Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education topic
No spam. Unsubscribe anytime.
District outlines more fluid VOICE continuum to expand transition and community access for students with IEPs
Summary
Trustees heard plans to restructure the VOICE program (transition services for students with IEPs aged 14–21) into a fluid morning/afternoon model driven by a rubric (foundational, emerging, proficient) so students can access skill development and community employment earlier and move between levels when ready.
District staff described a redesign of the VOICE continuum — the district’s transition program for students on IEPs who need services through age 21 — that would remove rigid subtrack labels (VOICE 1, 1.5, 2) and create a fluid placement system based on student needs and a three‑level rubric: foundational, emerging and proficient.
Under the proposed model, morning sessions would focus on direct instruction, skill building and role‑playing for students requiring foundational work, while afternoons would emphasize community participation, employment and independent practice for students ready for more independence. Staff said this allows movement based on progress rather than trimeter boundaries, with earlier access to transitional activities and clearer communication with families about goals and next steps.
Administrators said the rubric and placement system remain draft and that the trustees will see a formal action item next month for fall implementation. Board members asked about placement criteria, employer partners, and how often students can move between morning and afternoon services; staff said the model is intended to be flexible and driven by data and parent collaboration.
