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RESOURCE PACKET
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
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.orgINCLUDEnyc
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 1NYC 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 2CITY 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 3ADULT 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 4COLLEGE 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 5INCLUSIVE 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 6WHO 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
7INCLUDEnyc 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
8DIPLOMAS & CREDENTIALS
INCLUDEnyc.org 9NYC 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 10NYC 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 11Advanced 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 12Safety 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 13High 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 14NYC 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 15Career 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 16TRANSITION PLANNING
17HIGH 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 18TRANSITION 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 19STUDENT 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 20TRANSITION 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 21TRANSITION 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 22ACCUMULATING 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 23ACCUMULATING 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 24PLANNING FOR COLLEGE
25COLLEGE 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 26FINANCIAL 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 27COLLEGE 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 28COLLEGE 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 29COLLEGE 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 30STEPS 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 31COLLEGE 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 32COST 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 33COST 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 34NYS 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 35CUNY 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 36CUNY 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 37COVID-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 386
STATE AGENCY
SUPPORT SERVICES
39ADULT 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 40OFFICE 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 41OFFICE 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 42COVID-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 43PROJECT 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.orgYou can also read
