These SDC programs typically comprise approximately eight to ten (8 to 10) students. Instruction is provided by appropriately credentialed and trained teachers and paraeducators. Although not required, most students in these classes are eligible for special education services due to autism. These students typically have needs in the areas of language, sensory regulation, academics, and social relationships, which are addressed using a variety of structured approaches and methodologies, including Discrete Trial, TEACCH, Picture Exchange Communication System (PECS), Social Communication, Emotional Regulation and Transactional Support (SCERTS Model), Links to Language, etc. Speech and language therapy, occupational therapy, and psychological/behavioral support.
Contact: 415.491-6612 | 415.491.6621 (fax)

These SDC programs typically comprise approximately 10 to 12 students with mild to moderate intellectual disabilities who have demonstrated an ability to learn basic skills in reading, math, and written language. These students also receive direct instruction in other areas of development, including communication, self-help, social-emotional, and fine and gross motor skills. Students are mainstreamed into nonacademic or academic classes, as appropriate, and are involved to the maximum extent possible in the host school sites’ activities. Staffing for these programs includes one credentialed teacher with two (2) paraeducators.

These SDC programs are typically comprised of approximately eight to ten (8 to 10) students with moderate to severe, including profound, intellectual disabilities who receive direct instruction in all areas of development, including communication, functional academic, self-help/adaptive behavior, fine and gross motor skills, and social-emotional development. The programs are staffed with a credentialed teacher and at least two (2) classroom paraeducators to provide the necessary support to teach functional skill goals and objectives (i.e., reading signs in the community, use of a calculator, identification of coins and bills, reading digital time, reading and following recipes, etc.) that are aligned to a standards-based core curriculum, utilizing the Special Education Administrators of County Offices (SEACO) Core Content Access Guide. Students mainstream into nonacademic classes on the host school campus and receive community-based instruction to explore age-appropriate recreation and prevocational activities. Students in these programs frequently have physical and medical challenges that require the addition of specialized health care services.

Adult Transition Program for Grant Grover and Indian Valley Campus

 

MISSION STATEMENT

The Secondary Transition Program is a Life Skills program that fosters:

• Independence and Life Skills

• Integrated educational community outcomes and engagement
• Functional skills that support Integrated Competitive Employment
• Self Esteem and Self-determination
• Lifelong Relationships

To provide transition services and support to prepare adult students for fully informed engagement in meaningful work and community experiences after public education.

PROGRAM OVERVIEW

The Marin County Office of Education Adult Transition Program provides transition services and support to students with disabilities ages 18 through 22 who are stepping into the world of adulthood for the first time. Located on both campuses of the College of Marin, the programs prepare students for greater independence. The program utilizes evidence-based instructional practices and student-focused planning to develop each student’s functional academic skills, self-care and independent living skills, community engagement, and vocational skills. Specific transition planning and systematic supports foster greater self-determination, self-confidence, and greater integration into the community—students in the MCOE Adult Transition Program benefit from an engaging and supportive community of peers and adults. Students in the program typically develop friendships with their peers that last well beyond their school program and into adulthood.

COMMUNITY-BASED INSTRUCTION

Community-Based Instruction (CBI) is a critical component of the education program. Community-based instruction is defined as regular and systematic instruction of meaningful, functional, and age-appropriate skills in integrated community settings using naturally occurring materials and situations. Community-based instruction is designed to help students acquire and generalize life skills that will increase the likelihood of their meaningful integration within their general community as adults. Our adult students have many opportunities to access their community and apply their developing skills. Regular and systematic instruction is integrated into various community settings, using naturally occurring materials and situations. Instruction is driven by individual strengths and needs and uses consistent teaching strategies and accommodations designed to enhance each student’s participation in community activities. Marin community areas, including shopping centers, grocery stores, the College of Marin Campus, public libraries, and post offices, are important as potential instructional settings. Also, students learn important skills such as independent living, money management (including purchasing and budgeting), leisure, and appropriate social skills. Students learn pedestrian skills and how to utilize various modes of transportation independently, which lends to their ability to maintain employment and friendships throughout the county.

PROGRAM RESOURCES AND AGENCY CONNECTIONS

The learning opportunities provided to students enrolled in the MCOE regionalized secondary transition programs are enhanced by the close connections with the College of Marin and resources provided through grants received by the Marin County Office of Education. The MCOE Adult Transition Program hosts an annual Community Open House at the Grant Grover campus that brings a variety of community organizations and agencies together with families to share information and strengthen community connections.

COLLEGE OF MARIN

Many of our students are enrolled in courses at the College of Marin and attend their courses, consistent with their Individual Educational Program (IEP), during the school day with the support of the MCOE staff and in collaboration with the Student Accessibility Services at College of Marin. These courses vary based on each student’s interests, abilities, and Individual Transition Plan. Students may enroll in courses such as media, technology, adaptive PE, counseling courses, art, swimming, Zumba, tennis, and weight training. In addition, students are able to participate in other Associated Students of College of Marin (ASCOM) clubs, activities, and events such as brown bag theater performances, farmers markets, concerts on the lawn, BBQs, and student rallies.

TRANSITIONAL PARTNERSHIP PROGRAM (TPP)

The Transitional Partnership Program (TPP) is a vocational program designed to give Marin County transition students the skills necessary to secure and maintain competitive, full-time, integrated employment. In collaboration with the Department of Rehabilitation (DOR), teachers and staff provide pre-vocational curriculum and activities that teach students the necessary skills for employment. TPP Students receive hands-on, community-based employment experiences designed to lead to competitive employment opportunities. TPP students are also trained in job interviewing techniques, resume building, filling out a job application, work ethics, and the social and interpersonal skills necessary for a successful employment experience.

WORKABILITY 1

The Workability Program provides comprehensive pre-employment skills training, employment placement, and follow-up for students in special education who are making the transition from school to work, independent living, and post-secondary training. The program offers students receiving special education support the opportunity to complete their secondary education while also obtaining marketable job skills, school credits and earning income at employment sites offered by the local business community.