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1、.31Transition Planning Guide for Families of Youth with Emotional Disabilities NASSAU COUNTY EDITION Nassau County Transition Planning Task Force:Marcia Feuer, Mental Health Association of Nassau County Susan Burger, Long Island Families TogetherCheryl Williams, OMH LI Field Office Barbara Morell, L
2、ong Island Advocacy Center Kristie Golden, South Oaks Hospital Pat Birbiglia, Abilities, IncHeather Tafuro, Family & Childrens AssociationDear Parents, This letter comes to you from the parents of the Nassau County Transition Task Force. The task force is a group of parents and professionals who
3、 have been working together to ensure that children with serious emotional disabilities have access to appropriate transition activities as they exit high school and begin their adult life. Transition planning is important. It is an opportunity for you, your child and your school district to work to
4、gether to develop an individualized plan to provide the skills, experiences and training necessary to help your child become an independent, productive member of society. To help you participate effectively in the transition process for your child, the Nassau County Transition Task Force has develop
5、ed this packet of information along with valuable resources and tools. It is our hope that this guide will help you in forming a successful transition plan that will create an opportunity for success for everyone. .Sincerely,Parents of the Nassau County Transition Planning Task ForceTRANSITION PLANN
6、ING FOR YOUTH WITH EMOTIONAL DISABILITIESTABLE OF CONTENTS1. Transition Planning Overview .42. Process for Transition Planning .53. Areas to Consider .94. Planning Steps (Age/Grade Specific):a. Timeline for Students Living at Home.11b. Timeline for Students in Residential Placement. 135. A Gui
7、deline for Evaluating Your Childs Transition Plan .156. New York State High School Graduation Requirements167. Resources: a. Pre-Vocational/ Vocational & Educational Services in Nassau County.18b. Helpful Transition Planning Resources.218. Appendixa. Level One Assessment (middle scho
8、ol and up): i. Parent Copy.23ii. Student Copy.24b. Post-secondary Goal Tool (9th grade & up; Completed by student prior to CSE and brought to the meeting annually).25c. Transition Services Worksheet (brought to CSE annually).29d. Transition Planning Profile.301. Transition Planning OverviewThe c
9、ompletion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, gettin
10、g a job, and living independently.For students with disabilities, these choices may be more complex and may require a great deal of planning. Planning the transition from school to adult life begins, at the latest, during high school. In fact, in New York State, transition services are required to b
11、e part of the students Individualized Education Program (IEP) that goes into effect when the student turns 15 years of age, or younger, if appropriate.Transition services can include instruction, community experiences, the development of employment and other post-school adult living objectives, and
12、(when appropriate) the acquisition of daily living skills. Transition services are intended to prepare students to make the transition from the world of school to the world of adulthood. In planning the type of transition services a student needs to prepare for adulthood, the Committee on Special Ed
13、ucation (CSE) considers areas such as postsecondary education or vocational training, employment, independent living, and community participation. The transition services themselves are a coordinated set of activities that are based on the student's preferences and take into account his or her i
14、nterests.Sample transition activities include:· Student will identify two major career fields of interest.· Student will review vocational options.· Student will prepare to live independently.· Student will identify educational options.· Students current vocational preferenc
15、es, interests and aptitudes will be identified.· Student will obtain needed financial assistance and training.· Student will become aware of/participate in community recreation/leisure programs or activities.· Student will learn to travel independently.· Student will become aware
16、 of appropriate community resources to meet counseling/support needs.· Student will determine and learn to manage health care needs.This Transition Packet was developed to assist families in this process. It contains a detailed outline of the Transition Process and guidelines which are both gra
17、de and age specific. Additionally, in the “Appendix”, there are helpful tools for both the student and the parent.2. PROCESS FOR TRANSITION PLANNINGTRANSITION: The systematic passage between school and adult life for students with disabilities. Schools are required by federal law, under the Individu
18、als with Disabilities Education Act (IDEA), to provide transition planning. At age 12, New York State requires a career assessment, which is called a Level One Assessment. Beginning no later than the first IEP that will be in place at age 15 (and at a younger age, if determined appropriate) and revi
19、ewed annually until graduation or age 21, the IEP must include Transition Services.IDEA 2004 calls for the process to be results oriented and to focus on the following:· Improving the academic and functional achievement of students· Involving the student meaningfully in the Committee on Sp
20、ecial Education (CSE) process· Identifying desired post-school outcomes for the student· Providing programming and coordinating activities while the student is still in school that lead to the desired outcomes· Creating linkages among students, family and community resources before th
21、e student leaves school· Specifying agencies that provide needed services· Creating alternatives when services are not providedIDEA 2004 requirements include:· The IEP must contain measurable postsecondary goals based upon age appropriate assessments· Postsecondary goals should r
22、elate to training, education, employment and, where appropriate, independent living skills· A statement of transition service needs of the student that focuses on the students courses of study· For students whose eligibility is terminated due to graduation or aging out, the CSE must develo
23、p a Student Exit Summary which includes a summary of academic achievement and functional performance and recommendations on how to assist the child to meet the measurable post-secondary goalsPREPARING FOR THE CSE MEETING AS IT RELATES TO TRANSITION PLANNING:BEFORE the CSE meeting:· The student
24、should be assisted in determining needs, strengths, preferences, and interests related to life after high school. When necessary, counseling can be provided so that the student will actively participate in the meeting.· Request the mandated Level 1 vocational/educational assessment. The Level 2
25、 or Level 3 vocational/educational assessment may be requested as appropriate to the students needs. (See explanation on p.7-8).· The student must be invited to participate in their CSE meeting when the goal is to discuss transition planning.· A notice of the meeting is required to be sent
26、 to parents, students, and participating outside agencies.· If the student chooses not to attend the meeting, his or her needs, interests, and preferences should still be discussed.DURING the CSE meeting:· The student's present levels of performance, strengths, needs, interests and pre
27、ferences, and, if available, results of functional evaluations should be discussed with the active participation of the student and/or family.· An IEP should be developed with the following:o a results-oriented post-school vision statemento measurable postsecondary goalso a statement of needed
28、transition serviceso coordinated activities in related services, instruction, community experiences, employment and other post-school living objectives needed to achieve post-school outcomeso daily living skill activities and a functional vocational evaluation, if neededo identification of agency re
29、sponsibilities and linkages in delivering the serviceso identification of family and/or student transition activities should be discussed with an indication in the Coordinated Set of Activities on the IEP when assistance to the family and/or student is provided by the district Examples of transition
30、 services:· Career/Rehabilitation Counseling · Vocational Assessment· Linkage to Community Agencies· Community Based Instruction· Independent Living Skills· Job Coaching and Shadowing· Work Experience/Volunteering· College/Adult Education Support ServicesEXPLA
31、NATION OF VOCATIONAL ASSESSMENTS: Transition Services are determined by evaluative data which identifies student needs, preferences, and interests. Age Appropriate Assessment is an ongoing responsibility for school districts for students who are receiving services under special education. Vocational
32、 assessments are just one assessment that is needed for developing an IEP._LEVEL I Vocational Assessment (mandated):Students age 12 and those referred to special education for the first time who are age 12 and over receive an assessment that includes a review of school records and teacher assessment
33、s, and parent and student interviews to determine vocational skills, aptitudes and interests, and is updated annually.LEVEL II Vocational Assessment:A Level II Vocational Assessment is conducted as deemed appropriate by the CSE.· Target Group: Students with disabilities generally by age 15 or G
34、rade 9.· The purpose of the Level II Assessment is to incorporate school psychological reports and standardized vocational testing that will assist school districts to formulate a reasonable vocational plan for students with disabilities. LEVEL III Vocational Assessment:A Level III Vocational A
35、ssessment is conducted as deemed appropriate by the CSE.· Target Group: Students with disabilities, prior to exit from the school system, when a Level II assessment has not generated sufficient information to formulate appropriate Transition goal.· The purpose of Level III Vocational Asses
36、sment is to assist students with disabilities transition from school to work through a comprehensive process that uses either real or simulated work as a focal point for assessment and vocational assessment and exploration.There are many different age appropriate assessments for transition age stude
37、nts. Some resources are listed here:A sample Vocational Assessment Level 1 can be found on pages 23 & 24 and at the VESID website:http:/www.vesid.nysed.gov/specialed/transtion/level1careerassess.htmPro-EDTransition Planning Inventory-Updated Version (TPI-UV)ASVABThe ASVAB was developed by the U.
38、S. Department of Defense. The ASVAB Career Exploration Program was developed with input from a panel of career development experts and designed to encourage students to increase their level of self-knowledge and to understand how that information could be linked to civilian and military occupational
39、 characteristics.The ASVAB Program recently was redesigned to be helpful to virtually all students, whether they are planning on immediate employment after high school in civilian or military occupations, or further education at a university, community college, or vocational institution. http:/www.n
40、cwe-youth.info/resources & Publications/assessment.html APTICOMThis assesses verbal aptitude, numerical ability, spatial aptitude, form perception, clerical perception, fine motor, eye-hand coordination, manual dexterity, and educational level interests. It is for adolescents to adults and requi
41、res a reading level of 4th grade or above. It can be purchased as an audio administration or in Spanish.http:/www.ncwd-youth.info/resources & Publications/assessment.html http:/www.vri.org/Career ScopeSame assessment as APTICOM but developed for a PC computer; it does not assess motor skills. It
42、 is for adolescents to adults and requires a reading level of 4th grade or above. It can be purchased as an audio administration or, in Spanish.http:/www.ncwd-youth.info/resources & Publications/assessment.html Career ZoneThe NYS Department of Labor offers a free internet resource for students,
43、educators and job seekers including an informal tool to clarify career interests and identify options.www.nycareerzone.org ICDIntensive training for professionals to become certified Vocational Evaluation specialistshttp:/www.icdnyc.org/index.php*;Prepared by: Nassau County Transition Planning Task
44、ForceMission: To broaden the support for a full array of transition services for youth with emotional disordersFor additional copies of this guide, visit www.lift4kids.org or www.mhanc.org3. AREAS TO CONSIDER WHEN PLANNING TRANSITION SERVICES Below are areas that families should consider when planni
45、ng for the future. Please use this information as a guide to be sure that your childs Transition Plan addresses the areas that are of concern to you. Be aware that there are many services and supports in Nassau County that may be helpful to you and your transitioning student. Clinical Services:(incl
46、uding psychiatric diagnosis, medication, therapy, drug and alcohol treatment, rehabilitation and family support services)· Will your child be linked to appropriate adult services by the time they turn 18?· Which services will be needed for stabilization?· Will your child need a case m
47、anager and will she/he be eligible for one in the adult system?· Which services will be needed for recovery?· Which support services will be needed for your family to enable your child to successfully transition? · Will your family need access to day care, parent training or domestic violence services?Housing: · Where will your child live? (e.g. at home, at school, in public group housing with supports, in private housing away from home)· Will the housing be safe, affordable, adequate and dependable?· Will your child be abl