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Secondary Transition Within the Standards Aligned System: Laurel School District’s Approach

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.

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Secondary Transition Within the Standards Aligned System: Laurel School District’s Approach

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  1. Secondary Transition Within the Standards Aligned System: Laurel School District’s Approach

  2. Presenters • Laurel School Team: • Dr. Sandra Hennon, Superintendent • Mrs. Susan Miller, Director of Curriculum, Instruction & Assessment • Mr. David Spalding, Special Education Administrator

  3. 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

  4. 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

  5. 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!

  6. 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

  7. 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

  8. Aligning Standards to Transition Activities • Laurel’s Unique Experience

  9. 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

  10. 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

  11. Career Development Process(Adapted from School to Work &Careers, 1996-1997) Entry Level Employment Advance Preparation Preparation Exploration Investigation Awareness

  12. Career Development Process(Adapted from School to Work &Careers, 1996-1997) Entry Level Employment Ages 19-21 Advance Preparation Preparation Exploration Ages 16-18 Investigation Ages 15-16 Awareness Ages 12-14

  13. Career Development Process(Adapted from School to Work &Careers, 1996-1997) Entry Level Employment Acquire skills and training at community sites Advance Preparation Preparation Complete interest inventories with planned experiences in top 3 areas Exploration Investigation Visit and investigate a wide variety of vocational opportunities in community Awareness In the classroom and school’s neighborhood, develop awareness of community resources

  14. Career Development Process(Adapted from School to Work &Careers, 1996-1997) 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. Advance Preparation Preparation Exploration Investigation Awareness

  15. 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)

  16. 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

  17. Vital Components • Building Long-Term Relationships • Parent Involvement • Community Investment • Employers/Business recognition of belief system • Agency Support

  18. Lessons Learned and Linkages • Sustainability • Creativity • Celebration

  19. Summary/Questions • For additional information please contact: • Sandra Hennon: hennosl@laurel.k12.pa.us • Susan Miller: smiller@laurel.k12.pa.us • David Spalding: spaldds@laurel.k12.pa.us

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