Sonoma County Office of Education

Special Education

Transition Program

The Transition Program is designed to “teach work” to special education students, age 18-22, and to support their growth into adulthood. Program activities take place in the community – at work sites and other locations – with the goal of helping students acquire the skills to secure and maintain employment after they leave school. The daily living, academic, and domestic skills that are an integral part of working and the adult world are also emphasized.

Transition students learn to ride public transportation, budget earnings, behave appropriately in public, follow directions, and more. This is a tiered program and students have the opportunity to advance through as many as five levels of instruction. As they progress, students fine-tune their work abilities, determine job preferences, and learn to work with growing independence.

Transition Program

Transition Program (:30) | September 2016
This is a 30-second public service announcement on SCOE’s Transition Program.

Watch

Referral

Form: Transition Program Referral Form (pdf)

  1. District sends referral form and related documents (as indicated on the referral form) to the school psychologist listed here:

    Tana Lambert, School Psychologist
    1006 Mendocino Ave. Santa Rosa, Ca 95401

    Referrals must be made through the student’s district of residence. Non-Public School (NPS) or residential placements must contact the student’s district of residence to refer.
  2. SCOE personnel review the referral packet.
  3. All potential students and their families are encouraged to visit at least one Transition Program site. The visitations are meant to educate students, families, and referring district personnel about the program. The site that is visited may not be the one where the student is placed, but the classes are similar in structure and purpose. Visits are set up upon receipt of the referral packet.
  4. A student requiring a triennial IEP within six months of the referral must have the triennial IEP held prior to placement.
  5. If placement is agreed upon, an IEP meeting is scheduled between SCOE, the referring district, and the student/family.
  6. A SCOE administrator completes the IEP paperwork. The SCOE teacher provides goals and objectives for the upcoming school year. If the student has an annual or triennial IEP—in addition to the Transition IEP—the district is asked to provide current Present Levels and testing as appropriate.
  7. Parents are asked to complete forms from the SCOE parent packet. An immunization record and birth certificate are required for placement.

Extended School Year (ESY) and Fall placements
Referral packets are requested no later than March 1. This date is very important because the transition team meets shortly after this date to discuss ESY/Fall placements and the information provided in the referral is necessary to ensure the most appropriate placement.