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vast number of short, digestible articles focusing on making neurodivergence more comprehensible. accessible, friendly for parents, youth, and professionals.

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How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

We support the 1 in 5 Americans who learn and think differently.

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When we shape the world for difference, we all thrive.

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Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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TPT paid and free resources as well as blog focused on simple, engaging ways to teach and practice life skills /functional academics

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activities, assessments, inventories, information about specific jobs and careers

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Parent Info and suggestions from CA career zone

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Parent Info and suggestions from CA career zone

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Info for parents about talking to and preparing students for careers

https://www.cacareerzone.org/info/parents

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Supported Employment through CA Dept of Rehabilitation

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Supported Employment through CA Dept of Rehabilitation

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Helps individuals with disabilities to obtain and maintain employment through a range of services including: career assessment and counseling, job search and interview skills, independent living skills, career education and training, job coaching, and assistive technology.

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1. Home

2. What We Do

3. Policy and Regulations

4. Order of Selection

5. Job Seeker-Consumer

6. Supported Employment Program

The Supported Employment Program provides activities and services, including ongoing support services, needed to support and maintain an individual with a most significant disability, including youth with most significant disabilities, in an integrated employment setting for the term of employment.

FREQUENTLY ASKED QUESTIONS

What If I Want to Work But I Need Help to Learn and Do My Job?

The Department has a Supported Employment Program that can provide a job coach to help you learn your job, do well at your job, and keep working.

How Does the SEP Work?

The DOR partners with Community Rehabilitation Programs, which provide a range of vocational rehabilitation services directly to DOR consumers.

How Will a Job Coach Help Me?

A job coach supports an individual in learning and performing their job duties. Job coaching can be provided individually or in a group. If you receive individual support, job coaching will be gradually reduced until you can perform most, if not all, of your job duties without assistance.

How Long Can I Receive Supported Employment Services?

DOR Supported Employment services are typically limited to 24 months. After you and your counselor decide that you are in a good job match, the DOR will help you transition to extended services. These include services through regional centers or other funding sources or "natural supports" from business supervisors, friends, or family members.

How Do I Get Supported Employment Services?

You can apply for Supported Employment and other DOR services through our application process.

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities...

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Partners with public agencies, over 200 cooperative programs ranging from educational, mental health, and welfare programs throughout the state, to assist and support individuals with disabilities. Student services, vocational assessment and employment preparation and job development skills. Includes transition partnership programs with high schools, and Workability II, III, and IV programs. Links to county mental health and rehabilitation counseling.

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1. Home

2. Programs

3. Cooperative Programs

Cooperative programs, also known as third-party cooperative programs, are state and local agreements where the Department of Rehabilitation (DOR) and public partner agencies combine their resources to provide vocationally focused services to help individuals with disabilities obtain and retain competitive, integrated employment and maximize their ability to live independently in their communities.

There are over 200 cooperative programs ranging from educational, mental health, and welfare programs throughout the state. Partner agencies contribute non-federal dollars as match to draw down federal funds to support the costs of cooperative contract services and other program expenses. Cooperative contract services may include:

DOR Student Services

Vocational Assessments

Employment Preparation

Job Development

Short-Term Supports

... and more!

Partnerships established through these programs, enhances DOR services offered to the program participants as they prepare, search, and secure a job in the community! Visit the Education, Mental Health, and Welfare programs to learn more about the different types of cooperative programs.

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities...

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Collaborative for Academic, Social, and Emotional Learning

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Collaborative for Academic, Social, and Emotional Learning

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CASEL promotes self awareness, self management, social awareness, relationship skills, and responsible decision making, across schools, families, and communities.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Educators and schools that are committed to using positive behavior supports can find a wealth of resources on strategies for many different scenarios/behaviors, and tools for each of the three tiers. https://www.pbisworld.com/

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a comprehensive preK through 12 curriculum set that is completely free (requires registration) and offers activities, lessons, teacher resources, and even links to additional SEL curricula. https://sites.google.com/scred.k12.mn.us/scredsel/educators?authuser=0

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A framework that promotes self and emotional regulation for students, teachers, and school staff, provides a common language to discuss emotional states, and emphasizes that all feelings are acceptable. Site/book/curriculum provides tools and ideas for implementation.

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Sorting Our Emotions Into Four Zones

Feelings are complicated. They come in different sizes, intensities, and levels of energy that are unique within our brains and bodies. To make them easier to talk about, think about, and regulate, The Zones of Regulation organizes our feelings, states of alertness, and energy levels into four colored Zones - Blue, Green, Yellow, and Red. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them. We learn to regulate our Zones to meet our goals and task demands, as well as support our overall well-being.

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Learn about the Zones of Regulation a powerful framework and curriculum to help students develop emotional self-regulation and control.

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information on work and occupations, inventory profiler, activities, statistics and other helpful resources for any age

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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Resources for students, teachers, and others, about career exploration and planning. Includes lesson plans.

https://www.calcareercenter.org/

https://www.californiacareers.info/

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Curriculum to teach soft skills for workplace readiness. Appropriate for transition age youth in school or other settings.

https://www.dol.gov/agencies/odep/program-areas/individuals/youth/transition/soft-skills

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Sacramento County Community Service and Support Groups

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Sacramento County Community Service and Support Groups

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Sacramento County Community Service & Support Related Community Groups & Nonprofits

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Directory of 62 Community Service & Support community groups and nonprofits serving Sacramento County.

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linked to My Next Move, sponsored by US dept of Labor

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This Web page offers resources and guidelines for assisting educators, parents, and agency partners to improve compliance with state and federal laws and regulations pertaining to transition age youth and improve post-high school outcomes. These resources supplement the California Transition Alliance's document, Transition Planning: The Basics. Resources are organized into five categories: Employment, Education and Training, Independent Living, Compliance, and the Guideposts for Success document.
Transition Planning: The Basics (PDF; 54MB)
Employment
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in the area of employment.

Education and Training
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in education and/or training.

Independent Living
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in independent living.

Compliance
Resources and guidelines for educators, parents and agencies that will assist transition age youth develop transition plans that comply with the Individuals with Disabilities Education Act (IDEA).

Guideposts for Success
A document developed by the Office of Disability Employment Policy (ODEP) that identifies key educational and career development interventions.

Employment First Policy
Resources and guidelines for educators, parents, and agencies that will assist transition age youth develop postsecondary goals that lead to competitive, integrated employment (CIE).

Questions: Programs and Partnerships Unit | 916-327-0878

Last Reviewed: Wednesday, March 22, 2023

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Resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living.

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Office of Disability Employment Policy offers checklist and tips for Individualized Learning Plan 

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Office of Disability Employment Policy offers checklist and tips for Individualized Learning Plan 

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https://www.dol.gov/agencies/odep/program-areas/individuals/youth/individualized-learning-plan/checklist

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Daily living and self-care activities

Maintaining healthy relationships

Work and study habits

Using community resources

Money management

Computer literacy and online safety

Civic engagement

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No, the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Can my old account be used with the new system?

The new, downloadable Casey Life Skills Toolkit does not require you to create or maintain an account, although you will need to fill in contact details and agree to licensing terms in order to access the download. Since the new Toolkit does not use accounts or logins, your old Casey Life Skills account will not be used in the new system.

Will my data for all old CLS assessments be deleted in April or May?

You can preserve your data by downloading it from the old system using these steps: https://www.casey.org/media/CLS-Data-Download-Instructions.pdf. This download tool will be available for you to use until May 9, 2022, after which all data in the old system will be deleted. The earlier, April 11 deadline is when assessments can no longer be created in the old system, but you will still have about a month after the old assessment tool closes down in order to export data.

The new user agreement asks for someone with authority to enter a contract to sign the agreement. It also says it's non-transferable. So how do front line staff access the toolkit?

The agreement is with the organization that is going to use it. Someone with authority to bind that organization needs to sign it. Once the contract is signed, you will be able to download the toolkit content and use it within the organization (including front line staff). There is no password or username needed. However, you may not share or transfer the content of the toolkit outside your organization.

I'm not able to download the toolkit.

Please review the steps below to see if they address your issue:

Make sure that you are downloading the Toolkit using a modern browser such as Chrome, Edge, Safari, Firefox, or Opera. Internet Explorer is not supported at this time.

When completing the form in the download agreement popup, make sure that you have filled in all fields and that you have clicked the box beside "I Accept the Terms of the Agreement Above."

If you have tried using the download with a supported browser and confirmed that you've filled in all fields on the popup, please contact your internal IT department for further assistance. Some organizations may have security measures in place that prevent you from downloading or decompressing a *.zip file, which is the file format Casey Family Programs is using to distribute the Toolkit.

Even if you have security policies in place that block these types of downloads by default, your IT department may be able to work with you to develop an exception process -- for example, an IT administrator may be able to download the toolkit themselves and verify that it is safe, then distribute the Toolkit by email or secure file sharing within your organization. Other organizations may choose to fully rebuild CLS in their own survey and assessment tools, which is a permitted use (with attribution and without modification to the questions) under the terms of the new licensing agreement.

Whichever path you choose, it's important to begin developing these new IT processes as soon as possible, since the old Casey Life Skills website will not accept any new assessments after April 10, 2022.

Can I use the new toolkit online?

The new CLS toolkit is a downloadable set of PDFs and XLTX files that are intended to be used in desktop applications rather than online. The XLTX versionworks with Microsoft Excel and has the ability to score the assessment automatically (all the results can be viewed in the 'result' tab). The PDF version can be printed and hand scored. All hand scoring instructions are available in the Practitioner's Guide. The new licensing agreement for the CLS Toolkit does permit your organization to import the CLS questions (unaltered, and with attribution) into your own online survey or assessment tool. Building a new online version of CLS is a technical project that would most likely need to be undertaken by the administrators of your tools. Although Casey Family Programs is no longer participating in building online versions of CLS, we can offer some limited support if your IT department has specific questions about adopting this approach.

Are there bar graphs available in the new toolkit?

The old Casey Life Skills reporting features are being retired, since it would not be possible for Casey Family Programs to provide these reports without storing your agency's sensitive youth data. However, the new Excel spreadsheets included in the downloadable Toolkit do contain a tab called Results where youth responses are tabulated and depicted in a similar bar graph as well.

Where do we enter the new CLS assessment answers on the website?

The newest version of Casey Life Skills is only available as a downloadable PDF or Excel spreadsheet -- it is not being incorporated into the old Casey Life Skills website. To download the new Toolkit, go to https://www.casey.org/casey-life-skills. Please note that the old Casey Life Skills website is only available until April 10, 2022. After that time, using the new Casey Life Skills Toolkit will be the only way to administer CLS assessments.

Will I be able to email youth using the new system?

The old Casey Life Skills website included a feature that allowed you to email youth links to create accounts, take assessments, and view their results. Providing this service required Casey Family Programs to store personally identifiable information about youth. This online mailing functionality is being retired by April 11, 2022, in order to allow your organization to control how youth information is stored and used.

You can now use the Toolkit to send the same type of information to youth using your own systems, rather than using Casey Family Programs' systems to send and receive information on your behalf.

After you have downloaded the Toolkit and extracted its files, you may simply send youth a copy of the Excel spreadsheet version of the assessment as an attachment to one of your standard emails. After they have filled in the spreadsheet, they will be able to save the file and send it back to you as an attachment or upload it to a file sharing system owned by your organization. The spreadsheet also contains a Results tab that you and the youth can use to view and discuss their scores. Please consult with your IT department if you have questions about how best to securely send and receive Excel files.

Does Casey Life Skills offer a curriculum that addresses areas for improvement identified by the assessment?

Casey Family Programs has recently updated a list of recommended resources that you can use to follow up with youth who have taken the assessment. We have also provided a Skills worksheet that can help you and the youth develop a plan for their life skills development. These recommended resources are collected in our Resources to Inspire Guide, which you can find inside the new downloadable Toolkit. We have also provided suggestions in the Practitioner's Guide on how best to use the assessment results to help strengthen youth skills.

Is training available on administering Casey Life Skills?

Information on how to administer Casey Life Skills and how to score the assessment are contained in our Practitioner's Guide, which you can find inside the new downloadable Toolkit. If you still have practice-related questions after reviewing the guide, please fill out the "Feedback and support" form at https://www.casey.org/casey-life-skills, or email us at rteam@casey.org.

Is it possible to compare the results of two assessments taken by the same youth?

We do not currently offer reports that can compare two assessments taken by the same youth over a period of time. However, our new Toolkit ( https://www.casey.org/casey-life-skills/) does include Excel versions of the assessments that you can administer to youth. Once you have collected their responses in this new format, you can create new reports using Excel.

Can I use the new XLST version of the assessment with online spreadsheet applications such as Google Sheets?

The XLTX assessment files included in the Toolkit were created and tested in Microsoft Excel, which is available for both Windows and Apple devices. It is possible to open the files with Google Sheets. In Google Sheets, you may go to File > Open > Upload, then select the CLS file you would like to upload. When using Google Sheets for multiple assessments we recommend you use File > Make a Copy to generate a new, duplicate spreadsheet from a blank master file before distributing the survey link to a new respondent.

Please note that our technical support is not intended to be a recommendation for the adoption of any particular product, and you will still need to make your own judgement regarding the security and privacy of tools like Google Sheets following your organizational policies for managing youth data.

I don't have access to Microsoft Excel. Is there another program I can use instead?

The XLTX assessment files included in the Toolkit we created and tested in Microsoft Excel, which is available for both Windows and Apple devices. If you don't have access to Excel, however, there are free and open-source spreadsheet programs that will also work (for example, LibreOffice), with some differences in user experience. If you can't find an alternative spreadsheet program that you're willing to install on your device, we would recommend using the PDF format of Casey Life Skills, which can be printed and filled out by hand.

Can I upload the survey to an alternate survey platform such as Qualtrics or Survey Monkey?

Yes! The terms of the new licensing agreement allow you to upload CLS assessments into the survey platform of your choosing for non-commercial purposes, provided that you do not alter the questions and that you attribute Casey Family Programs as the developer of the survey. Please review our new licensing agreement for further terms.

At this time we are only offering CLS in an XLST or PDF format. If you would like to upload CLS using the native file format of another survey tool, the easiest way to accomplish this would most likely be to use Microsoft Excel to manipulate the XLST version of the assessment provided in our Toolkit and save your work as a CSV formatted for the platform you are targeting. At this time, we are not able to create CLS in alternate file formats, but we will try to help answer specific questions if you run into issues while creating your surveys.

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Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long-term goals.

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Pacer Center Transition Resources directed toward individuals with disabilities

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Pacer Center Transition Resources directed toward individuals with disabilities

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Youth focused publications, youth focused workshops, summer camps, inclusive recreation. Addresses disability rights and self advocacy and decision making.

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Transitioning to Life After High School - Transition to Life After High School - PACER Center

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Resources for students and young adults with disabilities as they plan their future.

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Transition Basics slides from EDSP 237, compiled by Sue Sawyer

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Transition Basics slides from EDSP 237, compiled by Sue Sawyer

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Resources, Terminology, Framework, Explanation of purpose and essential skills, Requirements, Suggestions, FAQs, Definitions, History/Legal info, Best practices, Collaborative skills and multiple perspectives, highlights federal mandates vs local requirements, addresses diploma track vs COC/non diploma track, age appropriate assessments, trends, sample goals, MANY resources, links, and references!

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21 Regional Centers across the state coordinate and make available services for individuals with developmental disabilities. ex Alta Regional, North Bay Regional, Regional Center of the East Bay, Golden Gate Regional...

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DDS oversees the coordination and delivery of services for Californians with developmental disabilities through a statewide network of 21 community-based, non-profit agencies known as regional centers. Regional centers provide assessments, determine eligibility for services, and offer case management services. Regional centers also develop, purchase, and coordinate the services in each person's Individual Program Plan.

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State of California & Department of Developmental Services

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Regional Centers - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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college and career readiness resources

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Cesar Chavez Community School Yolo County Office of Education

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TRANSITIONING WITH SUCCESS

Children and young adults with disabilities require unique planning to create successful transitions from one life stage to another. Planning for transition is embedded in the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) process.

What Parents Can Expect

IFSP/IEP meetings will occur prior to your child's transition to create an opportunity to:

discuss needed supports

meet your child's receiving team

request a tour of the determined program

invite agency representatives (i.e North Bay Regional Center, or Department of Rehab)

How do I prepare my child for a successful transition?

Communicating about your child and your goals is a helpful way to help your team get a clear understanding to start with. This Goal Setting Worksheet is a tools that can help communication.

DO YOU NEED SUPPORT FOR AN UPCOMING TRANSITION?

DO YOU NEED SUPPORT FOR AN UPCOMING TRANSITION?

Newborn to 35 months
Ilah Feeney, Program Administrator for Special Education
Irene Larsen Center
1707 California Drive
Vacaville, CA 95687

Benicia Area
Pamela Brinkerhoff, Program Administrator for Special Education
T. C. McDaniel Center
1895 Woolner Avenue
Fairfield, CA 94533

Phone: (707) 646-7620
Fax: (707) 422-4315

Dixon Area
Deana Vanderhoof, Program Administrator for Special Education
Irene Larsen Center
1707 California Drive
Vacaville, CA 95687

Phone: (707) 646-7679
Fax: (707) 452-0836

Fairfield Area

PreK- Middle School High School- Age 22

Travis Area

Vacaville Boundaries Fairfield Boundaries

Vacaville Area

PreK- Middle School High School- Agee 22

TRANSITIONING TIPS FOR PARENTS

TRANSITIONING TIPS FOR PARENTS

For children age 0 months to 35 months

Create a file for important information

Contact Early Intervention (EI) providers for intervention services, if your child qualifies for services they will write an Individualized Family Service Plan (IFSP)

Join a parent support group

Prepare for and attend all IFSP/IEP (Individualized Education Plan) transition meetings

Ask questions and seek clarification on anything you don't understand

Connect with North Bay Regional Center

Ages 3-5 years

Write a social story about going to school

Ask the teacher for pictures of them, the classroom, the school and the bus.

Take your child to visit the new program or school

Explore ways for your child to interact with peers.

Inquire about kindergarten transition

Create a file for important information

Join a parent support group

Prepare for and attend all IEP (Individualized Education Program) transition meetings

Ask questions and seek clarification on anything you don't understand

Connect with North Bay Regional Services

Age 6 to 12 years

Take your child to visit the new program or school

As the teacher for pictures of them, the classroom, the school and the bus.

Explore ways for your child to interact with peers.

Consider your child's social skills, independent skills and communication system

Inquire about middle school transition

Ages 13-15 years

Consider having your child sit in on the IEP planning meetings

Consider your child's social skills, independent skills and communication system

Inquire about high school transition

Age 16-20 years

Begin IEP Transition Planning

Connect with agency for supports North Bay Regional Center and Department of Rehabilitation

Identify job interests and abilities

Include activities such as career exploration, job sampling and some job training

Begin to identify community services that provide job training and placement

Prepare job placement file with references and skills that have been acquired

Begin application to adult agencies

Consider summer employment or participate in volunteer experiences

Explore future and financial planning options

Family Guide to Assistive Technology and Transition Planning

Secondary Transition Planning: The Basics

Age 20-22 years

Contact Adult Service Programs

Colleges, Vocational, Technical

Social Security Administration

Residential and living services

Recreational Groups

Connect with agency for supports North Bay Regional Center and Department of Rehabilitation

Begin to research guardianship options

Continue to review and update IEP Transition Planning

Family Guide to Assistive Technology and Transition Planning

Secondary Transition Planning: The Basics

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TRANSITIONING WITH SUCCESS Children and young adults with disabilities require unique planning to create successful transitions from one life stage to another. Planning for transition is embedded in the Individualized Family Service Plan (IFSP) and the Individualized Education Program (IEP) process.

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Sacramento COE Workability and Transition Partnership

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Sacramento COE Workability and Transition Partnership

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Secondary Transition Services (For Ages 14-22)

"Transition services" for students with a disability are a coordinated set of activities that:

are designed to be results-oriented, focused on improving the academic and functional achievement of the student, and facilitating their movement from school to post-school activities including postsecondary education, vocational education, integrated/supported employment, continuing/adult education, adult services, independent living, or community participation;

are based on individual student needs, taking into account their strengths, preferences, and interests; and

include instruction, related services, community experiences, development of employment and other post-school adult living objectives, and (if appropriate) acquisition of daily living skills and functional vocational evaluation.

Students are referred by neighboring districts to Sacramento County Office of Education ( SCOE) programs, including North Area Community School, Palmiter Jr./Sr. High School, Hickey Jr./Sr. High School, Colley Jr./Sr. High School, and El Centro Jr./Sr. High School). Students may also be referred to programs for students with moderate to intensive support needs or young adult programs at various sites.

SCOE also supports Galt Joint Union High School District and River Delta Unified School District students (ages 14-22) who have an IEP and are served by their district special education department.

SCOE Programs

Programs run by SCOE that support secondary transition services include:

WorkAbility I

WorkAbility I is a nationally recognized "school-to-world" program that provides middle and high school students receiving special education services with comprehensive pre-employment training and employment placement and follow-up. The goal is to facilitate a successful transition from school to work, independent living, and/or post-secondary education or training. WorkAbility I is grant-funded by the California Department of Education ( CDE).

Transition Partnership Program

The Transition Partnership Program (TPP) builds collaborations between local education agencies and the Department of Rehabilitation for the purpose of successfully transitioning high school students with disabilities into meaningful employment and/or post-secondary education. The Transition Partnership Program is grant-funded by the California Department of Rehabilitation ( DOR).

Video
Open embedded video on YouTube

Get in Touch

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"Transition services" for students with a disability are a coordinated set of activities that: are designed to be results-oriented, focused on improving the academic and functional achievement of the student, and facilitating their movement from school to post-school activities including postsecondary education, vocational education, integrated/supported employment, continuing/adult education, adult services, independent living, or community participation; are based on individual student needs, taking into account their strengths, preferences, and interests; and include instruction, related services, community experiences, development of employment and other post-school adult living objectives, and (if appropriate) acquisition of daily living skills and functional vocational evaluation.

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US dept of Labor information/FAQs for employees with disabilities

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US dept of Labor information/FAQs for employees with disabilities

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https://webapps.dol.gov/dolfaq/dolfaqBYsubtopic.asp?subtopicid=162&title=Jobs+and+Training&topicid=11&thetopicname=People+with+Disabilities

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This page is for teachers, designed by author and educator Marilyn Burns, about how powerful listening to our students can be. Rather than a prescriptive teaching approach, she advocates for asking the student about their thought processes as a means of informal assessment, and notes that by listening and observing, by giving the child a chance to direct their own problem solving approach, we can gain a wealth of qualitative data that may assist in developing appropriate goals and designing individualized instruction.

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Interactive Support for Professional Learning

Listening to Learn Labs are interactive, on-demand professional learning opportunities that provide support for giving interviews and learning from them.

Reasoning Labs

Practice listening to students explain their reasoning for one interview question and matching the students' reasoning to the explanations provided.

Strategy Labs

Learn about the strategies students need to reason numerically by focusing on one strategy and watching examples of students who do and do not use it.

Interview Labs

Get specific answers from Marilyn and Lynne to questions raised by teachers conducting Listening to Learn interviews.

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A K-5 digital interview tool focused on students' mathematical thinking.

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Notes from Len Garfinkle, CDE lawyer, prior sped teacher, principal, student job coach, and director of Workability program

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Notes from Len Garfinkle, CDE lawyer, prior sped teacher, principal, student job coach, and director of Workability program

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Prior to 1975, there was no federal law to guarantee special education for students with disabilities. Gary Clark wrote Career Education for the Handicapped Child in the Elementary Classroom. (https://eric.ed.gov/?id=ED182489) Interest and appreciation of the importance of instilling in students a desire to work. Concerns had been raised about the poor graduation and employment outcomes for students with disabilities. CDE research led to the creation of the first WorkAbility pilot program in 1981. In 1990, the IDEA was amended to require that transition services be included in each student's IEP by the time they turned 16, and in 1997, to clarify that a FAPE includes some form of preparation for employment and independent living. Although an official form for ITP does not yet exist, there are guidelines as to what must be included in a defensible Transition Plan. These include: age appropriate assessment, measurable post secondary goals, necessary transition services as needed to meet those goals, and appropriate courses to help the student reach these post secondary goals. This plan must be addressed at the IEP meeting when the student is or will be 16 years old.

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Toolkit has a wealth of paid resources that some districts can provide for their SPED departments or can be accessed by individuals. Creating and adjusting goals, materials for assessment and data tracking , access to standards and specific strategies. Helpful in writing IEPs or just finding new ideas.

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We take each college and career readiness standard and create specific and measurable learning goals aligned to the standard. We presume competence and write the first goal at a grade level expectation.

Breadth of Content

We take each state and Common Core standard, identify its "Essential" - or "Core Purpose" - and create IEP goals, resources, and strategies. Our repository includes content for Pre-K to Grade 12 in Reading, Writing, Math, and Speech, in addition to Behavior, Social and Emotional Learning, Autism, Occupational Therapy, Alternate Academic and Life Skills, and Transition.

Multiple Levels of Support

We use strategies and supports aligned to the UDL framework to develop scaffolded instruction at mild, moderate and intense levels of support. Every standard has adapted goals so that teachers can start at the most appropriate level for students.

Instructional Strategies

Aligned instructional strategies and resources aid teachers as they plan instruction. We place strategies at the fingertips of teachers to maximize access to the standards for every student.

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We take each college and career readiness standard and create specific and measurable learning goals aligned to the standard. We presume competence and write the first goal at a grade level expectation. We take each state and Common Core standard, identify its "Essential" - or "Core Purpose" - and create IEP goals, resources, and strategies.

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https://www.cde.ca.gov/sp/se/sr/iepresources.asp Rules, Regulations, Resources, Parents' Rights

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101 Ways to Teach Children Social Skills

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101 Ways to Teach Children Social Skills

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free resource, life skills, character development, communication (verbal and nonverbal)

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101 Ways to Teach Children Social Skills

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This is agreat resource that I found free online and want to share!

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Early career interest inventory appropriate for elementary students and includes visual supports

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Pictorial Interest Inventory Structured around eight different career fields

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Student and family focused approach

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This presentation is meant to educate teachers on how to implement student-led IEPs. Includes resources to get you started.

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Mrs. D's Corner  Promoting and teaching self advocacy skills in special education

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Mrs. D's Corner  Promoting and teaching self advocacy skills in special education

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The definition of self advocacy is "the action of representing oneself or one's views or interests." Self advocacy equals independence.

For many, these skills happen naturally by either learning through experience or watching others. For our students with disabilities, we need to teach them how to self advocate.

But how do we teach our students to self advocate in alignment with their IEPs?

Books. Books are the gateway to learning new skills and new information. Adapted books are modified stories or information texts that help students learn material. And adapted books are beneficial for any child, not just those with special needs.

Why Should We Teach Self Advocacy Skills?

You can't see everybody's challenges... and not all disabilities are visible. Self advocacy means individuals can say what works for them and ask for help when they need it.

Our students will not be students forever, and they need to learn how to be adults. Adults are functioning members of the larger community. Even neuro-typical adults need to learn these skills and be taught how to perform certain functional skills, or life skills.

Individuals need to learn how to speak for themselves to share their wants and needs. Think about how you yourself are truly the only person who knows what you want or need. Teaching our students how to communicate these and share their thoughts and feelings is so important.

Because one day, no one will be around to help them make the right choices or guide them directly. They need to advocate for their needs or those needs will never be met. This is true in all relationships, work environments, social gatherings, etc.
Kayla S.

If we teach students how to self advocate, we set them up for success and ultimately teach them how to fly.

When it comes to IEPs and students with disabilities, there are even more specific skills ( and information!) to teach our students.

I feel that over time and with practice students learn to feel empowered and less embarrassed about their need for accommodations and/or modifications. I've seen some of my upper grade students grow tremendously in self-confidence as they've begun to work on developing their self-advocacy skills.
Laura M.

"So that they understand options they have when their disability is taking over, because not every person they come into contact with them is going to know what works for them or what accommodations they have."
Kelly D.

When we write IEPs, we look at the data to guide us. But we should also be including the student in the IEP process because the student can tell his or her IEP team, "yes I think this will work for me" or "no, I don't like using that accommodation" or "Can we try this instead? I really like this!"

To get our students to a place of confidence when it comes to self advocacy during the IEP process, we have to teach them what IEPs are, why they have IEPs, what it means to have an IEP, and so much more.

Enter IEP Self Advocacy Adapted Books.

How to Use the IEP Self Advocacy Adapted Books

Students typically begin learning about their IEPs at transition age, which is age 16 per the IDEA (and age 14 in some states... age 12 now in Florida!). But it is never too early to teach students about themselves, their IEPs, and how to self advocate for their wants and needs. This adapted book bundle is intended to help you do just that - empower your students.

Each adapted book and reader uses real pictures, enabling the books to be used with any age of student. And I was very intentional with making sure that each had an activity aligned with the book, so you can take it one step further in helping the student be a part of the IEP process.

How you use these readers is really up to you.

My suggestion is to first meet with the child's family and see what they are comfortable with. You can use the editable parent letter included in the bundle too! There are some families who are not quite ready for their child to know they have a disability or IEP, and it's not our place as educators to overstep. This is where the positive rapport and open communication you've facilitated prior comes into play.

But what do you do if a family does not want you to explicitly teach their child about these topics?

Students can still be a part of the IEP process. You can easily ask them questions about their likes, dislikes, interests, preferences... all the things you already do. If you need a student questionnaire for this, check out the IEP Toolkit.

When it comes to using these readers, there also is not one set book to start with. It depends on the student.

Here are all of the book titles included:

1. What is an IEP?

2. What is a Disability?

3. Parts of an IEP

4. What is an IEP Meeting?

5. Who is on My IEP Team?

6. Why Do I Need an IEP?

7. My Role in My IEP

8. How Can I Self Advocate for Myself

9. Who is My Case Manager?

10. What Do I Do During My IEP Meeting?

11. How to Set Goals

12. What Are My Accommodations and Modifications?

13. What Are My Related Services?

14. What is a Transition Plan?

15. How Can I Help With My Transition Plan?

Now obviously, if you have a first grader you won't start with or use the What is a Transition Plan? book, right? You might start with What is an IEP? or Why Do I Need an IEP?.

Or maybe you have a 3rd grader who you'd like to help you set their IEP goals. You'd then choose How to Set Goals and maybe How Can I Advocate for Myself.

"This is an amazing resource that both my students and their parents/guardians love. It makes it super easy to discuss their specific needs and help them understand why they are being pulled to small groups in the special education setting. I am able to use this with a wide range of learners with varying instructional levels."
A.S.

Like I previously said, there is at least one activity included with each book to further practice this skill. The easiest way for me to tell you what they are is to list them out next to each title:

What is an IEP? - IEP scavenger hunt to find different parts of the IEP, includes suggestions for differentiation

What is a Disability? - taking a look at strengths and needs, and an activity to refocus needs on how our deficits are beneficial and help us

Parts of an IEP - Labeling parts of an IEP, includes suggestions for differentiation

What is an IEP Meeting? - True/False activity for what happens at an IEP meeting

Who is on My IEP Team? - includes an editable reader to make specific to each student with pictures of people on the IEP team, IEP team puzzles to match role to responsibility, and a graphic organizer to list out team member's names and contact info.

Why Do I Need an IEP? - sorting activity, True/False, and graphic organizer to list what they learned from the book

My Role in My IEP - sorting activity

How Can I Self Advocate for Myself - 3 sorting activities

Who is My Case Manager? - graphic organizer for learning about case manager

What Do I Do During My IEP Meeting? - editable student slideshow for a student led IEP

How to Set Goals - editable sorting activity, and graphic organizers to list acc

What Are My Accommodations and Modifications? - editable sorting activity, and graphic organizers to list accommodations and modifications and share feedback

What Are My Related Services? - task box, and graphic organizer to list related services and who provides the service and for what amount of time

What is a Transition Plan? - sorting activity

How Can I Help With My Transition Plan? - transition surveys included

"This is the most amazing resource! My high schoolers and transition students have loved this so far and their parents are loving this resource and information as well. One of the best resources I have ever bought, that's for sure!"
Alicia S.

"So excited to have something to go with my attainment "Who's future is it". I really feel this will help student have a better understanding of there IEP and that they are the most important part of it."
Ms. C

As educational professionals, it is our duty to make sure our students are set up for further education, employment, and independent living... and truthfully, that's exactly what the IDEA says IEPs are for.

How do you involve students in the IEP process? How do you teach self advocacy skills? Share in the comments below!

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Promoting and Teaching Self Advocacy Skills in Special Education - Mrs. D's Corner

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The definition of self advocacy is "the action of representing oneself or one's views or interests." Self advocacy equals independence. For many, these skills happen naturally by either learning through experience or watching others. For our students with disabilities, we need to teach them how to self advocate.

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explains benefits to parents

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Parents and caregivers have certain goals in mind when their children go to school. In order for your child to achieve these goals, there are certain decisions that you, as a parent, will have to make along the way.

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Parents: See Your Child Succeed in Student-Led IEP Meetings - I'm Determined

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Middle school principal Drew Miller talks about the maturity that comes with taking ownership in the IEP process.

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Elk Grove USD Elementary Transition Resources 

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Elk Grove USD Elementary Transition Resources 

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Special Education - Elementary Transition Resources

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In the Elk Grove Unified School District, we believe in partnering with the students, families/caregivers, and community agencies to support the long-term life goals of our students. These goals can include but are not limited to equal access to post-secondary educational opportunities, competitive

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Executive Functioning Skills and Courses

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Executive Functioning Skills and Courses

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Structure and Routines help set kids up for success in academics and future work

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Coalition for Career Development Center Report

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statistics, graphs, and pathways towards improving outcomes and maximizing career readinesss

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Sue Sawyer COMPREHENSIVE Transition Guide 

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142 pages, links and resources not local, but guide is still relevant and answers so many questions