Types of Student Support

Special Education Transition

Transition Programs help students gain independence and work skills. 

To learn more, check out our site video for AccessSFUSD: The Arc: https://youtu.be/DvlfxEwEOB0

 

"Transition planning is an essential step in preparing students with disabilities to assume adult roles. Transition planning should focus on students’ future goals, empowering them to create a personal vision and identifying opportunities to help them meet their current needs as they transition into postsecondary education and training, employment, and quality adult life."

                                                    —Transition to Adult Living: An Information and Resource Guide

 

The Individuals with Disabilities Education Act of 2004 requires:

  • Transition language in the IEP at age 16
  • Measurable postsecondary goals based on age-appropriate assessments related to: training, education, employment, and, where appropriate, independent living skills
  • A summary of performance upon school exit

Transition Basics from the Diagnostic Center of Northern California

Secondary Transition Planning from the California Department of Education

Programs and Resources for Students Aged 14-22

AccessSFUSD - Adult Transition Program (ages 18-22)

Students eligible for AccessSFUSD, the Adult Transition Program, are on track for a Certificate of Completion at the end of 12th grade. Access programming includes post-secondary education, employment, and independent living skills

Want to learn more? Check out this video about our program!

WorkAbility is a training program for special education students ages 14-22

WorkAbility is a training program for special education students ages 14-22 designed to promote career awareness and exploration while students complete their secondary education program. 

WorkAbility provides students with opportunities for job shadowing, paid and non-paid work experience, and ongoing support and guidance from vocational personnel.

WorkAbiliity 1: A California Transition Program

WAI Intern's Application Information:

Please download completed application. Complete in blue or black ink. Make sure you include signed copy of SS card and current picture ID. All of these documents must be submitted with all required signatures before an application will be accepted.

WAI Employer Packet 2017-2018:

WorkAbility I Office

45 Conkling St. - Room 102

San Francisco, CA 94124

📞 Phone: 415/695-2428 

Fax: 415/695-2448

Alma Reyes

Office Support

Transition Partnership Program: TPP

The Transition Partnership Program (TPP) is a cooperative program between SFUSD and the Department of Rehabilitation that prepares high school students for employment. These students must meet certain criteria to be eligible for DOR services. The program is limited to 40 new students a year.

On completion of schooling the student will be referred by DOR to a vendor for employment services. These services consist of but are not limited to pre-employment training, resume development, job coach and competitive employment.

TPP Steps for Enrollment

All students must first meet the Department of Rehabilitation eligibility requirements before being enrolled. The students are referred to the TPP specialist to assist in determining eligibility.

See Steps:

  1. The teacher reads the eligibility requirements.
  2. The teacher identifies a student that is significantly impacted by a disability and will need help obtaining competitive employment.
  3. The teacher and TPP specialist sets an appointment time to meet with the student and give DOR application/DOR referral form.
  4. The student completes the DOR application/DOR referral with parents, teacher and or TPP specialist.
  5. The teacher and TPP specialist obtain required documents (current IEP/w signatures, psycho-educational evaluation/assessment with signatures, therapist contact info, other stakeholders' info).
  6. The TPP specialist reviews the materials and turns them into a DOR counselor.
  7. The TPP specialist and DOR counselor coordinate a DOR intake date.
  8. The TPP student is travel trained to the DOR downtown office for intake.
  9. The DOR counselor determines the eligibility.
  10. The TPP specialist begins to meet with the student for pre-employment training on a regular basis.
  11. The DOR counselor creates an Individual Plan of Employment (IPE) for the TPP student.
  12. When the TPP student is 4-6 months out from exiting high school, the DOR counselor will begin job development and placement services
  13. The TPP specialist determines if TPP student is exiting SFUSD or returning.
  14. The TPP student exits SFUSD by graduating or acquiring a Certificate of Completion
  15. As of June 30th of each year, all non-returning students are exited from direct TPP services from the SFUSD.
  16. From this point forward TPP students are responsible for maintaining contact with their DOR counselors.

 

Eligibility

SFUSD students may qualify for Department of Rehabilitation pre-employment services by showing documentation of significant impact on there ability to get employed. The DOR counselor will review all the appropriate documentation to determine if a student is eligible. If found eligible the student will receive an acceptance letter and begin meeting with their TPP specialist for pre-employment training.

Mobility

The ability to move from place to place.

  • Wheelchair, prosthesis, orthosis, mobility training, mobility aid and/or service dog to move from place to place.
  • Personal assistance to move from place to place.
  • Assistance to use public transportation, read maps or signpost to move from place to place.
  • The individual is limited in terms of distance and /or terrain that can be traveled.
  • Other serious limitations in terms of employment outcome.

Communication

The ability to use, give and /or receive information.

  • Rehabilitation technology that includes, but is not limited to, and augmentative speech device, screen reading software, hearing aid, TTY or assistive listening device to use, give and/or receive verbal/auditory information.
  • Interpreter to use, give and/or receive verbal/auditory information.
  • Low vision aids to use, give and/or receive visual information.
  • Braille/tactile labels and/or a brailler to use, give and/or receive visual information.
  • Rehabilitation technology including, but not limited to, screen reading software to use, give and/or receive visual information.
  • Other serious limitations in terms of employment outcome.

Self Care

The ability to plan and/or perform activities of daily living.

  • Personal assistance services to plan and/or perform activities of daily living.
  • Rehabilitation technology to plan and/or perform activities of daily living.
  • Specialized training to independently plan and/perform activities of daily living.
  • Other serious limitations in terms of employment outcome.

Interpersonal Skills

The ability to establish and/or maintain appropriate interactions with others.

  • Specialized training and/or personal assistance services to establish and/or maintain appropriate interactions with co-workers, supervisors, etc.
  • Prescribed medication to establish and/or maintain appropriate interaction with co-workers, supervisors, etc.
  • Other serious limitations in terms of employment outcome.

Work Skills

The ability to learn and/or perform work functions.

  • Job coach to learn and/or perform work functions.
  • Specialized training and/or personal assistance services to learn and/or perform work functions.
  • Rehabilitation technology to learn and/or perform work functions.
  • Rehabilitation technology to plan, problem solve, and/or organize work functions.
  • Personal assistance services to plan, problem solve and/or organize work functions.
  • Specialized training to plan, problem solve and/or organize work functions.
  • Job Coach to plan, problem solve and/or organize work functions.
  • Other serious limitations in terms of employment outcome.

Work Tolerance

The ability to sustain the required level of work function.

  • Adjusted work schedule to meet continuing medical treatment and/or medical needs.
  • Variable work schedule for medical appointments or medical needs.
  • Prescribed medication to sustain required levels of work functions.
  • The individual is restricted from working in certain work environments which may include, but are not limited to, cold heat, noise.
  • Other serious limitations in terms of employment outcome.

Services

Participants in the Transition Partnership Program may receive some of the following services and activities based on individual need. The TPP Specialist will work with the TPP students individually, in group settings, pull-outs, and at work sites.

See More:

  • Open an email account
  • Sign up for Workability1
  • Meet Department of Rehabilitation counselor
  • Complete DOR Individual Plan of Employment (IPE)
  • Learn the steps to email resume
  • Mock interviews
  • Practice job applications
  • Draft resume, cover letters, and thank you notes for after interviews
  • Complete a career assessment through the Career Locker
  • Open a banking account
  • Make a sample monthly/yearly budget
  • Use of agenda/technology (cell phone, laptop etc) to keep track of assignments and appointments
  • Memorize social security number
  • Interest inventories
  • Learn co-workers names
  • Take public transportation to internship
  • Take public transportation to DOR
  • Use of video modeling to teach appropriate work skills/attitudes/behaviors/personal relationships
  • Job shadowing activity related to the area of interest
  • Volunteer community work experience
  • Paid community work experience
  • Learn self advocacy

Community Partners

 

TPP/PS/WAI Coordinator

Robin Lewis-Hampton

📞 Phone: 415-695-5872

email: lewisr@sfusd.edu

 

TPP/POWS Specialist

Rachel Moore

📞 Phone: 415-707-9307 

email: Moorer2@sfusd.edu