Question:

Dear Priscilla,

I have recently been asked to help develop a criteria rubric for a program we are developing in our district. We have a Young Adult Program for students who are mildly cognitively impaired. This is geared toward graduation using an objective-based curriculum. However, there are many in the community who are functioning at a level too low for this program and too high for another in our district. Also, there are those who have graduated from there local district but have not transitioned into the "real world." Some are drop-outs wanting to return to school and have no place within their district. Ideally, we would like to provide transitional services for the population who fits within this 'gap'. Are you aware of any models of criteria that might help us determine who should qualify? We thought about basing it on an adaptive scale. What are your thoughts?

Liz

Answer:

Dear Liz,

This is a universal and systemic problem for many educators who teach special education, e.g., “What to do with the students who do not fit into the box.”

I think your question is “Are there models of criteria for students who fit the following profiles?”

• Function at a level too low for one district program and too high for another;
• Graduated but have not transitioned into the “real world”;
• Drop-outs wanting to return to school without an appropriate district program that meets their needs.

I thought it might be better to answer your question by providing contacts with individuals who have developed student criteria for their programs and work with students on a daily basis. Please contact the individuals in the model programs, including Keith Storey, and read the resource texts for current best practices.

Let me know if this information works and if I can be of further assistance to you.

Priscilla H.

Model programs

1. Mendocino County Office of Education offers a Transition Partnership Program (TPP) and WorkAbility I program located in Ukiah, California. The contact is Carol Kuhling Barrett - WorkAbility I Director. You can reach Carol via the following:

• Phone: (707) 467-5171
• Fax: (707) 463-4898
• E-mail: cbarrett@mcoe.k12.ca.us

1. Monterey County Office of Education’s 18-22 Transition Program

Although this is a program for students who may be more involved, the staff is super and should be able to offer you some GREAT tips. The students’ disability levels range from moderate to severe and from independent to interdependent. Students participate at their ability levels in the community as they go to work (independently using public transportation), attend Monterey Community College (independently), and partake in leisure activities.

Contacts: Catherine Hynes – (831) 373-3266

Richard (RJ) Adams – (831) 373-3478

1. Cotati/Rohnert Park Unified School District

The special education middle and high schools in this district participated in the DCN Transition Portfolio project and developed many additional activities to motivate and help their students prepare for postsecondary options. Often times it takes curriculum that lets students know that academic and work learning go hand in hand. The following teachers may be able to give you ideas for your criteria:

Contacts: Sandy Bartholome ( Mt. Shadows Middle School)

E-mail: sandybart@sbcglobal.net

Cherly Patnaik ( Rancho Cotate High School)

E-mail: hpatnaik@pacbell.net

Contact

1. Keith Story, Ph.D.,
   Associate Professor of Education
   Chapman University
   2600 Stanwell Drive, #110
   Concord , CA 94520

Phone: (925) 246-6128
E-mail: storey@chapman.edu

Keith has developed and received grants that focus on preparing students with moderate to severe disabilities for adult living and may be one of your best contacts.

 Resources

• Best and Promising Practices in Developmental Disabilities by Alan Hilton and Ravic Ringlaben; ProEd, Austin, TX. www.proedinc.com

http://www.proedinc.com/store/index.php?mode=product_detail&id=8381

• Life Skills Practicehttp://www.pcicatalog.com/STORE/Detail/PCI916.aspx

Life Skills Practice is one of my favorite resources. It offers many ideas for preparing students for life after high school. Specifically for the “between” students you mention in your question. This extensive book provides hundreds of real life, hands on scenarios/activities to encourage student self-confidence in dealing with a numerous everyday situations. This comprehensive program is suitable for individuals with varying levels of ability, and is written in a simple, user-friendly format.

• Life Centered Career Education (LCCE) – revised edition 2004

http://www.cec.sped.org/pd/lcce/lcce-what.html

LCCE teaches teachers to prepare students to function independently and productively as family members, citizens, and workers, and to enjoy fulfilling personal lives. The main components are 1) Daily Living Skills, 2) Personal-Social Skills, and 3) Occupational Guidance and Preparation. LCCE is a motivating and effective classroom, home, and community-based curriculum. LCCE also includes IEP goals and objectives and three types of assessment devices: rating scales, standardized knowledge batteries, and performance batteries. Three major elements distinguish the LCCE Curriculum: competencies, stages of career development, and instructional settings.