Transition Services

Transition Talk: Let’s shine the spotlight on…

The Ventures in Partnership (VIP)

The Ventures in Partnership (VIP) program at Douglas County High School works with all students with disabilities to obtain career and work-related skills. The program was started 5 years ago when the Instructional Support Services team recognized that students were lacking essential skills to enter into the world of work.

The VIP staff consists of Jennifer Templeton, Learning Specialist and Coordinator and two Job Developers and Career Coaches: Marsha Davenport and Jack Plummer.

The staff works with students 9-12th grade at DCHS in assessing their career skills and interests, teaching them job preparation skills and providing job shadows, exploration and experience. What makes the VIP program unique is the fact that all students of every academic and disability level can access these services. In addition, Douglas County High School is the only high school that offers semester-long internships for elective credit. These internships are offered at the school, in the school district, and out in the community. Internships are selected based upon the student’s interests and skills. Students are provided transportation to/from their internship as well as job coaching on the job until they learn the necessary skills to be independent. Some internships have led to employment.

It is the mission of the VIP program to provide the necessary supports and education to students with disabilities in order for them to be successful in their working future.

Transition Services Based on Needs

DCSD offers a variety of ways for students to prepare for and make the transition to adult life. Many transition activities occur throughout the student's time in school, although we may not think of these activities as being specifically related to preparing for this transition. However, the focus and planning for transition, as required in IDEA, begins when a child is 14, and continues until the student exits the school system by graduating or at the age of 21.

Up to 14 years old

Students acquire and build upon academic and social skills which adults use in daily life. Practice in developing responsibility, work ethics and behavior, getting along with others, completing assignments, following directions, time management and following the rules of an organization (school) are just some of the skills practiced in school which can be applied to adult life. Students also become aware of various jobs that exist in the community.

Ages 14 - 16

Beginning at age 14, IDEA requires that the IEP must include a statement of needed transition services. This means that transition planning and determining long range outcomes will be discussed during IEP meetings. After the student/family express their goals for life after high school, the courses and activities in which the student participates in school should help lead to this post-school outcome. For example, if a student states that he would like to attend college to become an engineer, the course of study should include classes which will help him develop necessary skills for success in college like English, Math, Social Studies, and Science. Another student may have no idea about his/her future. She/he may participate in general course of study including electives. Other students may wish to begin work experiences in the school or in their community.

Age 16 - Exit from school

Beginning at 16, specific planning during the IEP process regarding transition must be done. The IEP must describe how the school will provide transition instruction and activities. Students must have community experiences and opportunities to develop employment skills. In addition, the IEP must identify linkages to adult agencies like post-secondary schools, Developmental Pathways, mental health agencies, parks and recreation opportunities, SWAP and/or the Division of Vocational Rehabilitation, just to name a few. The IEP should state specific goals and objectives which will prepare the student for life after high school. For example, these goals and objectives may reflect developing specific career skills, learning how to cook or do laundry, learning study skills, and becoming a self-advocate. Any skill needed to achieve the post school outcome is related to transition.

18 - 21 Transition Program

Students who complete their coursework and/or four years of high school, and who continue to have needs in preparing for the transition to adult life may participate in the 18-21 Transition Program. This is a community based program. Students participate in the community in jobs, recreation, classes and other activities as do other adults their age. Planning activities based upon interests are emphasized with support by teachers and paraprofessionals.

SWAP (School to Work Alliance Program)

The purpose is to help students with mild disabilities acquire and maintain employment. Efforts are made to match the client to jobs which can become a career, are of interest and provide a living wage and benefits.

Students 16 and older, and adults out of school up to age 25 may participate in the School to Work Alliance Program. SWAP offers students 16-25 with mid/moderate disabilities, job placement, training, education, and follow-up services. Free services to all ages.

Douglas County contact: Cheri 303-358-4596

For more information about the program, contact the Colorado Division of Vocational Rehabilitation at 303-866-4150 or the Colorado Department of Education at 303-866-6694.

SWAP Fast Facts 79 KB .pdf file

The Essential Elements for Effective Transition from School to Adult Life

CDE Next Steps: Adapted with permission from PEATC NEXT STEPS publication

To assist students with disabilities to transition, the following elements are needed:

1. A sound foundation provided by an appropriate school program

Components

• Career planning begins at the elementary level with teacher and school personnel from all levels involved in program development.
  
  
• A life skills curriculum, sequenced across grade levels, assures smooth and logical movement from one level to another.
  
  
• A functional vocational curriculum reflects skills required in local employment and living situations.
  Vocational training included many training and work experience options based on the types of community work available.
  
  
• Training in real community-based job sites includes instruction in job skills and interpersonal skills.
  Integration helps students with handicaps learn to work and play with their peers who are not handicapped.
  
  
• Parents are provided with information about community agencies and are encouraged to work with their children at home on life and work skills to prepare them for employability.
  
  
• Administrator and program supervisors provide support for community-based instruction, coordination of services with community agencies and staff, and resources allocation permits job placement and training.

2. A written, formal transition plan

Components

• A transition plan is developed for each individual student and includes annual goals and short-term objectives that focus on skills required to function on the job and in the community.
  
  
• The plan includes instruction in living, career and social skills.
  
  
• The plan is ongoing, started no later than age 14 and is updated yearly.
  
  
• The plan encourages the coordinated efforts of all appropriate agencies and adult service providers are involved long before the student graduates.
  
  
• The plan specifies who is responsible for each aspect of the process, including referral to appropriate agencies, job placement, on-the-job training, and job follow-up.

3. Parent involvement in the transition process

Components

• Parents are familiar with the agencies in the community and the responsibilities of each.
  
  
• Parents participate in the development of a transition plan that identifies employment, living, social, recreational, and transportation options at least three to five years prior to their child's graduation.
  
  
• See that the school and adult agencies are coordinating services and have assigned a case manager before their child graduates.
  
  
• Actively support teachers' efforts to provide job training in a variety of jobs in community-based sites.
  
  
• Work with their child at home to promote work and social skills.
  
  
• Allow him or her to be as independent as possible and provide opportunities to explore and enjoy the community.

Colorado Department of Education (CDE)

The Bridge Program

Through the commitment and involvement of students, parents, program staff, and the community, the Bridge Program aids students in the realization of their abilities and development of life and work skills in order to maximize their independence in the community.

Additional Resources

Access a Ride (RTD)
Services: For individuals that cannot functionally utilize regular RTD buses.
303-299-2960
http://www.rtd-denver.com

Colorado Department of Education (CDE)
Exceptional Student Services Unit
201 East Colfax Avenue, Suite 300 | Denver, CO 80203
303-866-6721 | Fax 303-866-6811
http://www.cde.state.co.us

Developmental Pathways, Inc.
Services: Assistance in establishing an independent lifestyle.
Eligibility: Manifested substantial neurological disability before the age 22.
Application at age 14. Most services start at age 18.
325 Inverness Drive South | Englewood, CO 80112
303-360-6600 | Fax 303-341-0382
http://www.developmentalpathways.org

Division of Vocational Rehabilitation
Services: Helps individuals with disabilities prepare for, secure and maintain suitable jobs.
1575 Sherman St. | Denver, CO 80203
303-866-5700 | 303-866-3100 | Fax 303-866-4047
http://www.cdhs.state.co.us

Highlands Ranch Recreation Center
Services: Therapeutic Recreation Program provides recreational opportunities that involves and enriches the lives of community members regardless of abilities or disabilities.
The Recreation Center at Eastridge
9568 South University Blvd. | Highlands Ranch, CO 80126
303-791-2500 | Fax 303-471-8905
http://www.hrcaonline.org

MasterDrive of Denver, Inc.
Services: Experiential driver engineering training program with controlled private driving facility.
15659 E. Hinsdale Dr. | Englewood, CO 80112
303-627-4447 | Fax 303-627-6474
http://www.masterdrive.com

New Day
Services: Provides in-home respite care, community access, functional living skills, summer camp, social outings and programs, vocational counseling and job placement.
303-841-1399

PEAK Parent • Denver Community Parent Resource Center
Services: Designated parent training and information center. PEAK assists families and others through services.
1212 Mariposa St., Suite 6 | Denver, CO 80204
303-864-1900 | 719-513-9400 | Fax 303-864-0035
http://www.peakparent.org

Social Security Administration
Services: Eligible persons may receive some monthly cash and/or Medicaid and/or Medicare.
800-772-1213
http://www.ssa.gov