Transition is the process of preparing youth, prior to the age of 16 or before exiting the 9th grade (can be earlier if needed}, for his or her post-school years. As per the Individualized Education Plan, the transition areas to be addressed include: education/training; career/employment; and independent living.
The East Central BOCES Transition Team addresses the training needs of our member schools by creating a Transition Unit Plan, which emphasizes training of special education teachers in the area of Transition, as well as meeting the IEP documentation requirements.
The philosophy of the autism team is: "East Central BOCES is committed to identifying and providing services for all students with disabilities including students with autism. The autism team will function to train teachers, paraprofessionals, related service providers, school personnel, and parents to most effectively educate students on the autism spectrum disorder. In addition, the team will identify, and provide follow-up for each student including a hierarchy of learning in areas of academics, communication and processing, life skills and social skills. The team will coordinate efforts with the RTI team."
The philosophy of the Behavioral Evaluation Support Team is "East Central BOCES is committed to use applied behavior analysis to help students regulate their behavior. We will assist to analyze problems and teach strategies that help change behaviors in students; provide techniques that improve reasoning and enhance socialization skills."
The team may be contacted to provide assistance to school districts, teachers and all service providers when, after utilizing local (school) resources, school personnel are still having difficulty in meeting the behavior needs of students who are "At-Risk" for:
(a) Placement in a more restrictive environment,
(b) Repeated suspension or expulsion
The team will assist in developing alternative appropriate intervention plans for students exhibiting challenging behaviors.
The goal is to "focus" on changes that can be made within the student's environment. Keep in mind that the team should only be called after utilizing the school resources, including a Functional Behavior Assessment and data of previous interventions that have been implemented.
Nonviolent Crisis Intervention, a program of the Crisis Prevention Institute (CPI), is a crisis continuum model to help provide care, welfare, safety, and security for all individuals when a person is becoming agitated and is losing rationality. CPI training includes a variety of verbal and physical (restraint) interventions that are discussed and practiced. Additionally, the Protection of Persons from Restraint Act and East Central BOCES approved documentation will be covered. An initial certification is eight hours in length, while the yearly re-certifications are four hours in length. Both types of certification will be offered twice a year. Additional trainings may be available depending on individual district's needs.