High School Program

The high school level of the PEACCE Program is the final stage of educational programming. At this level the program integrates academic, vocational, career, and life skills training.

For more information on this program please view this presentation.

Transition Services

Transition from school to adult life is one of the challenging changes that families and their students with disabilities face. It is not a singular event, but rather a process of planning and activities that begin when students are fourteen according to federal law. Transition planning and services exist to incrementally prepare students with disabilities to live, learn and earn within the community through the provision of career and life skills, knowledge and experiences. Incorporated within a student's IEP, transition planning takes into consideration a student's interest and abilities as specific goals are set for the student's life after high school including where the student hopes to work, live in the community, or go on for post-secondary education or training.

Beginning at age 14, each student’s IEP should contain courses of study (instructional activities and educational experiences) that meet identified transition needs.  In addition, beginning at age 15, the IEP should contain a summary of the coordinated set of activities that will promote movement from school to post-school activities.  This set of activities includes: instruction, related services, community experiences, the development of employment and other post-school living objectives, and the acquisition of daily living skills and functional vocational evaluation, if appropriate.

Transition programs and services should prepare students to achieve successful long-tern adult outcomes.  These outcomes may include: post-secondary education and training, vocational training, integrated competitive employment, supported employment, continuing and adult education, adult services, independent living, and community participation.

The key questions that each student needs to answer (often with the help of families and teachers) to become productive and successful members of society include:

• Who Am I? (e.g. likes, dislikes, interest, abilities)
• Where Am I Going? (e.g. college, work, residence, fun)
• How Will I Get There? (e.g. who will help, available services, programs, training)

Effective transition planning activities include the student, their families, teachers, CSE members and adult agency representatives. In Dutchess County VESID (Vocational and Education Services for Individuals with Disabilities – 845-452-5325), Taconic DDSO (Developmental Disabilities Services Office 845-473-5050), and Dutchess County Department of Mental Hygiene (845-485-9700) are umbrella agencies for funding adult services including residential supports, employment, recreation, respite, clinical and day services, transportation and advocacy. Information about how to access these services can be the agencies directly or by calling the DC BOCES Transition Coordinator at 845-486-4840 ext. 3058.

Dutchess County has a Transition Advisory Network that meets the third Tuesday of each month from 8:30 – 10:00 am at the DC BOCES BETA Site at 900 Dutchess Turnpike to discuss local transition issues and to develop education/information programs for parents, families, teachers and students about adult supports.  The meetings are open to all; call 486-4840 x 3058 to confirm attendance and meeting time.

Some things parents of students with Autism Spectrum Disorders should know:

There is no one clearly defined adult agency in Dutchess County that provides services for persons with this disorder, with the exception vocational services provided by VESID. 

Taconic DDSO will provide supports and services to individuals who meet their eligibility requirements:

• A diagnosis (made by a licensed practitioner MD or Ph.D.) of Mental Retardation, Cerebral Palsy, Epilepsy Neurological Impairment, (CNS, not peripheral) or Autism/Aspergers before their 22^nd birthday
• A measurable Full Scale I.Q. score <60, testing performed by licensed/certified psychologist
  
  OR
  
  
• If I.Q.>60, an adaptive behavior scale with composite scales two stanines below the mean (i.e.<70).

Acceptable tests include the Adaptive Behavior Assessment System, the Comprehensive Test of Adaptive Behavior (Revised) or the Vineland Adaptive Behavior Scales. Testing should be done by a licensed/certified professional as identified in the testing manuals.

Parents should be discussing the need for testing to determine eligibility for services with their CSE's when their children reach high school to insure that it takes place in a timely manner.

Some resources for parents:

• Judith Youett, No. Smith Road, Lagrangeville, NY 677-5871 is a trained music therapist/music teacher who runs a music group that includes children with autism.
• "Autreat" is an opportunity for autistic people and those with related developmental differences to come together and explore autistic connections and develop advocacy skills, all in an autistic friendly environment.  Located in upstate NY.
• "Camp Northwood", Remson NY, 7 week summer camp for children with learning challenges
• "Ramapo Anchorage Camp" Rhinebeck NY, serves various populations
• "Camp Huntington" Woodstock, NY, LD, DD, ADD, PDD.