CBS Transition Resources Guide

Who We Are

Since 1981, Community Based Services, Inc. (CBS) has been providing the highest level of individualized care for people with autism and other developmental disabilities. CBS offers diverse programming throughout the Hudson Valley including:

 Site-Based Day Habilitation

 Day Habilitation Without Walls

 Community Habilitation and Com Hab-R

 In-Home and Site-Based Respite

 Supported Employment (SEMP)

 Community Based Prevocational Supports

 Residential Opportunities

 Blended Programing to suit all needs

Our mission is to provide each person with the best possible quality of life through residential and community-based opportunities. Our strong, compassionate culture demands that all decisions be made with the person’s involvement and in their best interests. This is ensured through an innovative personcentered approach that delivers services based on the specific interests, abilities, and changing needs of each person.

Our core values reflect what we consider most important in providing services and supports. All staff and stakeholders are asked to fully participate in upholding these values:

 The person’s best interest is paramount in all decision making.

 We create a warm, friendly, and person-centered environment, ensuring that people are safe and that their individual choices are valued and respected.

 We respect and care for the people we support by promoting and practicing the “Golden Rule.”

 We have a caring and compassionate culture. Team members take pride in their work and are committed to a standard of excellence that encompasses innovation, collaboration, and knowledge gained through experience.

 We provide services to people that give them the opportunity to fully participate within their community in a manner that fosters personal relationships, independence, choice, fun, and positive individualized outcomes.

 We are committed to honest, ethical, and fair business dealings with all of our stakeholders.

 We develop a unified Treatment Team by promoting effective communication, valuing personal contribution, and by embracing and respecting differences.

These values led CBS to create three innovative programs for people with all abilities; the Good Reasons dog treat company, Cultivating Dreams and Hudson Valley Interarts.

Good Reasons is a not-for-profit company that creates scrumptious, all natural dog treats, while employing an integrated workforce of people of all abilities.

Cultivating Dreams is set on a small farm in the heart of Dutchess County. There we offer agricultural activities, pre-vocational skill building, and community inclusion. People have the opportunity for handson experiences in gardening, growing fruits and vegetables, and taking care of small animals. All activities are designed to be meaningful and to provide each person with enhanced self-advocacy skills and a greater sense of purpose in the community.

Hudson Valley InterArts is a vibrant inclusive multi-arts center for creative expression, wellness, and civic engagement in Patterson, NY. People of all abilities come to learn, to grow and to create. Here we focus on the performing and creative arts, offering classes in music, theatre, painting and more. This year we will be expanding to include a pottery studio with a kiln and a sound recording studio.

Partnership with Schools

CBS was awarded an Agency Partner Grant (APG) by Dutchess County to aid in the development of a transition planning program for Dutchess County students of transition age (15-21) who may need assistance in knowing what comes next in life after high school. CBS has now expanded transition planning to Westchester and is working with 13 school districts in Northern Westchester. Together, CBS and the school systems we are partnering with aim to provide transition planning services to every student with an IEP or 504 Plan, creating a smooth and easy to understand process that puts students and their families at ease during what can be an emotional, challenging, and overwhelming time.

No matter what stage of planning you are in, Community Based Services is here to help guide you through the transition journey. If you have questions about anything in this guide or about transition planning, please contact Jennifer Havrilla, the CBS Transition Coordinator by email at jhavrilla@commbasedservices.org or by phone at 914-236-1128.

What is Transition Planning?

Transition planning is the process used to help students with disabilities and their families plan for the student’s move into their adult lives after high school graduation. In New York, every student with a disability who has an IEP must get transition services by the time they turn 15. In schools, the transition planning process is required by law as determined by the Individuals with Disabilities Education Act (IDEA 2004). Your child’s IEP will include a transition process that describes their goals and interests for the future and what the school must do to help them reach those goals.

The law emphasizes the need for educators, parents, and community agencies to work together to support the student as they work toward goals and outcomes for life after high school. This is why Community Based Services is partnering with schools to offer even more support to students and their families through additional transition assistance, highlighting the services and resources available in our community in an easy to navigate process.

Although CBS won’t be involved in your child’s IEP meetings, when you register for transition planning services with us, you will have one point of contact who will guide you through registering for benefits and enrolling in programs. We will take you through each step of the process to explain your options and help you make decisions which are right for you

Transition plan goals can be met in a variety of ways and may include many different services. For example:

 Internships

 Volunteer opportunities

 Tutoring

 Vocational training

 Afterschool activities

 Help applying to college and financial aid

 Help applying to work programs for after high school

 Learning to use money

 Help getting a driver’s license or state ID

• Exploring different types of housing (including support with rent and living on your own)

The sooner the transition planning process begins for the student, the better. Some of the planning processes can take a long time to complete OPWDD eligibility approval for example, can be a lengthy process. For some students, learning certain pre-requisite skills to help them meet their goals may also require more time to practice.

Learning Disabilities of America (LDA) summarizes the transition process below. Keep these things in mind when you meet with your child’s IEP team:

Transition Planning Must

Who Develops the Transition Plan?

Start before the student turns 16 The IEP team

Be individualized The student

Be based on the student’s strengths, preferences, and interests

What is the Transition Team’s role?

Identify the student’s vision for his/her life beyond high school

Discuss what the student is currently capable of doing in both academic and functional areas

How can Students Best Prepare for Transition Planning?

The school should teach the student The purpose and benefits of an IEP

The procedures of an IEP meeting, including who is there and why

Parents/Family

Define each transition activity on the IEP regarding who is responsible for the activity and when each activity will begin and end

Employers, College Representatives, Student Advocates (optional)

Establish services designed to build on strengths and identify needed accommodations

Identify age-appropriate, measurable goals

How to self-advocate for the kinds of supports they will need to meet their goals

The purpose of the transition planning part of the IEP meeting Include opportunities to develop functional skills for work and community life.

How to describe their own strengths and challenges (academic and non-academic)

How to put their vision for their own future into words

How to participate in setting their own goals

The importance of the student’s input

OPWDD Front Door Steps

The New York State Office for People With Developmental Disabilities (OPWDD) is the organization responsible for coordinating services for New Yorkers with developmental disabilities. The first step to receiving services is to determine eligibility. To determine eligibility, you must go through the “Front Door” process.

The Front Door is the way OPWDD connects you to the services you want and need. If you think your child will want to participate in programming offered by an agency or live in a residential setting, they will need to be eligible for services through OPWDD. It’s a good idea to get started on this process as soon as possible. Your CBS Transition Coordinator will help guide you through the steps and answer questions that arise.

The key components of the Front Door process:

 Initial contact for those who are new to the service system or seeking to modify existing services.

 Determining eligibility for services

 Assessment of strengths

 Identifying support needs.

 Plan authorization and implementation.

For more information, you can contact your local Front Door Regional Office (for Dutchess County that is the Capital/Taconic Region Office, 518-388-0398). You may also choose to attend an OPWDD Information Session to learn about supports and services (view calendar here)

Transition Timeline

BEGINNING AT AGE 12

 Complete age 12 Assessment (Level 1)

 Apply for OPWDD Eligibility

 Develop an annual Career Plan

 Explore community based leisure or work-based learning opportunities

 SSI/SSDI and Medicaid Programs

AGES 15-17

 Complete Career/Vocational Assessment (annually)

 Obtain Parents Notification: IEP incorporates transition services

 Explore transition services - Attend community transition fairs

 Obtain work related documents: SS card, Birth Certificate, work papers, personal ID (Must do before age 21)

 Get parental consent required for agency representation (Must do before age 21)

 Begin identifying career interests and post-secondary goals

 Begin to Self-advocate - Attend and participate in IEP meetings

 Develop the initial transition plan at the annual IEP meeting

 Explore volunteer or employment opportunities

 Explore housing or residential opportunities

 Investigate supportive community agencies or organizations

 Practice travel, transportation/mobility strategies. Use public transportation

 Understand guardianship, age of majority issues, and alternatives (Recommended before age 18)

AGE 18 AND BEYOND

 Look into Adult Career, continuing education, Vocational Rehabilitation (ACCES-R)

 Complete IEP transition components; Annual review and update

 Explore volunteer or employment opportunities and transportation to work

 Explore housing or residential opportunities and living arrangements (independent, roommate, group living, etc.)

 Explore supportive community agencies or organizations

 Create transportation/mobility strategies; Explore assistive technology options

 Begin financial planning; understand how savings can impact benefits

 Explore opening a NY Able Account

 Discuss post school options like education, career, technical training, college

 Apply for college (Must do before age 21)

 Reapply for SSI, as needed (Must do before age 21)

 Inform insurance company of disability status

 Explore adult healthcare options and health insurance rider to continue eligibility

 All males register for Selective Service

 Register to Vote

Five Things Parents Need To Know About Transition

1. Work collaboratively with your child’s school to identify child’s strengths and needs, future goals, needed prevocational skills, which adult service agencies will be appropriate.

2. Help your child develop self-advocacy skills – self-awareness and understanding of their strengths and interests; making a plan and carrying it out; reflecting on results and adapting; understanding their IEP goals; participating in CSE meetings, student directed IEP meetings.

3. Take a proactive role in the transition process:

a. Understanding school’s responsibility

b. Understanding child’s IEP and diploma options

c. Discuss transition at every annual IEP review meeting

d. Have a point of contact to work with at the school

4. Setting post-high school goals:

a. Encourage volunteer work in the community

b. Get input from all adults your child interacts with

c. Results from transition assessments

5. Learn about adult service systems:

a. ACCES-VR (Adult Career and Continuing Education Services; Vocational Rehabilitation)

b. OPWDD (Office for People with Developmental Disabilities)

c. OMH (Office of Mental Health)

d. College Disability Services

e. ILC (Independent Living Centers)