“I want to do more in life than just ... be a disability person.”

Unknown to most members of the public, the educational responsibilities of K-12 school districts do not actually end with serving high school seniors. Students with significant disabilities who do not meet proficiency standards and do not graduate with regular high school diplomas earn certificates of completion for attending high school and participating in instruction as prescribed in their Individualized Education Plans. Per the Individuals with Disabilities Act, these students are entitled to ongoing, free public education through the age of 21 to assist them in their transition to adult life.

The students who finish high school with certificates of completion rather than standard diplomas include those with moderate to severe disabilities or developmental disabilities, such as intellectual disabilities and autism. This distinction raises concerns about the viability of their college and career pathways.

In California, the employment rate for individuals with developmental disabilities is much lower than their peers — only 14.1 percent in 2021, compared to 40.7 percent for those with other disabilities and 61.9 percent for the general population. Similarly, just 3.2 percent of young adults with significant disabilities enroll in college (National Core Indicators, 2020-21). These statistics highlight a future of instability as these young adults age out of the public school system at 22. This reality underscores the vital need for effective transition planning.

Transition planning, mandated by IDEA, is a structured process designed to help students with disabilities prepare for life after school by setting and achieving goals. It focuses on three key areas of preparation: employment, higher education or further training, and independent living. This collaborative process involves students, families, schools, and community agencies. Transition planning includes goal setting, assessments, and specialized services. IDEA requires transition planning for students with disabilities starting at the age of 16.

Prior to August 2017, the Campbell Union High School District placed its young adult learners with significant disabilities in a post-secondary program managed by the Santa Clara County Office of Education to support their transition planning.

In the 2017-18 school year, the district launched its own post-secondary program beginning with two classes staffed by two special education teachers and four special education aides, focusing on functional daily living skills (e.g., street crossing, budgeting, grocery shopping). Located in portable buildings at the far end of the district office grounds, it is managed by the Special Education Department. The first year was met with some parental dissatisfaction and complaints that the program’s goals and procedures were ambiguous, the curriculum was vague, and job training was inadequate for some students. By year’s end, several key staff members of both the program and district leadership left, leaving the program in a precarious position.

Leadership makes the difference Tasked with rebuilding her team, the new Director of Special Education Daron LaFranchi was able to hire the ideal candidate to shape the post-secondary program: Dr. Ophelia Gomez. Gomez had a research background as well as practical experience in creating programs for young adults with disabilities aged 18-21. She also joined with the conviction that young adult learners needed more than just functional skills training — they required guidance in shaping their futures. Without high school diplomas, these students’ opportunities were limited. She knew families were struggling with uncertainty about their adult children’s transitions to adulthood and was determined to ensure these students had a meaningful path forward. Gomez was confident that the post-secondary students were capable of doing more than staff had expected.

Gomez focused the post-secondary staff on recognizing the unique strengths of the students and building on this; together they developed a strength-based program that empowers students to shape their futures by harnessing their existing talents and skills as a foundation for growth and success.

The post-secondary program was reimagined as a community-based transition initiative to prepare students for their future, focusing on employment, continued education, and independent living skills in alignment with IDEA requirements. Since its inception, the program has grown significantly, expanding from eight to 36 staff members, including six job developers, a school clerk, and an assistant principal.

The program adopts the Taxonomy for Transition Programming 2.0 written by Kohler, Gothberg, Fowler, & Coyle (2016), which outlines evidence-based practices in five key practice categories: Student-Focused Planning, Student Development, Family Engagement, Program Structure, and Interagency Collaboration.

A community college partnership After her first year leading the district’s post-secondary program, Gomez identified a group of young adult learners ready to explore college-level courses for career preparation. Collaborating with each student’s teacher, Gomez assessed their goals for the future, skills and strengths, then conducted interviews to create personalized plans for success. While uncertain, the students were open to trying non-academic, introductory classes first.

Our district administration then approached the president of West Valley College proposing a partnership between the post-secondary program and the community college, emphasizing the students’ need for access to college courses that aligned with their career goals. Framing the proposal around inclusion and equity, we highlighted the value of learning alongside typically developing peers and ensuring equal opportunities for students with disabilities. We requested a classroom for the post-secondary students to serve as a “home base” before and after their immersion in the community college experience. The president fully supported the initiative and endorsed our request.

The post-secondary program’s first class at West Valley College in Fall 2021 was composed of 12 students, one special education teacher, two aides, and a job developer. Recognizing that students would need support with coursework, the program was designed using a resource model. This “home base” also served as the hub for delivering related services, such as speech therapy and counseling. To lay a strong foundation for the program’s success, Gomez carefully selected a teacher with extensive experience in both resource programs and special day classes, Mike Dickey, who brought a wealth of expertise to support our students’ unique needs.

The initial goal of the program was to offer young adult learners a college experience centered around both social and academic inclusion. As students became increasingly involved in campus activities, their confidence grew, and many expressed a desire to pursue classes leading to certification. What began as an effort to provide college experience quickly evolved into a dedicated commitment to supporting students in completing a certification program of their choice. In the first year, 93 percent of students attended to have a college experience, but by their second year, 100 percent had transitioned to pursuing a certification program.

While teachers play a key role in guiding our young adult learners in selecting and enrolling in classes, it is the students themselves who take the lead in choosing their courses, and ultimately, their career goals. Certification programs that have been pursued by our young adult learners include:

• Graphic Design.
• UX/APP Design.
• Musical Theater.
• Early Childhood Teacher Level 1.
• Professional and Workplace Communication.
• Administrative Specialist.
• Entrepreneurship & Small Business.
• Personal Trainer.
• Animation.
• Portfolio Development Studio Arts.
• Park Management.
• Orthopedic Technician.
• Theater Arts Stage Technology.

Tangible outcomes for students Our young adult learners have provided feedback reflecting the diverse ways in which being on a college campus has impacted them: “It helps me get from class to class and makes me more independent;” “I meet new people and new teachers;” “It builds my confidence;” “I have more freedom at WVC. I get to make choices about going out and taking classes;” “It helps me in everything about life;” “It’s helping me get a job, especially in graphic design, the class I’m taking.” When a first-year student was asked about the difference between high school and college, he replied, “The importance of living.”

Last school year, the program proudly celebrated its first certification program graduate, who completed a certification in Early Childhood Education with honors. This student has always dreamed of working with children up to third grade. After finishing the course, she applied with a pre-school and, when asked for her certification, proudly replied, “I have one.”

One student was especially proud of his A+ grade in college English 1. His teacher noted that he worked incredibly hard and was the best student she had. Qualitative data from IEP notes shows that students in the West Valley program are highly satisfied with their progress and take great pride in being full-time college students. They actively engage with peers, attend classes and campus events, and navigate life as independent college students, regularly using the library, student center, sports facilities and theater.

Research shows that students with moderate to severe disabilities who participate in college programs are more likely to be employed during and after graduation. Several students in the program are already employed and balance their academic load with part-time jobs.

IEP notes are full of evidence of parent satisfaction with the program. One parent noted significant improvements in her child’s motivation and confidence, while another observed that her child, despite challenging classes, no longer complains and appears happy. A tearful mother recalled her son proudly saying, “Mom, I’m now a college student!” To date, he continues his pursuit of a certification in Professional and Workplace Communication. Opportunities for replication

The Post-Secondary Program/West Valley College Partnership received two awards in 2024:

• California School Boards Association Golden Bell Award.
• Glenn W. Hoffmann Exemplary Program Award 2024: Presented by the Santa Clara County School Boards Association.

These awards highlight the program’s innovative approach of making college a viable option for young adult learners who had earned certificates of completion, a huge departure from the status quo.

Districts can replicate this model by fostering strong community college partnerships, ensuring a shared commitment to inclusion and equity, and carefully managing resources. Although funding challenges and competing priorities may discourage districts from developing programs for young adult learners with significant disabilities, the Post-Secondary Program/West Valley College Partnership succeeds with minimal added costs (i.e., college room rental of $6,250 per year), demonstrating both its sustainability and effectiveness.

Young adult learners with significant disabilities can overcome barriers to pursue a college pathway with strong leadership support, a commitment to applying research-based practices, the right resources, and a focus on strengths despite their disabilities.