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TABLE OF CONTENTS

Contact Sheet Index						                                       1

About INCLUDEnyc                                                7

Diplomas & Credentials                                          9
•   NYC High School Diploma Options
•   NYC High School Credentials

Transition Planning                                             17
•   High School vs. Post-Secondary Disability Laws
•   Transition Planning on the IEP
•   Student Centered Transition Planning
•   Accumulating Resume and Work Experience

Planning for College                                            25
•   College Planning Tools
•   College Accommodations for Students with Disabilities
•   Steps to Obtaining Accommodations in College
•   College Costs and Financial Aid
•   NYS Opportunity Programs & CUNY Support Programs
•   COVID-19 Updates for SUNY & CUNY

State Agency Support Services                                   39
•   ACCES-VR
•   Office for People With Developmental Disabilities (OPWDD)
•   COVID-19 Updates for OPWDD
RESOURCE PACKET - INCLUDEnyc
CONTACT SHEET INDEX

INCLUDENYC                                        1

NEW YORK CITY DEPARTMENT OF EDUCATION             2

CITY UNIVERSITY OF NEW YORK (CUNY) & CUNY LEADS   3

ADULT CAREER AND CONTINUING EDUCATION SERVICES–
VOCATIONAL REHABILITATION (ACCES-VR)              4

COLLEGE ACCESS PROGRAMS AND RESOURCES             5

INCLUSIVE HIGHER EDUCATION PROGRAMS AT THE CITY
UNIVERSITY OF NEW YORK (CUNY): MELISSA RIGGIO
HIGHER EDUCATION PROGRAM, CUNY UNLIMITED, AND
THINK COLLEGE                                     6

                      INCLUDEnyc.org
INCLUDEnyc

INCLUDENYC
116 East 16th Street, 5th Floor
New York, NY 10003
English: 212-677-4660
Español: 212-677-4668
info@INCLUDEnyc.org
www.INCLUDEnyc.org

Barbara Glassman, Executive Director
Jane Heaphy, Deputy Executive Director For Programs

INCLUDEnyc Staff for College Is Possible
(alphabetized by last name):

Kylie Balogh, Program Operations Coordinator
MaryBeth Bergren, Family Educator
Robert Carabay, Program Operations Associate
Beth Ebert, Youth Educator
Adina Farinango, Communications Design Coordinator
Wendy Guardado, Communications and Policy Associate
Mia Greenidge, Manager of Youth and Transition Services
ebony Innis, Director of Youth and Transition Services
Kevin D. Irizarry, Youth and Transition Services Coordinator
Belinda Lin, Youth Educator
Chantall Lowe, Senior Director of Partner and Community Engagement
Jean Mizutani, Senior Education Specialist
Rich Overton, Senior Manager of Operations
Neil Purohit, Youth and Transitions Services Coordinator
Jennifer Reres, Director of Communications and Outreach
Carly Wolff, Manager of Communications and Outreach

                                  INCLUDEnyc.org                     1
NYC DEPARTMENT OF EDUCATION TRANSITION
        AND COLLEGE ACCESS CENTERS

Donny Swanson,
Borough Instructional Specialist
dswanson@schools.nyc.gov

Brooklyn: BKLYNTCAC@schools.nyc.gov

Bronx: BXTCAC@schools.nyc.gov

Manhattan: MNTCAC@schools.nyc.gov

Queens: QNSTCAC@schools.nyc.gov

Staten Island: SITCAC@schools.nyc.gov

                                   INCLUDEnyc.org   2
CITY UNIVERSITY OF NEW YORK (CUNY) &
                   CUNY LEADS

CUNY
www.cuny.edu

CUNY ADMISSIONS
www.cuny.edu/admissions

CUNY FINANCIAL AID
www.cuny.edu/financialaid

CUNY DISABILITY PROGRAM
www.cuny.edu/disability

Jenna Lamm
University Associate Director
CUNY Disability Programs
Jenna.Lamm@cuny.edu

Charlotte Henson-Butler
Recruitment Coordinator CBO,
Government and Nonprofit Agencies
CUNY Welcome Center
Charlotte.Butler@cuny.edu

Bethany LaLonde
CUNY LEADS Job Developer
Bethany.LaLonde@csi.cuny.edu

Karen Coleman
CUNY College Admission Counselor
Karen.Coleman@cuny.edu

                                INCLUDEnyc.org   3
ADULT CAREER AND CONTINUING
            EDUCATION SERVICES-VOCATIONAL
               REHABILITATION (ACCES-VR)
NYC Transition and Youth Senior Counselors (TAYS Counselors)
THE BRONX DISTRICT OFFICE
1215 Zerega Avenue
Bronx, New York 10462
(718) 931-3500 | TTY: (718) 828-4003
Lisa Field, Senior Vocational Rehabilitation Counselor
(718) 931-3597 | Lisa.Field@nysed.gov
BROOKLYN DISTRICT OFFICE
Shirley Chisholm State Office Building
55 Hanson Place, Second Floor
Brooklyn, NY 11217-1580
(718) 722-6700
TTY: (718) 722-6736
Fax: (718) 722-6714 / (718) 722-7894
Cuquita Douglas
Senior Vocational Rehabilitation Counselor
(718) 722-6795 | Cuquita.Douglas@nysed.gov
QUEENS DISTRICT OFFICE
11-15 47th Avenue
Long Island City, NY 11101
(347) 510-3100 | Fax: (718) 784-3702
Michele Delany
Senior Vocational Rehabilitation Counselor
(347) 510- 3112 | Michele.Delany@nysed.gov
MANHATTAN DISTRICT OFFICE
116 West 32nd Street, 5th Floor
New York, New York 10001
(212) 630-2300 | Fax: (212) 630-2365
Kevin McMullen
Senior Vocational Rehabilitation Counselor
(212) 630-2370 | Kevin.McMullen@nysed.gov
HARLEM SATELLITE OFFICE
Serving 110th Street to 155th Street River to River
Adam Clayton Powell Jr. State Office Building
163 West 125th Street, Room 713
New York, New York 10027
(212) 961-4420
Kevin McMullen
Senior Vocational Rehabilitation Counselor
(212) 630-2370 | Kevin.McMullen@nysed.gov
STATEN ISLAND SATELLITE OFFICE
2071 Clove Road, Suite 302
Staten Island, NY 10304
(718) 816-4976
Kevin McMullen
Senior Vocational Rehabilitation Counselor
(212) 630-2370 | Kevin.McMullen@nysed.gov

                                    INCLUDEnyc.org             4
COLLEGE ACCESS
                  PROGRAMS AND RESOURCES

INCLUDEnyc: PROJECT                      HENRY STREET SETTLEMENT
POSSIBILITY PROGRAM                           EXPANDED HORIZONS
116 East 16th Street, 5th Floor
New York, NY 10003                                      PROGRAM
(212) 677-4660                                               301 Henry Street
www.includenyc.org                                       New York, NY 10002
                                                               212-766-9200
BOTTOM LINE                                              www.henrystreet.org
44 Court Street, Suite 300                            MHarris@henrystreet.org
Brooklyn, NY 11201
(347) 889-7627
www.bottomline.org                     OPPORTUNITIES FOR A BETTER
                                                       TOMORROW
COLLEGE ACCESS CENTER                                 882 3rd Avenue, 10th Floor
AT NEW SETTLEMENT
APARTMENTS                                                   (one of 4 locations)
1563 Walton Avenue                                            Brooklyn, NY 11232
Bronx, NY 10452                                (718) 369-0303 | (347) 945-8407
(718) 294-3870                                         obtoutreach@obtjobs.org
a.palmer@newsettlement.org                                     www.obtjobs.org
www.newsettlement.org/cac

COLLEGE ACCESS                           THE OPPORTUNITY NETWORK
CONSORTIUM OF NEW                                    85 Broad Street, 6th Floor
YORK, INC. (CACNY)                                        New York, NY 10004
352 West 110th Street                                         (646) 237-4090
New York, NY 10025                                 www.opportunitynetwork.org
cacnyinc@gmail.com
www.cacnyinc.org
                                          OPTIONS CENTER, GODDARD
COLLEGE STEPS AND                                        RIVERSIDE
COLLEGE PERSISTENCE                                     352 West 110th Street
(CYPRESS HILLS LDC)                                      New York, NY 10025
2810 Fulton Street                                            (212) 678-4667
Brooklyn, NY 11208-2608               www.goddard.org | options@goggard.org
(718) 484-8531
www.cypresshills.org
                                               UNIVERSITY SETTLEMENT
THE DOOR - A CENTER OF                                        184 Eldridge Street
ALTERNATIVES                                                New York, NY 10002
555 Broome Street                                       (212) 941-9090 ext. 3432
New York, NY 10013                                 info@universitysettlement.org
212-941-9090                                       www.universitysettlement.org
www.door.org | info@door.org

                                  INCLUDEnyc.org                                    5
INCLUSIVE HIGHER EDUCATION PROGRAMS AT THE CITY
   UNIVERSITY OF NEW YORK (CUNY): MELISSA RIGGIO HIGHER
       EDUCATION PROGRAM, CUNY UNLIMITED AND THINK
    COLLEGE, A National Organization Dedicated To Developing,
  Expanding, And Improving Inclusive Higher Education Options For
                People With Intellectual Disabilities

Kathy Kelly
Associate Vice President, Entitlements
AHRC New York City
Kathy.Kelly@ahrcnyc.org
Non-Degree Panel Topic: OPWDD

Jenna Lamm
University Associate Director
CUNY Disability Programs
Jenna.Lamm@cuny.edu
Non-Degree Panel Topic: CUNY Unlimited

Martha Mock, Director
Center for Disability and Education
University of Rochester
mmock@warner.rochester.edu
Non-Degree Panel Topic: Think College

David Summers
Assistant Director, Adult Day Services
AHRC New York City
David.Summers@ahrcnyc.org
Non-Degree Panel Topic: Melissa Riggio Higher Education Program

                                  INCLUDEnyc.org                    6
WHO WE ARE
INCLUDEnyc fosters positive futures and enhances the quality of life
for young people in New York City with any disability from birth to
age 26, their families, and the professionals who support them.

We create access to educational, employment, and independent living
opportunities for young people and advocate with youth and families
for meaningful inclusion in the broader community.

                         WHAT WE DO
We provide one-to-one assistance, helpful resources, and workshops
— at no cost — to families of young people with any disability or
suspected disability, birth to age 26.

Connect with us about parenting, early childhood, recreation,
special education, transitioning to adulthood, and more.

            CONTACT OUR FREE HELP LINE

             CALL US
             (212) 677-4660

             TEXT US
             (646) 693-3175

             VISIT INCLUDEnyc.org
             FOR INFORMATION
             AND UPCOMING WORKSHOPS

                                                                       7
INCLUDEnyc YOUTH SERVICES

                   PROJECT POSSIBILITY
Project Possibility provides intensive, direct support for youth who
are transitioning into adult life. Participants create and implement a
practical plan designed to lead to job training, employment, higher
education, or other community engagement. Project Possibility
includes Bridges, which uses workshops and activities to develop
social-emotional competencies and life skills critical for independent
living for young adults.

                  HIGH SCHOOL LAUNCH
High School Launch teaches students who receive special education
supports or services how to participate meaningfully in their
Individualized Education Program (IEP) meetings and advocate for
the accommodations they need to be successful in school. Each
student sets personal goals and creates a thoughtful plan to achieve
them.

                FOR MORE INFORMATION:
For High School Launch, call our free Help Line at (212) 677-4660.
For Project Possibility, email ProjectPossibility@includenyc.org

                                                                         8
DIPLOMAS & CREDENTIALS

         INCLUDEnyc.org   9
NYC HIGH SCHOOL
                 DIPLOMA OPTIONS

• Students have the right to attend school until the end of the
  school year in which they turn 21 or obtain a high school diploma

• Graduating with a high school diploma provides access to
  college, the military, and trade school

• High school students are encouraged to pursue a Regents or
  Advanced Regents diploma, which provide more access to
  post-secondary opportunities than the Local and High School
  Equivalency Diplomas

• Testing accommodations for the NYS Regents exams can be
  found on the student’s Individualized Education Program (IEP)

• The NYC Schools Account (NYCSA) www.mystudent.nyc
  provides access to students' course credits, grades, test scores,
  schedules, transportation information, and more. (Contact your
  school for the account creation code)

                             INCLUDEnyc.org                           10
NYC HIGH SCHOOL DIPLOMA OPTIONS

Regents Diploma
44 Course Credits + 5 Regents Exams (passing is 65% or higher)

                                                                                    Language
                  English                                                                             +1 State
                                   Social                                           Other Than
 SUBJECT         Language                         Math               Science                         Approved
                                  Studies                                            English
                 Arts (ELA)                                                                           Option*
                                                                                     (LOTE)
     # OF
                     1               1              1                    1          Not required         1
    EXAMS

                                                                •   Living
             •    ELA         •   U.S.
                                            •   Algebra I           Environment •    Any NYC   •   Any additional
                                  History
EXAM                                        •   Geometry        •   Chemistry        approved      Regents exam or
                              •   Global
NAMES                                       •   Algebra II      •   Earth            LOTE exam     state approved
                                  History &
                                                                    Science                        +1 option
                                  Geography
                                                                •   Physics

•    Low Score Appeal for a Regents Diploma (For All Students): 1 Regents exam with a score of 60-64.

    * Students may use an Advanced Placement (AP) or SAT II score, a State approved Career and Technical
    Education (CTE) exam, another Regents exam, or the Career Development and Occupational Studies (CDOS)
    Commencement Credential as their +1 Option.

                                                        INCLUDEnyc.org                                           11
Advanced Regents
44 Course Credits + 9 Regents Exams (passing is 65% or higher)
                                                                                                        +1 State
SUBJECT          ELA      Social Studies      Math                Science            LOTE
                                                                                                    Approved Option
     # OF
                  1              1              3                    2                  1                    1
    EXAMS

                          U.S. History OR  Algebra I,       Living Environment     Any NYC   Any additional Regents
    EXAM
                 ELA      Global History Geometry, and      and (Earth Science,    approved exam OR state approved
    NAMES
                           & Geography     Algebra II      Chemistry, or Physics) LOTE exam        +1 option

Local Diploma*
44 Course Credits + 5 Regents Exams (passing is 55% or higher for students with disabilities)
                                Social                                                                      +1 State
SUBJECT          ELA                           Math                Science               LOTE
                               Studies                                                                  Approved Option
     # OF
                      1              1           1                    1             Not Required                 1
    EXAMS
                           •   U.S.
                               History   •   Algebra I     •   Living Environment                   •    Any additional
                                                                                    •    Any NYC
    EXAM     •    ELA      •   Global    •   Geometry      •   Earth Science                             Regents exam or
                                                                                         approved
    NAMES                      History & •   Algebra II    •   Chemistry                                 state approved
                                                                                        LOTE exam
                               Geography                   •   Physics                                   +1 option

•    Low Score Appeal for a Local Diploma (For All Students): 2 Regents exams with a score of 60-64 with all
     remaining Regents exams with a score of 65 or above.
•    New Arrival ELA Appeal for a Local Diploma (English language learners who arrived in the US in grades 9–12):
     ELA Regents exam with a score of 55-59 (Students may also appeal one other Regents score of 60–64).
•    Safety Net Options for a Local Diploma (For Students with a Disability): See next page

* Local Diplomas are accepted at some private colleges, community colleges, CUNY and SUNY colleges

                                                          INCLUDEnyc.org                                             12
Safety Net Options to Obtain a Local Diploma
(For Students with a Disability)
All safety nets options are available to students with a current IEP, students with a
504 Plan, if documented, and students declassified in grades 8-12, if recommended
(with the exception of the Superintendent Determination Option)

      SAFETY NET
                                                 REQUIREMENTS & ELIGIBILITY
        OPTION

   Low Pass Safety          Score between 55-64 on the required Regents exams
   Net Option
                            Score between 52-54 on up to two of the required Regents exams.
                            To appeal your scores, you must:

   Low Pass Safety          •   Take the exams you are appealing at least twice
   Net Option with          •   Show evidence of having taken advantage of academic help at
   Appeal                       your school
                            •   Pass the course in the subject you are appealing, and
                            •   Get recommended by your teacher or the chair of the
                                department in the subject you are appealing

                            Score between 45-54 on one or two for the required Regents
                            exams (except for Math and ELA exams)
                            •   Must pass the ELA and Math exam with a 55 or higher or an
   Compensatory                 approved appeal of 52-54
   Safety Net Option        •   Pass the course in the subjects on which you scored 45-54,
                                and
                            •   Have satisfactory attendance
                            •   A score of 65 or higher on a single exam may only be used to
                                compensate for one exam on which you scored 45-54.

                            A parent or guardian must make a request in writing to the
                            principal or the Committee on Special Education (CSE).

                            To be eligible for this option, students:
                            • Are not eligible for the low pass safety net option/appeal or
                               compensatory safety net option
   Superintendent           • Must have earned 44 course credits
   Determination            • EITHER pass the Math and ELA Regents exams with scores
   Option                      of 55 or higher (or successfully appeal scores of 52-54) OR
   (Only available to          earn a Career Development and Occupational Studies (CDOS)
   students with a             Commencement Credential
   current IEP)             • Have taken all required Regents exams but have not passed
                               one or more of these exams; and
                            • Pass the courses in the subjects of the failed exams

                            For each exam with a failing grade, the superintendent will review
                            your performance in the related course including projects, class
                            work, quizzes, and tests.

Source:
http://www.p12.nysed.gov/specialed/gradrequirements/documents/safety-net-options-available-students-with-
disabilities.pdf

https://infohub.nyced.org/docs/default-source/default-document-library/acpolicy-graduationrequirementscard.pdf

                                                INCLUDEnyc.org                                                   13
High School Equivalency (HSE) Diploma*
                                      To register for the Test Assessing Secondary
           Description
                                      Completion (TASC) exam, an applicant must:

•   In NYS, the HSE exam was
    changed from the GED to       •   Be at least 17 years old and turn 18 by June 30
    the TASC in 2014.
                                  •   Not be presently enrolled in High School
•   The test is aligned with the •    Have not graduated from High School
    Common Core and College
    and Career Readiness
    Standards.
                                           To prepare for the HSE/TASC exam,
                                                  students can enroll in:
•   TASC accepts passing
    Regents scores to
    compensate for specific       •   State Approved Prep Programs (all District 79
    sub-tests.                        programs are approved), or

•   Accommodations must be        •   High School Equivalency Classes (Ages 17-21)
    applied for or requested in
    advance.

*Graduating with a High School Equivalency Diploma provides access to associate
degree programs, the military, and trade school.

                                      INCLUDEnyc.org                                    14
NYC HIGH SCHOOL CREDENTIALS
            (NON-DIPLOMA OPTIONS)
•   NYC High School Credentials are not equivalent to high school diplomas
•   As stand alone credentials, they cannot be used to apply to college, the military,
    and vocational training programs that require a TASC or a high school diploma.
•   Students who obtain a stand alone credential before age 21 have the right to stay
    in school until the end of the school year in which they turn 21.

         Description                     Option 1                          Option 2

•   Prepares students for     The student must meet each         The student must
    entry-level work.         of the following requirements:     pass a department
•   The CDOS may be           • Development of a Career          approved work readiness
    awarded as:                   Plan including student’s       assessment.
     • a sole exiting             career interests, strengths,
        credential,               needs, and goals,              Examples include:
     • an endorsement to          coursework, and work-
        a diploma, or             based learning plan            •   ACT National Career
     • used to fulfill the    • Demonstrated                         Readiness Certificate
        +1 option for a           achievement of the CDOS            (ACT NCRC)
        diploma                   learning standards
•   Since June 2016, the      • Successful completion of         •   SkillsUSA Career
    CDOS commencement             at least 216 hours of CTE          Essentials
    credential is available       coursework, including at
    to all students.              least 54 hours work-based      •   Workforce Skills
                                  learning experiences               Certification System
Source: infohub.nyced.org     • At least one employability           (WSCS)
                                  profile documenting
                                  student’s:                     For the full list, visit:
                                     • Employability skills      NYSED.gov
                                        and experiences, and
                                     • Attainment of the
                                        CDOS learning
                                        standards

                                      INCLUDEnyc.org                                         15
Career Development & Occupational Studies (CDOS)
Commencement Credential
                                            The student must meet each of the following
          Description
                                                          requirements:
This credential recognizes
students’ skills and       •              Students with disabilities who participate in the NYS
achievements in:                          alternate assessments (NYSAA)
• academic,                •              Attend school for at least 12 years, excluding
• career development,                     kindergarten, or until the school year in which a
   and                                    student turns 21 years old
• other foundations
   needed for post-school
   living, learning, and                          Students will receive a summary of their:
   working

This credential replaced   •              Achievement of the CDOS learning standards
the IEP diploma, beginning
with the 2013-2014 school •               Level of academic achievement and independence
year.                                     as measured by NYSAA, skills, strengths, interests;
                                          and
Source: Graduation                    •   Other achievements and accomplishments
Requirements

                                                   NYS Alternate Assessments (NYSAA)
                                                             Determination
                                      The IEP team determines the eligibility of students
                                      with disabilities to participate in standard or alternate
                                      assessments. Students who are eligible for alternate
                                      assessments generally have limited cognitive abilities
                                      combined with behavioral and/or physical limitations.
                                              •    The determination can be found on the
                                                   student’s IEP under the “Participate in State
                                                   and District-wide Assessments” section

Source: http://www.nysed.gov/curriculum-instruction/exiting-credentials

Additional Resources:
NYCDOE Graduation Requirements
NYCDOE Graduation Requirements Worksheet

     COVID-19 UPDATES

 •   For updated NYSED Information on Regents Exams and Graduation Requirements:
     http://www.nysed.gov/coronavirus/guidance-p-12-schools
        • For guidance on June 2020 and August 2020 Regents Exams: Search “Regents
            Examination and Graduation Requirements: Questions Related to COVID-19 Closure”
 •   For updated Guidance on the TASC Exam

                                                  INCLUDEnyc.org                                   16
TRANSITION PLANNING

                      17
HIGH SCHOOL VS. POSTSECONDARY
                DISABILITY LAWS
In high school, students are entitled to receive special education services under
the Individuals with Disabilities Education Act (IDEA). Once they transition out of
high school they will have to request accommodations under the Americans with
Disabilities Act (ADA) at their college, postsecondary school, vocational training
programs, and/or workplace. Accommodations will not be made automatically.
It is never too early for families and young people to understand the differences
between IDEA & ADA and how it will affect them.

                                     HIGH SCHOOL
                       (under Individuals with Disabilities Education Act)

•   Services are provided under IDEA or Section 504 of the Rehabilitation Act.
•   Parents and students advocate.
•   Parents have access to student records.
•   School district is responsible for students’ evaluations at no cost to the family.
•   Parents and teachers set goals and management needs for students, including
    time management and organization.
•   Grading and curriculum standards may be modified according to student's needs
    if a young person is alternately assessed.
•   Transportation is provided if necessary.

                    POSTSECONDARY SCHOOL/EMPLOYMENT
                               (under Americans with Disabilities Act)

•   Services are provided under ADA or Section 504 of the Rehabilitation Act
•   Students self-identify and self-advocate
•   Students have sole access to their records unless consent is given
•   Students are responsible for obtaining their own evaluation
•   Students must organize and structure their own time
•   Transportation is the students’ responsibility

                                  KEY DIFFERENCES
•   Change in parents' and young persons' roles
•   Change in focus from entitlement to eligibility
•   Change from services to accommodations

                                         INCLUDEnyc.org                                  18
TRANSITION PLANNING IN THE IEP
  School transition and IEP team in collaboration with student and parent/guardian(s) identify the present
   levels of academic and functional (activities of everyday life) performances*, strengths, needs, current
    skills and abilities, interests and preferences, student’s long-term goals for adulthood, and impact of
                                disability/needs while working towards these goals.

         IEP team identifies measurable postsecondary goals and steps needed to be taken in order
                                              to obtain goals.

                                    Transition services and programming.

      Annual Goals                Coordinated Set of Transition Activities                 Measurable
    (academic, behavioral              (Activities that are written annually to        Postsecondary Goals
   and/or social progress)            strengthen skill development necessary      (Based on the student's preferences
                                     for successful postsecondary outcomes)        and goals for life after high school,
                                                                                    in relation to their current needs)

*For information about remote/blended learning for students with an IEP: https://www.schools.nyc.gov/learning/
special-education/special-education-in-blended-and-remote-settings.

                                                   INCLUDEnyc.org                                                          19
STUDENT CENTERED TRANSITION PLANNING

     FAMILIES ARE:                            STUDENTS ARE:                             SCHOOLS/AGENCIES/SERVICES
•   Actively involved       • Invited to IEP meetings and actively participating in               ARE:
•   Student-centered          transition planning, assessments, and goal setting      • Communicating across schools and
•   Strength-based          • Participating in vocational assessments                   agencies
•   Encouraging student     • Engaging actively in college and career exploration     • Helping student apply to postsecondary
    empowerment and           process                                                   options while still in high school
    exploration             • Practicing self-advocacy, self-determination, and       • Considering what services will be
•   Focused on soft           disability disclosure with support system                 needed at external agencies upon
    and independent         • Working on academic growth                                graduation (mental health, technology,
    skills necessary for    • Working on social and emotional skills                    social/recreation)
    postsecondary success   • Working on employment and organizational skills         • Advocating for collaborative framework
                            • Aware of supports they need in various settings           and service delivery
                            • Able to describe their disability                       • Aware of the characteristics, evaluation,
                                                                                        policies, climate, and supports offered
                            • Building their resume
                                                                                        at various postsecondary schools,
                            • Practicing email and computer skills
                                                                                        trainings, and programs
                            • Increasing awareness of safe internet and social
                                                                                      • Utilizing strength-based practices and
                              media use
                                                                                        language
                            • Aware of how to apply and advocate for
                              accommodations after high school
                            • Aware of how to advocate for themselves and their
                              needs in everyday life

                                               SUCCESSFUL PLANNING
                                              AND IMPLEMENTATION OF
                                              POSTSECONDARY GOALS

This diagram offers a list of ways that families, students, and schools can be involved in the transition process.
It is important to note that there is a shift in responsibility as a student approaches the transition to adulthood.
Students should work towards taking more responsibility for their transition planning as they prepare to transition.

                                                        INCLUDEnyc.org                                                      20
TRANSITION PLANNING STEPS FOR STUDENTS
    WORKING TOWARD A HS DIPLOMA
Transition planning is an individualized and unique experience for each student.
Outlined below are some steps for youth and families to consider as youth get closer to
leaving high school.

Starting in the school year a student turns 12, there are critical transition activities that
should happen annually:

   Annual vocational assessments (student interview, parent/guardian questionnaire,
   teachers and related services provider questionnaire)
   Vocational assessments being used to inform the Present Level of Performance
   (PLOP) in the IEP
   Consistent career exploration and exposure at home, school, and in the community
   Ongoing discussion of transition services and planning
   Discuss and consider credential and/or diploma options during IEP meetings

Disability Rights/Awareness

   When applying to high school, review the schools’ special education services and
   programs
   At 15, students must be invited to IEP meetings (earlier, if appropriate)
   Identify credential or diploma track student is working towards
   Learn about the differences in laws regarding education through high school (IDEA)
   and workplace and higher education (ADA)
   Visit college campuses or vocational programs
   Students participate in annual reviews and transition planning meetings
   Ensure final Mandated Three-Year Re-evaluation (formerly known as the triannual
   evaluation) is conducted (preferably within the last year of high school) to ensure an
   up-to-date evaluation for requesting accommodations in the future.
   Participate in final IEP meeting: obtain exit summary

Support Programs

   Connect with ACCES-VR, OPWDD, and/or OMH if appropriate
   Apply for SYEP (summer internship and volunteer opportunities) and TOP
   Accumulate hours, credits, and Regents exams towards respective diploma/
   credential
   Apply to postsecondary schools or employment/vocational programs
   Connect with college accessibility/disability/support services office

Independent Living Skills
   Increase awareness of and independence using public transportation systems
   Practice reading maps, using Google maps, and navigating the city independently
   Register to vote at 18 years old
   Start building financial literacy

                                         INCLUDEnyc.org                                         21
TRANSITION PLANNING STEPS FOR STUDENTS
    WORKING TOWARD A HS DIPLOMA
Collect Documents

  Obtain official photo ID card (for example, NYS driver’s license or non driver’s ID)
  Apply for working papers, if under the age of 18 years old
  Collect necessary financial and disability documents for applications/
  accommodations after high school
        Most up to date IEP
        Medical documentation of disability
        Disability evaluations

                                     INCLUDEnyc.org                                      22
ACCUMULATING RESUME
                 AND WORK EXPERIENCE
                   EMPLOYMENT OPPORTUNITIES
             FOR STUDENTS ENROLLED IN PUBLIC SCHOOL

For additional information, contact your high school transition team leader and
the NYC DOE TCAC affiliated with your school's borough support office.*

Summer Youth Employment Program (SYEP)
•   Department of Education places students in a variety of internships
•   Paid summer internship program for six weeks (July–August)
•   For students ages 14 to 24
•   Provides job coach (special education teacher/provider)
•   For more information, please visit your borough TCAC center (see page 13)

Work, Learn, and Grow Employment Program
•   Department of Education places students in a variety of internships
•   Paid year round internships (September – June)
•   For students ages 14 to 24
•   Must be a SYEP participant

Training Opportunities Program (TOP)
Speak with your school's Transition Coordinator for more information on how
to apply to this program.
• Administered by the Transition Coordination Center (formerly Placement and
   Referral Center)
• Paid internships for students with disabilities
• TOP liaisons will identify work locations where students with IEPs will earn
   minimum wage and can work up to 15 hours per week
• Hours count towards Career Development and Occupational Studies
   Commencement Credential (CDOS)

Ladders for Leaders:
•   Paid summer internships with corporations, nonprofits, and government
    agencies
•   Students receive help with resume, cover letter writing, and interviewing skills
•   Internships align with student career goals and interests
•   For students ages 16 to 22
•   Minimum GPA of 3.00

* Programs and services are subject to change due to COVID-19 restrictions.

                                     INCLUDEnyc.org                                    23
ACCUMULATING RESUME
                AND WORK EXPERIENCE
                  EMPLOYMENT OPPORTUNITIES
            FOR STUDENTS ENROLLED IN PUBLIC SCHOOL

Transition & College Access Centers (TCAC):
The Transition and College Access Centers are devoted to ensuring that students
with disabilities are prepared for post-secondary life experiences. In addition to
college readiness resources and supports, these centers will also facilitate diverse
work-based learning opportunities for students with Individualized Education
Programs (IEPs).

Brooklyn:                                       Queens:
Boys & Girls High School                        90-27 Sutphin Boulevard,
1700 Fulton Street                              Room 152
First Floor, Room G170                          Queens, NY 11435
Brooklyn, NY 11213                              E-mail: QNTCAC@schools.nyc.gov
Phone: (718) 804-6790
E-mail: BKLYNTCAC@schools.nyc.gov

Bronx:                                          Staten Island:
DeWitt Clinton High School                      Michael J. Petrides School
100 West Mosholu Parkway S,                     715 Ocean Terrace
Room 148                                        Second Floor, Room 204
Bronx, NY 10468                                 Staten Island, NY 10301
Phone: (718) 581-2250                           E-mail: SITCAC@schools.nyc.gov
E-mail: BXTCAC@schools.nyc.gov

Manhattan:
269 West 35th Street
Room 702
New York, NY 10024
Phone: (212) 609-8493
E-mail: MNTCAC@schools.nyc.gov

                                     INCLUDEnyc.org                                    24
PLANNING FOR COLLEGE

                       25
COLLEGE PLANNING TOOLS
These worksheets are to guide you in collecting the information you will need to
know and consider for your college and financial aid research and planning. These
tools are offered for your use, as a student.

Student full name:
Grade: 					School:
Disability classification:
                            ACADEMIC INFORMATION:

Cumulative GPA:

               Current GPA                             Target GPA (your goal)

SAT/ACT Scores
In response to COVID, many colleges, including CUNY and SUNY, are not
requiring SAT or ACT for Spring 2021, Fall 2021, and Spring 2022 admissions.

             Math                   Critical Reading                       Total
                                                                (math + critical reading/1600)

       Current SAT/ACT or PSAT                     Target SAT/ACT (your goal)

Please provide your highest Regents exam scores below:
                 Living                                              Global
 Algebra I                    ELA       Geometry   US History                       Chemistry
              Environment                                            History

Credits attempted:

Credits earned:

Diploma Track:
  Advanced Regents diploma        Regents diploma           Local diploma
  Career Development & Occupational Studies Commencement Credential (CDOS)
  Skills and Achievement Commencement Credential
  __________________________________________

Regents still to be taken and dates scheduled:

                                      INCLUDEnyc.org                                             26
FINANCIAL INFORMATION:
Please fill out the following information about your household and family finances.
Be as accurate and detailed as possible. This information can be crucial to
planning your college list (especially as some college admissions programs have
income eligibility) and preparing to apply for financial aid.

    Who is in the            Both parents               Guardian
     student’s               Mother                     Other relatives
    household?               Father                     Other
                          Parents/guardians:
                          Children under 18:
Total household size      Number of people claimed on parent’s taxes:
      for 2020            Children in college in 2020-21:
                          Number of people (non-family members)
                          who live with you:
                          Work income from mother/parent 1: $________
                          Work income from father/parent 2: $________
                          Work income from student: $________
 Total family income      Other sources of income: $________
       for 2020              SSI
                             Public Assistance
                             Other (unemployment, pension, child support,
                             investments, rental property, etc.)
                             Married/remarried
   Parent’s marital          Divorced/separated
       status                Single
                             Widowed
 Parent filed taxes in       Yes
        2020                 No
                              Both parents file together
   Who claims the             Mother claims student
   student on their
       taxes?                 Father claims student
                              Other

Based on the above information, does the student meet SEEK/EOP/HEOP financial
eligibility?*
    Yes				No 			Not Sure

Is the student eligible for other support programs (financial and/or academic)?*
    Yes 				No 			Not Sure

*Discuss with your college advisor or INCLUDEnyc staff

                                      INCLUDEnyc.org                                  27
COLLEGE SEARCH CRITERIA:
What is important to you in your college search?

                                                           Level of
                                    Programs/Features/
       Category                                          Importance
                                      Characteristics
                                                            (1-10)
                           •
                           •
  Academic majors          •
 and career interests      •

       Academic            •
   accommodations          •
 and support available     •
   (remote learning,       •
  extra time, assistive    •
      technology)
                           •
   Socio-emotional         •
(guidance, counseling,     •
      advising)            •

                           •
   Financial (cost,        •
  SEEK/EOP/HEOP,           •
 percentage of need        •
        met)

                           •
    School culture         •
      (Diversity,          •
   extracurriculars,       •
        clubs)

                           •
 Physical accessibility    •
   (transportation,        •
   elevators, size of      •
 campus, distance of
      buildings)
                           •
     Type of school        •
 (associate program,       •
 bachelor’s program,       •
  liberal arts, HBCU)

 Campus setting and        •
 other characteristics     •
  (urban, suburban,        •
rural, remote learning,    •
          size)
                           •
    School location        •

                                   INCLUDEnyc.org                     28
COLLEGE LIST:

Please add all schools you are interested in applying to below.

                          Least Likely                    Moderately Likely     Most Likely
                        for Admissions                     for Admissions     for Admissions

    CUNY

    SUNY

  NY State
   Private

    Other
   (out-of-
    state/
   private)

                                                     INCLUDEnyc.org                            29
COLLEGE ACCOMMODATIONS
           FOR STUDENTS WITH DISABILITIES
Here are examples of accommodations that may be available at your college.
Please check with the accessibility office or vocational rehabilitation counselor to
determine which accommodations may be best for you.

 •   No penalties for spelling errors on      •   More detailed syllabi to facilitate
     papers or exams                              advanced planning of breaks,
 •   Course substitutions for certain             assignments, and test preparation
     required or prerequisite courses         •   Choice of test format (multiple
 •   Extended time on assessments                 choice, true/false, essay) or
     (quizzes, midterms, and final exams)         awareness of format in advance
 •   Testing in an alternative location       •   Open book or open note tests
 •   Breaks during exams                      •   Tests and directions read out loud,
 •   Reduced course load and                      or read and repeated
     extended time to complete degree         •   Study guides or previews provided
     requirements                                 prior to tests
 •   Extensions for specific assignments      •   Calculator or laptop access
 •   Weekly meetings with an                  •   Extra credit options
     accessibility counselor                  •   Previews of testing procedures
 •   Specific classroom seating               •   Alternate ways to evaluate (e.g.
 •   Specific housing arrangements                projects or oral presentations
 •   American Sign Language                       instead of written tests)
     interpreters
 •   Particular types of desks and other
     furniture

                       AUXILIARY AIDS AND SERVICES
 Auxiliary aids and services can take many forms, depending on the individual
 student’s needs.

 •   Qualified interpreters or other aural delivery of materials for individuals with
     hearing impairments
 •   Note takers
 •   Qualified readers for in-class texts or exams
 •   Assistive technology
 •   Digitally recorded texts or other effective methods of making visual materials
     available to individuals with visual impairments or learning disabilities
 •   Class materials in alternative formats (e.g. texts in braille, recorded, or as
     digital files)
 •   Acquisition or modification of equipment or devices

                                      INCLUDEnyc.org                                    30
STEPS TO OBTAINING
              ACCOMMODATIONS IN COLLEGE

It can take time to put accommodations, modifications, and assistive technology
into place in college, and as a student, it is your responsibility to provide necessary
documentation in a timely manner.

Obtaining accommodations in college is different than in high school in these ways:
 • It is your responsibility to obtain and maintain accommodations.
 • You will have to reapply for accommodations every year.
 • You will have to submit accommodation requests for each exam to your
    school’s accessibility office in order to schedule extra space, time, or a text
    reader.
 • Students should discuss all accommodations with their accessibility counselor
    and service providers, such as vocational rehabilitation counselor or Medicaid
    service provider (ACCES-VR, OPWDD), if relevant.

        HOW TO APPLY FOR REASONABLE ACCOMMODATIONS

       Student decides what                                Student provides
       to disclose and what                  1              application and
    accommodations to request.                            documentation to
                                                          accessibility office.

                                                                   2

          Repeat as needed.
                                                        Student meets with
                                                       accessibility counselor.
                    5
                                                                   3
        Student applies for
    accommodations 1-2 weeks                           Student self-identifies to
    before accommodations are               4
                                                         staff and professors.
              needed.

                                      INCLUDEnyc.org                                      31
COLLEGE COSTS & FINANCIAL AID

Financial aid is used to pay for the cost of attendance and includes grants and
scholarships (which do not need to be repaid), loans (which need to be repaid),
and work study (which is money earned by a student at certain jobs on campus).
Each college will review the information in a student’s financial aid applications
to determine how much financial aid it can offer the student each year. This offer
of financial aid can include funds from federal and state programs as well as
institutional aid from the college’s scholarship funds.

Families and students should review all financial aid offers thoroughly before
accepting. Students must apply for financial aid every academic year and are not
guaranteed the same financial aid package each year. Be sure to make note of the
differences in scholarships and grants vs. loans.

Total Cost of Attendance:
•   The total cost of attendance (COA) is the estimated cost of attending a
    college for one year. The COA includes tuition, fees, books and supplies, room
    (dormitory) and board (meal plan), transportation, and personal expenses.
    Colleges must calculate the COA for their college and publish it on their
    website.
•   The COA for each college is different.
•   Depending on eligibility, a student may receive financial aid up to the total cost
    of attendance.

Net Price:
•   Net Price is the amount that a student pays to attend an institution in a single
    academic year after subtracting scholarships and grants the student will receive
    from the total cost of attendance. Scholarships and grants are forms of financial
    aid that a student does not have to pay back.
•   A net price calculator is a free online tool that gives you a personalized
    estimate of net price. The federal government now requires colleges and
    universities to have a net price calculator on their websites.
•   Net Price Calculator: https://bigfuture.collegeboard.org/pay-for-college/tools-
    calculators

                                     INCLUDEnyc.org                                      32
COST OF PUBLIC COLLEGES IN NYS
      (PRICES LISTED ARE FOR NYS RESIDENTS)

State University of New York (SUNY):
•   Average cost (tuition + room/board) for in-state students in 2020/21: $22,920
•   More information on SUNY tuition and fees: www.suny.edu/smarttrack/tuition-
    and-fees/

City University of New York (CUNY):
•   Average tuition for in-state students in 2019/20: $6,930 (4 year) and $4,800 (2 year)
•   More information on CUNY tuition and fees:
    www2.cuny.edu/financial-aid/tuition-and-college-costs/tuition-fees/

FINANCIAL AID APPLICATIONS
Students must apply for financial aid in addition to applying for admission to
colleges. In NYS, students typically need to complete multiple financial aid forms,
including:
Free Application for Federal Student Aid (FAFSA):
•   The FAFSA is used to determine eligibility for all federal financial aid programs.
    Many colleges also use the FAFSA to determine eligibility for campus
    scholarships.
•   Application opens October 1st for the next academic calendar year cycle
•   Should be completed by ALL students who are US citizens or permanent
    residents, regardless of parent’s legal status. For more information:
    https://studentaid.gov/apply-for-aid/fafsa/filling-out/parent-info
•   Must use prior-prior year tax information for custodial parents (e.g. if applying
    during the 2020-2021 school year, you will use 2018 tax info)
•   Students who are undocumented or have DACA status, are not eligible to apply
    for federal aid and should speak to their college advisor about state financial aid
    options.

    For more information:
    https://studentaid.gov/sites/default/files/financial-aid-and-undocumented-
    students.pdf
•   FAFSA Application: www.fafsa.ed.gov

Tuition Assistance Program (TAP):
•   Students must complete the TAP and the FAFSA to be considered for maximum
    financial aid at NYS colleges. Most NYS schools require both applications.
•   The TAP application is used to determine eligibility for NYS financial aid programs
    for NYS residents
•   Application can be completed after FAFSA is submitted. There will be a link
    to complete the TAP application on the FAFSA submission confirmation page
    if student has submitted FAFSA to any college in NY State and is a NY State
    resident.
•   Most students who are applying to schools in NY State (CUNY, SUNY, or private)
    should apply for TAP
•   Prior-prior year NY State tax information for custodial parents is required (IT-201)
•   Apply for TAP through HESC site: https://www.tap.hesc.ny.gov/totw/

                                       INCLUDEnyc.org                                       33
COST OF PUBLIC COLLEGES IN NYS
      (PRICES LISTED ARE FOR NYS RESIDENTS)
Excelsior Scholarship
In combination with other student financial aid programs (Federal Aid and TAP), this
scholarship program covers tuition for eligible SUNY and CUNY students. Students must
complete a separate Excelsior application. Qualified students must:

•   Be a resident of NYS and have resided in NYS for 12 continuous months prior to the
    beginning of the term
•   Be a U.S. citizen or eligible non-citizen
•   Have obtained a high school diploma or high school equivalency diploma in the
    United States, or passed a federally approved "Ability to Benefit" test, as defined by
    the Commissioner of the State Education Department
•   Have a combined federal adjusted gross income of $125,000 or less
•   Be pursuing an undergraduate degree at a SUNY or CUNY college
•   Be enrolled in at least 12 credits per term and complete at least 30 credits each
    year (successively), applicable toward his or her degree program through continuous
    study with no break in enrollment except for certain reasons that can be documented
•   Agree to reside in NYS for the time the award is received and if employed during
    such time, be employed in NYS

If students do not meet the requirements for enrollment and graduation requirements,
the Excelsior Scholarship will be converted to a loan.

More information may be obtained at: https://on.ny.gov/2o6ZOzL

CSS Profile: Institutional Aid from Private Colleges/Universities
• The CSS Profile is used to determine eligibility for institutional aid (from the college’s
  own funds) provided by colleges. The CSS Profile is NOT required by CUNY
  or SUNY colleges.
• Application opens October 1 for the next academic calendar year.
• Required by many private colleges so that they can calculate the amount of grant
  and scholarship funding they may award a student. This is separate from federal or
  state aid (FAFSA and TAP).
• Institutional aid is most commonly based on financial need (family income).
• List of schools that require CSS Profile can be found on collegeboard.org.
• You must provide three years worth of your family’s financial information.
  Begin collecting all documents early (at least 3 months before completing
  application) and ask questions if you are unsure about what information is needed or
  what to report.
• The CSS profile can be completed through student’s College Board account.

Financial Aid Information:
• College Board: https://bigfuture.collegeboard.org/pay-for-college/financial-aid
• Finaid: https://finaid.org/fafsa/
• Federal Student Aid: Studentaid.gov

                                       INCLUDEnyc.org                                          34
NYS OPPORTUNITY PROGRAMS &
            CUNY SUPPORT PROGRAMS
NYS Opportunity Programs provide access (admissions), academic support, and
often supplemental financial assistance to make higher education possible for
students who do not meet the regular admissions guidelines at a particular college,
but who demonstrate potential for success. Eligible students must meet specific
income guidelines.

Higher Education Opportunity Program (HEOP):
HEOP is found at many private NYS colleges and universities.
Find more information here:
http://www.nysed.gov/postsecondary-services/higher-education-opportunity-
program-heop

Educational Opportunity Program (EOP):
EOP is found at SUNY colleges and universities. Find more information here:
https://bit.ly/3je6Gar

SEEK & College Discovery (CD):
SEEK & CD are found at CUNY colleges. For more information:
https://www.cuny.edu/academics/academic-programs/seek-college-discovery/

                                    INCLUDEnyc.org                                    35
CUNY SUPPORT PROGRAMS
ASAP:
•   Created to help students attending 2 year schools to graduate in 2 years.
•   Provides a range of financial, academic, and personal supports including
    comprehensive and personalized advisement, career counseling, tutoring,
    waivers for tuition and mandatory fees, MTA MetroCards, and additional
    financial assistance to defray the cost of textbooks.
•   Requires full-time attendance and maximum credit accumulation per semester.
•   For more information: http://www1.cuny.edu/sites/asap/

CUNY START:
•   For students who have not passed their CUNY placement test, CUNY Start
    offers students tutoring and remedial classes for $75 per semester so they can
    save their financial aid for their credit-bearing classes and be better prepared
    for college level classes. For more information: http://www1.cuny.edu/sites/
    cunystart/program/cuny-start/
•   Eligibility: student did not pass all or part of CUNY Assessment Test
    (demonstrated need for skill development in reading, writing or math)
•   No financial criteria!
•   Features:
    • $75 (includes books)
    • Intensive instruction in math, reading, and writing
    • Opportunity to retake the CUNY Assessment Test

MATH START:
•   Available at BMCC, BCC, CSI, Guttman, Hostos, LaGuardia, Medgar Evers, and QCC
•   For students who demonstrate need for skill development in math only (passed
    reading and writing sections of placement exam or scores 75 or higher on ELA
    Regents) based on CUNY Assessment Test results
•   For more information: http://www1.cuny.edu/sites/cunystart/program/math-
    start/

Project Reach:
•   Provides support to college students with autism spectrum disorders (ASD) and
    works to educate faculty and staff about students with ASD
•   For more information:
    https://www.cuny.edu/current-students/student-affairs/student-services/
    disability/asd-project-reach/about-project-reach/

                                     INCLUDEnyc.org                                    36
CUNY SUPPORT PROGRAMS
CUNY Immersion Program:
• The immersion programs are intensive workshops which provide an opportunity for
  students who need to demonstrate proficiency in reading, writing, and/or math to
  receive tuition-free instruction during the summer and/or January intersession.
• Students are placed into the immersion programs based on their performance on
  the CUNY Assessment Tests.
• Check CUNY college websites for more information on their immersion programs.

Learning Academy (new program - BMCC only):
• The BMCC Learning Academy (BLA) is a program that helps students transition to
   college and stay on track until graduation and transfer.
• The Learning Academy is for students interested in a personalized academic advisor
   and a supportive, knowledgeable community of peers, faculty, and academic
   resources. For more information: https://www.bmcc.cuny.edu/academics/success-
   programs/learning-academy/

Features:
   • No financial criteria!
   • Weekly success seminars
   • Personal academic advisor
   • Transfer and scholarship assistance
   • Professional site visits and career exploration
   • Trips to senior colleges and cultural attractions
   • Peer mentors
   • Leadership development
   • Free tutoring
   • Priority advisement and registration
   • A community of peers and faculty

CUNY Language Immersion Program (CLIP):
• For English Language Learners who have not passed their CUNY placement test
• CLIP offers students one year of intensive English language instruction for college
  readiness
• For more information: https://www.cuny.edu/academics/academic-programs/model-
  programs/cuny-college-transition-programs/cuny-language-immersion-program-
  clip/

CUNY Leads:
• Provides students with disabilities career and academic guidance, support with
  program/job referrals, or with ACCES-VR
• Academic advising, career counseling, career, resume, and interview preparation,
  referrals to internships, jobs
• Works one-on-one with students to foster self-advocacy skills
• For more information:
  https://www.cuny.edu/current-students/student-affairs/student-services/disability/
  cuny-leads/

                                      INCLUDEnyc.org                                    37
COVID-19 UPDATES FROM CUNY & SUNY
General Updates:
•   Each CUNY campus has formed a Reopening Committee to develop.
    personalized plans, following guidelines from CUNY Central.
•   SUNY and CUNY Campuses are mostly transitioning in-person classroom
    instruction to distance learning for Fall 2020.
•   Most campuses remain open to accommodate those students with special
    circumstances: international students, students where other safe living and
    dining arrangements cannot be made, or students who have limited or no access
    to technology may return to campus facilities.

Who should students reach out for academic support?
•   For students who were receiving academic support through programs on
    campus, reach out to your contacts at the program by phone or email and
    inquire how to access this support remotely.
•   Contact the tutoring or learning resource center at your college to sign up for
    online tutoring, if available.
•   Reach out to the Office of Accessibility to inquire about how they are supporting
    students with disabilities.

COVID's Impact on Admissions:
•   Generally, admissions decisions continue to be made with usual criteria for Fall
    2020
•   SAT and ACT have been waived for Spring 2021, Fall 2021, and Spring 2022
•   Early Action and Early Decision timelines remain the same

How to stay updated:
•   Follow the school’s social media accounts
•   Visit the school’s official website
•   Check your college email account daily
•   Identify your college’s coronavirus-specific text or email hotline (e.g. CUNY’s
    email hotline is coronavirus.taskforce@cuny.edu)
•   Contact the New York State Coronavirus Health Hotline at 1-888-364-3065 for
    the most recent guidance

                                     INCLUDEnyc.org                                     38
6

      STATE AGENCY
    SUPPORT SERVICES

                       39
ADULT CAREER AND CONTINUING
       EDUCATION SERVICES – VOCATIONAL
          REHABILITATION (ACCES-VR)

               FOR MORE INFORMATION
                  http://www.acces.nysed.gov/vr

Contact List for Senior Vocational Rehabilitation Counselors for
Transition and Youth Services Downstate District Offices

BROOKLYN DISTRICT OFFICE              WHITE PLAINS DISTRICT
Cuquita Douglas                       OFFICE
Senior VR Counselor, Transition       Debra Ehrenberg
Cuquita.Douglas@nysed.gov             Senior VR Counselor, Transition
(718) 722-6795                        Debra.Ehrenberg@nysed.gov
                                      (845) 426-5414
BRONX DISTRICT OFFICE
Lisa Field                            GARDEN CITY DISTRICT
Senior VR Counselor, Transition       OFFICE
Lisa.Field@nysed.gov                  Barbara Weissberg
(718) 931-3597                        Senior VR Counselor, Transition
                                      Barbara.Weissberg@nysed.gov
QUEENS DISTRICT OFFICE                (516) 227-6852
Michele Delany
Senior VR Counselor, Transition       HAUPPAUGE DISTRICT
Michele.Delany@nysed.gov              OFFICE
(347) 510-3112                        Ruth DelRosario
                                      Senior VR Counselor, Transition
MANHATTAN DISTRICT                    Ruth.DelRosario@nysed.gov
OFFICE                                (631) 952-6357
Kevin McMullen
Senior VR Counselor, Transition
Kevin.McMullen@nysed.gov
(212) 630-2370

                             INCLUDEnyc.org                             40
OFFICE FOR PEOPLE WITH
                  DEVELOPMENTAL DISABILITIES
                           (OPWDD)

Office for People with Developmental Disabilities (OPWDD) is a state agency that
supports people who have:
 • Developmental disabilities
 • Intellectual disabilities
 • Some traumatic brain injuries (TBI)
 • Autism
 • Down syndrome
 • Other disabilities with specific testing scores on IQ/adaptive skills tests

                        SERVICES AVAILABLE
Certain services, such as supported employment and day habilitation, have been
affected by COVID related closures, and are operating remotely or at partial
capacity until further notice.

•   Care Coordination
•   Housing
•   Employment
•   Independent living
•   Socialization services
•   Residential care
•   Self-direction services
•   Day programs
•   Respite

                         APPLICATION PROCESS
•   Contact eligibility officer at local Developmental Disabilities Regional Office
    (DDRO). There is one in each borough.
•   Sign up for a Front Door orientation session
•   Gather all required documents:
     • Save all copies of all documents you submit and all documents
       you receive from OPWDD.
•   Begin looking into Care Coordination Organization (CCO) providers.

                                      INCLUDEnyc.org                                  41
OFFICE FOR PEOPLE WITH
                DEVELOPMENTAL DISABILITIES
                         (OPWDD)

                DOCUMENTS NEEDED TO APPLY
•   A psychological evaluation that includes IQ testing and Vineland Adaptive
    Behavior Scales (69 or below; however for individuals with autism, this
    number can vary)
•   Psycho-social and/or social history report
•   Medical physical (the same type of physical you would send to a school)

                     NEW YORK CITY OFFICES
Developmental Disabilities Regional Offices (DDROs)
THE BRONX                       BROOKLYN                    MANHATTAN
2400 Halsey Street              888 Fountain Avenue         25 Beaver Street,
Bronx, NY 10461                 Brooklyn, NY 11208          4th Floor
(718) 430-0757                  (718) 642-8576              New York, NY 10004
                                                            (646) 766-3220

QUEENS                          STATEN ISLAND
80-45 Winchester Blvd.          1150 Forest Hill Road
Queens Village, NY 11427        Staten Island, NY 10314
(718) 217-6485                  (718) 982-1913

                                   INCLUDEnyc.org                                42
COVID-19 UPDATES FOR OFFICE FOR
             PEOPLE WITH DEVELOPMENTAL
                DISABILITIES (OPWDD)

                    INFORMATION SESSIONS:
Due to COVID-19, all in-person Front Door Information Sessions are canceled
until further notice. Until they resume, Front Door Information Sessions can
be attended via phone conference or Cisco WebEx. For a schedule of upcoming
sessions, please go to: https://opwdd.ny.gov/get-started/information-sessions

                          SERVICE UPDATES
Due to COVID-19, the delivery of some services are being modified until
further notice. For the most recent guidance, please go to
https://opwdd.ny.gov/coronavirus-guidance

                                  INCLUDEnyc.org                                43
PROJECT POSSIBILITY
      Project Possibility works with young people with disabilities who want assistance to
    reach their job training and higher education goals. Participants will create a meaningful
    post-secondary plan, receive coaching to support their progress, and be connected with
                          programs and services to support their success.

           WHO IS ELIGIBLE?                            PARTICIPANTS WILL
          YOUNG PEOPLE WHO:                         HAVE AN OPPORTUNITY TO:
•    Have an IEP, 504 Plan, or any documented        •   Engage in ongoing one-to-one
     disability                                          transition coaching sessions
•    Are between the ages of 16-26
•    Live or attend school in NYC                    •   Get connected with benefits,
•    Want support to:                                    programs, and services to support
     • Create a career plan based on personal            their goals
        interests
                                                     •   Strengthen self-advocacy skills and
     • Explore post-high school training and
                                                         develop a strong understanding of
        education opportunities                          disability rights
     • Apply for job training programs, college,
        or other academic programs                   •   Develop new skills in fun and
     • Obtain benefits, services, and supports 		        interactive workshops
        needed to achieve post-secondary goals

              Refer a Young Person for Project Possibility: https://bit.ly/2Rf1iIG

                             CONTACT INFORMATION:
                 For more information email ProjectPossibility@includenyc.org
                       or call INCLUDEnyc Help Line at (212) 677-4660

                                        INCLUDEnyc.org
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