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An IEP team works together to make the decision to access transition services through Community Transitions. The process includes input from students, families, and special education service providers, who collaborate to consider whether the student will require continued Special Education services beyond high school. The conversation begins before a student turns 16 years old. You can expect a teacher from Community Transitions to join your IEP meetings several times during high school. These IEP meetings are a good opportunity for you to ask questions, learn about CT, and contribute to this team decision.

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Many students who come to Community Transitions have met graduation requirements during their years in high school, and they celebrate that achievement alongside their classmates in the graduation ceremony. However, when students plan to attend CT, we wait to issue a diploma and to indicate graduation on their high school transcript until they have completed their time at CT. Waiting to issue a diploma allows eligible students to continue to receive special education services until their 22nd birthday.

High school students work towards completing a high school graduation pathway and earning credits in all of the necessary curricular areas. The work towards their IEP goals is in the context of high school coursework.

When a student enters CT, the focus shifts from high school academics and curriculum towards transition goals. Transition goals are developed through the IEP process in high school, and capture a student's goals in three broad areas: postsecondary education and training, employment and, when appropriate, independent living.

The structure of CT offers a variety of courses and work-based learning opportunities that students can opt into, all related to transition goals in the three areas: education and training, employment and independent living. IEP goals are then addressed in the context of these courses. For example, if a student has an IEP goal in math, they may work on developing their math skills related to cooking in a culinary class, or budgeting for bills and expenses in an independent living class. If a student has an IEP goal in the area of communications or executive function, they may work towards these goals in a job skills class, or in a work-based learning placement.

CT is a part-time, optional program, so there is no is typical schedule; plans for students are individualized. We create a structure of classes, and through the IEP process, the team then determines which classes are most appropriate for each student.

Here are some examples of weekly schedules:

• Students whose needs require a high level of support to access learning in classes and community settings may be enrolled in classes that meet for 2 hours and 45 minutes each morning, or 2 hours and 45 minutes each afternoon. During this consistent, part-time schedule, students will experience classes at the CT site, classes that involve community outings, and work-based learning opportunities.
• Students who have a high level of independence may enroll in classes that meet daily for 90 minutes, typically in the afternoons. They may work with a job coach to participate in informational interviews and work-based-learning placements, or with a teacher or paraeducator on individual goals, which are scheduled outside of class time on an as-needed basis.
• Students may opt to enroll in as little as one class per week to get the targeted support that they need to achieve their transition goals.

The schedule that is right for a particular student will be determined in collaboration with the CT team, based on the services described in their IEP.

In Washington state, students with disabilities who are eligible for services through special education are entitled to all of the services provided to their peers without disabilities, as well as the services described in their IEP. During elementary, middle and high school, all students have access to a full day's instruction. Special education services are provided within the structure of the school day.

Transition services for students aged 18 to 22 are available through the IEP process, only for students with disabilities who are eligible for services through special education. There is no correlating school-day structure for students without disabilities. Therefore, we design a structure of classes and community-based learning experiences that has been highly successful for the students we have worked with at CT. We find that by targeting IEP and transition goals in the context of these classes, all of our students are making progress toward their IEP and transition goals.

As always, if a student is not making progress toward their IEP and transition goals within the class- and community-based learning structure of CT, their IEP team will meet to consider possible changes in services in order to better support the student in making progress.

CT has two job coaches who are continually making connections with businesses and agencies in the community. These organizations support CT students by providing opportunities for informational interviews, job shadows and trial work experiences. During a student's time at CT, we strive to help them build a resume that represents a variety of work-based learning experiences, including experiences that align to their areas of interest as described in their transition goals.

Here are some examples of businesses and agencies that have worked with the CT program. We are always seeking to develop partnerships with additional businesses and organizations. If you have a connection or an idea, please contact the CT administrators, Katie Jones and Bethany Barrett.

All students who receive services through Community Transitions have a transition goal related to postsecondary education and training. For some students, this goal is focused on on-the-job training. Other students may have a goal of attending college, either while enrolled at CT, or after completing their time at CT. Please note, a student cannot access financial aid and attend CT at the same time.

CT staff support students in a variety of ways to achieve their goals for postsecondary education and training. Examples may include:

• Supporting a student during the process of applying for Whatcom Community College, �鶹��ý Technical College, Western Washington University, or other postsecondary education institutions.
• Supporting a student with time management and planning while they are enrolled both in CT and in a higher education institution such as WCC or BTC.
• Providing students with an opportunity to learn in a college setting, partnered with college student mentors, in a class that is co-taught by CT and collegiate instructors.
• Supporting a student in applying for a college program specifically designed for students with disabilities, such as the program.

It is important to note that some college programs require that a student has received a high school diploma. Once a student accepts their high school diploma and officially graduates from high school, they are no longer eligible to receive special education services through CT.

Student transition goals are very individualized, so our CT teachers work with students and families through the IEP process to decide how best to provide services that help a student achieve their education and training goals. We also know that following a path into college requires a high degree of independence, initiative and commitment on the part of a student and family, and we encourage you to research options.

Students in Washington State are eligible for transition services until their 22nd birthday. Some students feel confident that they have achieved their goals, and decide to accept their diploma and end services.

At Community Transitions, we believe that the last day of CT should look like the first day of the rest of your life. Our goal during your time at CT is to support students in connecting to the resources and services that will�� be�� available to them as they leave CT and continue as an adult member in the community. Each CT student is unique, so the resources and services that we help connect students with may be different from each other. But all of the following are possibilities for CT students, depending upon their transition goals:

• Building confidence and skill in using fixed routes on WTA public transportation
• Getting connected to WTA specialized transportation
• Applying for and beginning services with the Division of Vocational Rehabilitation
• Establishing a partnership with a job coach with a local vocational community resource provider
• Building a resume that you can support your future job search
• Applying to vocational training, community college, or other high learning opportunity
• Connecting with Max Higbee Center for recreational opportunities
• Learning to use the YMCA to access recreational opportunities
• Exploring possible supported living options in the community
• Connecting with Special Olympics and Unified Sports

There are several people who can help to answer any further questions you have about Community Transitions.

Your special education case manager in high school knows each student and their transition goals, and is your best point of contact when thinking about what next steps are right for you.

• If you have questions about the structure of Community Transitions, you may also contact CT administrators��Katie Jones and Bethany Barrett.

Keep in mind that decisions about participating in Community Transitions are made in an IEP meeting with the input of the IEP team. That includes the student and family! This conversation will begin prior to the student's 16th birthday. If a high school IEP team recommends CT as an option for a student, you can expect that a CT teacher will join IEP meeting(s) during the senior year in high school. This is an excellent place to ask questions and explore options.