secondary transition within the standards aligned system: laurel school district’s approach
DESCRIPTION
Secondary Transition Within the Standards Aligned System: Laurel School District’s Approach. Presenters. Laurel School Team: Dr. Sandra Hennon , Superintendent Mrs. Susan Miller , Director of Curriculum, Instruction & Assessment Mr. David Spalding , Special Education Administrator. - PowerPoint PPT PresentationTRANSCRIPT
Secondary Transition Within the Standards Aligned System: Laurel School District’s
Approach
Presenters
• Laurel School Team:
• Dr. Sandra Hennon, Superintendent• Mrs. Susan Miller, Director of
Curriculum, Instruction & Assessment• Mr. David Spalding, Special Education
Administrator
Presenters
• Laurel Partners:
• Mrs. Susan Black, MIU IV Program Supervisor
• Mr. Jon Weatherby, MIU IV Transition• Mr. Rick Boyle, PaTTAN Consultant• Mr. Michael Stoehr, PaTTAN Transition• Mrs. Diane Sobolewski, PaTTAN
Consultant
Introduction
• Laurel’s Vision of Transition (a rural perspective)
• Concerns: With PSSA pressures, transition seems to be taking a backseat
• Community-based transition instruction was being cut back/eliminated
• Students were being placed in remedial math and reading classes instead
Vision of Transition
• If math and reading scores are the only things that “count”
• Let’s provide an intensive instructional approach to math and reading
• Everything else is transition• While we’re at it, let’s relate transition
activities to math and reading assessment anchors too!
Laurel Demographics
• Demographics: Rural District on the outskirts of New Castle (approximately 40 miles northwest of Pittsburgh)
• 1425 students K-12• 101 Teachers (11.5 Special Education
Teachers & 10 Special Ed Aides)• 2 Buildings located on our 100 Acre
Campus– 5 Acre Lake– Outdoor Learning Lab– Stewardship Forest
Partnerships
• Leveraging of Resources– IDEA, ACCESS, Partnerships, Grants,
Local Funds– AmeriCorps/Service Learning
• View of our Indicators– Graduation Rate: 95.65% to 99.7%– Transition Planning– 5 Year Follow Up Survey
Aligning Standards to Transition Activities
• Laurel’s Unique Experience
Career and Work Standards
• Appropriate Transition – part of an entire program
• Professional Development• Instructional Program that is aligned to
Career and Work Standards• Vocational Agricultural Program• Dual Enrollment Program• Co Curricular Activities
Curricular Activities
• Career Days/College Fairs• Student Portfolio/Graduation Project• Community Service (credits)• Vocational Programming• Job Shadowing• Employment Opportunities• Career Portfolio• Positive Behavior Support• Workplace Skills/Knowledge• Technology
Career Development Process(Adapted from School to Work &Careers, 1996-1997)
Awareness
Investigation
Exploration
Preparation
Advance Preparation
Entry Level Employment
Career Development Process(Adapted from School to Work &Careers, 1996-1997)
Awareness
Investigation
Exploration
Preparation
Advance Preparation
Entry Level Employment
Ages 19-21
Ages 12-14
Ages 15-16
Ages 16-18
Career Development Process(Adapted from School to Work &Careers, 1996-1997)
Awareness
Investigation
Exploration
Preparation
Advance Preparation
Entry Level Employment
Acquire skills and training at community sites
In the classroom and school’s neighborhood, develop awareness of community resources
Visit and investigate a wide variety of vocational opportunities in community
Complete interest inventories with planned experiences in top 3 areas
Career Development Process(Adapted from School to Work &Careers, 1996-1997)
Awareness
Investigation
Exploration
Preparation
AdvancePreparation
Entry Level Employment A progression of activities
that can be compressed or expanded based on the anticipated age of a student’s graduation, previous vocational activities, student skills, needs and the student’s IEP.
Specialized Transition Activities
• Appropriate Transition Assessments• IEP Development
– Student’s Course of Study– Coordinated Services & Activities– Measurable Post School Goals– Measurable Annual Goals
• Progress Monitoring (academic, social emotional learning, and career related)
What Works
• Collaborative Partnership with Local IU• Strategies to keep students actively
engaged and successful in secondary programs– The Transitions Curriculum– Community-Work Connections (real
world practice)• Active Partnership with OVR
Vital Components
• Building Long-Term Relationships• Parent Involvement• Community Investment• Employers/Business recognition of belief
system• Agency Support
Lessons Learned and Linkages
• Sustainability
• Creativity
• Celebration
Summary/Questions
• For additional information please contact:
• Sandra Hennon: [email protected]• Susan Miller: [email protected]• David Spalding: [email protected]