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Cluster
Area V:
Secondary Transition
 Executive
Summary/Overview |
- In New York State, the rate of
successful transitions increased over six years between 1995 and
20011.
- For the class of 2001 at one year
out of high school, 83 percent of former special education
graduates transitioned to post-school employment, postsecondary
education or day program alternatives while 96 percent of former
general education graduates successfully transitioned. The
transition gap for students with disabilities decreased from 16
percent to 13 percent during these six years, with changes
occurring in the rates of transition to postsecondary education
and employment.
- Student participation in career
preparation in high school increased from 37 percent for special
education graduates in the class of 1995 to 80 percent in the
class of 2001.
- The rate of two and four-year
college transitions by special education graduates at one year
beyond high school graduation increased from 17 percent (class of
1995) to 38 percent (class of 2001). The comparative rate of
college transitions for general education students from the class
of 2001 one year out of school was 81 percent.
- Initiatives funded through
federal IDEA discretionary dollars enhanced the development of
new transition capacity and quality. The Career Link projects,
for example, benefited the vocational rehabilitation system by
increasing vocational rehabilitation referrals, decreasing
processing time and increasing successful outcomes for youth.
Independent Living/School partnerships and Postsecondary
Education/School partnership models also demonstrated benefits
in enhancing the transition process. The most successful efforts
occur where VESID District Offices, Special Education Quality
Assurance Regional Offices and six regional Transition
Coordination Sites work collaboratively to lead systems changes
in districts and communities.
- Remaining needs for improvement
include extending transition planning and services to all
geographic locations; assisting the field to improve the IEP
planning process related to transition needs assessments and
assuring that the IEP transition conversation begins no later
than age 14; and documenting and sharing effective practices to
improve the sustainability of the transition system.
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