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Requirements and Guidelines: Information about requirements of schools districts in providing transition planning and services. (1277 bytes)
Implementation Tools: help with putting an effective transition process into place in your school or community. How-to guides, checklists and real examples of effective practices. (1067 bytes)
Frequently Asked Questions: use this section for perspectives that most represent your concerns. (1111 bytes)
Data and Reports: reports and links to data that help to describe the transition planning and services process. (1044) bytes
Student and Family Services: information that students and families may find particularly helpful in deciding how to plan for transitions (1120 bytes)
Who Can Help: A list of people in your community who may have information you need. (1016 bytes)
Family Friendly Websites: A list of useful links for more information. (1117 bytes)
Return to Transition Home Page (1064 bytes)

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Transition Requirements and Guidelines contains information about what is required of school districts and agencies in providing transition planning and services.

Student Exit Summary, field memo, guidance document and preliminary sample form clarify the Individuals with Disabilities Education Act 2004 (IDEA) and State regulations requirements for the local educational agency (LEA) to provide a student with a disability a summary of the student’s academic achievement and functional performance, which must include recommendations on how to assist the student in meeting his or her postsecondary goals.

Transition Services and Rehabilitation Counseling Services as a Related Service for Students with Disabilities, field memo describing state law and regulations enacted in 1993.

(Currently being revised) Transition Services: A Planning and Implementation Guide, a guide to schools and families regarding how to implement transition planning and service requirements.

Policy Re: Including Long-Term Adult Outcome Statements on IEPs for Transition-Age Students, 9/96 field memo clarifying the requirement to include long-term adult outcome statements on the IEP.

Transition Quality Indicators (TQI), a checklist now available on-line, www.transqual.org, assisting schools in assessing the quality of their transition programs and services as a means of developing strategic plans for improvement.

EMSC. VESID, CBVH Joint Agreement on Transition, describing how the general education, special education and vocational rehabilitation systems agree to work together to implement a smooth transition process.

Transition Services for Students Who Are Legally Blind, 4/95 field memo clarifying roles of children's consultants and vocational rehabilitation counselors.

Assistive Technology Devices and Services, 9/95 field memo answering questions about how to provide assistive technology.

Guidelines to Allow for the Transfer of Assistive Technology When a Student Moves from School Jurisdiction to Higher Education, Other Human Services Agency or Employment, 7/96 field memo describing how to transfer assistive technology.

Memorandum of Understanding Between the New York State Office of Mental Retardation and Developmental Disabilities (OMRDD) and the State Education Department (SED) Regarding Cooperative Efforts to Improve Access and Delivery of Services to Persons with Developmental Disabilities and Their Families, tells how SED and OMRDD agree to coordinate service delivery for youth in school.

Enhancing Family Preservation Through Coordination of Services for Children with Developmental Disabilities tells how SED and OMRDD agree to work together to assist children for whom residential placement is being considered.

Memorandum of Agreement Between the New York State Office of Mental Health and the State Education Department Regarding Cooperative Efforts to Improve Access and Delivery of Services to Persons Diagnosed with a Mental Illness describes how SED and OMH agree to coordinate services for youth in school.