly trials.
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From Example 1:
In one year, Carmen will complete a log containing 3-paragraph
entries reflecting information learned from viewing 20
documentaries or informational shows about animals, on television
and on the internet, related to animals and animal care
professions. Progress will be evaluated monthly (one entry per
documentary, two full entries per month) by the teachers review of
the log.
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Audience Poll
Which one is NOT a Long Term Adult Outcome?
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Community Integration
Post-Secondary Placement
Independent Living
Employment
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35
Audience Poll
When must the Exit Summary be Completed for
a Student?
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SOPM 2008, p. 89
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IDEIA states:
All students who have IEPs and 504 plans must be provided with a
summary of:
> Academic achievement
> Functional performance
> Recommendations on how to assist the student in meeting their postsecondary goals
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Date Completed:________________________
Student Name:__________________________________________________
Student Date of Birth:_______________
Date of Graduation/Exit:____________________
Reason for Exit:
Regents Diploma
Local Diploma
IEP Diploma
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Part 5: Resources
For a copy of the Exit Summary, located within the Standard Operating Procedures Manual (SOPM)
http://schools.nyc.gov/NR/rdonlyres/589EOEFF-6899-4435-995A-680976539CF2/0/SOPM.pdf
Some Federal and State agencies that provide adult services/benefits include:
Office of Vocational and Educational Services for Individuals with Disabilities (VESID)
http://www.vesid.nysed.gov/do/handbook.htm
Office of Mental Retardation and Developmental Disabilities (OMRDD)
http://www.omr.state.ny.us/hp_individuals.jsp
Social Security Administration (SSA) http://www.ssa.gov/d&s1.htm
Commission for the Blind and Visually Handicapped (CBVH)
http://www.ocfs.state.ny.us/main/cbvh/about.asp
Office of Mental Health (OMH) http://www.omh.state.ny.us
Independent Living Centers (ILCs) http://www.vesid.nysed.gov/lsn/ilc/home.html
Other resources helpful when transitioning to adult services include:
>
>
>
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Janet Blit
IEP Manager
Staten Island Integrated Service Center
JBlit@schools.nyc.gov
Office:
718-390-1569
the One Place to turn to
Nicholas Chavarria
IEP Manager
Brooklyn Integrated Service Center
NChavar@schools.nyc.gov
Office:
718 935-3676
Madeline Rochelle
IEP Manager
Manhattan Integrated Service Center
MRochel@schools.nyc.gov
Office:
212-356-3763
Tanya Smith
IEP Manager
Queens Integrated Service Center
TSmith18@schools.nyc.gov
Office:
718-391-8175
MaryAnn Vance
IEP Manager
Bronx Integrated Service Center
MVance@schools.nyc.gov
Office:
718-741-5692
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