Report on SEPTA High School Committee
June 2008
The SEPTA High School Committee was formed in November 2007 for the purpose of bringing together teachers, parents and administrators to give input regarding special education programs at Montgomery High School. It was noted, at that time, that there are a number of classified students who will be entering the high school in the next few years whose profiles might be significantly different than those previously attending MHS. These might include students who, in the past, would have been placed out of district.
Our most immediate focus was a group of classified students who will be moving to the high school next year. The committee met monthly and researched and worked on a proposal to submit to the district for these students. There was great collaboration between parents, teachers, and Special Services, as well as administrators from the high school. We were absolutely delighted to see that the Board of Education included provisions in next year’s budget to begin a Language Learning Disabled, self-contained class at the high school. It demonstrates MTSD’s continued commitment to educating all of our students, and ensuring positive post-secondary outcomes for classified students as well as the general population. We have included a copy of our proposal, and we hope that as the curriculum for this program is developed over the summer these recommendations would be considered.
In addition, we have included suggestions for future consideration as we welcome more of our classified students to the high school. They include such ideas as training staff to deal appropriately with behavioral issues unique to classified students; improving post-secondary transition services; and incorporation of life-skills training into the curriculum.
We want to thank the Board of Education, Special Services and the MHS Administration for their on-going support of the special needs students of the district.
Respectfully submitted by
The SEPTA HS Committee
Recommendations for High School self-contained LLD Program:
Target Population:
Students entering MHS in the fall 2008 with significant learning disabilities – the classifications could be varied including specific learning disabled, multiply disabled etc. These students need intensive, targeted academic intervention in a small group setting in order to build on their strengths and continue to remediate their weaknesses. This would not be a class for behavioral or emotionally disturbed classifications.
The program focus would be on the academic, therapeutic, social and emotional needs of the students to promote a successful transition1 to post secondary activities and employment.
The program should provide small group remediation, practical applications, inclusion opportunities, transition planning, career planning, counseling services, social skills instruction, financial skills and work study programs. (Please see components of transition required by IDEA below)2
Program Goals:
- To help students to achieve the highest academic function they can, keeping open the possibility that they may in fact be able to enter a college program at some point in the future.
- To give students the support they need to socially integrate into their school community, and the larger community.
- To help the students with the application of academic skills to real-life situations (life-skills such as balancing a checkbook, reading and filling out an application).
- To offer opportunities to go out into the community for career exploration and work study experiences in preparation for post-secondary life.
- To be prepared for, and made aware of, college programs that work with students with learning disabilities.
Program Specifics:
The program needs to provide an academic curriculum that addresses content area instruction and vocational preparation, including transition both into the high school community and post-secondary placement.
1 transition here is defined as the life changes, adjustments, and cumulative experiences that occur in the lives of young adults as they move from school environment to independent living and work environment. (Wehman, 2001)
2 Components of transition as stated in IDEA law (PL 101-476) ensures that all children with disabilities have related services designed to prepare them for employment and independent living; this should culminate into an IEP/Transition plan. The transition component must be incorporated with the IEP when the student is fourteen.
Components of transitions:
Employment, Living arrangement, Getting around the community, Financial independence, Making friends, Sexuality and self-esteem, Having fun
Academic Goals:
In a self-contained Language Learning Disabled class students could participate in academic courses 3-4 periods a day including:
- intense remediation in the areas of reading, writing and mathematics taught using best practices for the targeted population, including a focus on applying what’s learned to the real world.
- science and/or social studies classes could also be a part of this program. This would allow the students to apply the reading, writing and math skills to content area material and still meet graduation requirements.
- use of and training in assistive technology where appropriate.
- weekly classes to include social skills, self-awareness including teaching students about their learning disabilities and how to effectively advocate for themselves and life skills.
Integration into the larger high school community:
This class could stay as a unit for 3-4 periods/day leaving the remaining 4 periods for lunch and electives – allowing for involvement in mainstream classes. Students should be well known and integrated into the larger school community, and be given opportunities to participate in a variety of extra-curricular activities according to their individual needs and preferences. They may need assistance from their case-worker, guidance counselor, or transition coordinator to find the best way to integrate into and participate in the high school community.
Behavioral Considerations:
The MTSD staff should have a defined and documented knowledge of the needs of these students, with pre-specified guidelines for interacting and addressing issues that may arise. Fairness in treatment must be preserved, which implies the recognition that these students do not have the ability to explain themselves effectively in a stress environment. Any behavioral deviation must be addressed in the context of the IEP and not applying without discrimination the mainstream guidelines. Humiliation by staff or peers must be avoided. MTSD should strive at providing the MHS community with knowledge about special needs and the values individuals bring to the community
Post-Secondary Transition Goals:
Job related experience and life skills:
Depending on the student’s individual needs, there should also be a focus on transferring academic skills to pre-employment experiences and community-based field experiences involving both employment exposure and adult recreational opportunities. Students could also participate in a variety of activities within the high school or school district that would allow the development of job skills through jobs performed at the school. Jobs cards (task analysis steps) can be developed to break down orders/requests into small achievable component steps. Students will then apply (transfer/generalize) skills learned in academic classes to complete job assignments. The students should also be provided the opportunity to interact by phone and in person to clarify jobs.
Both school-site and community experiences are an integral component of the program that could provide students with frequent opportunities to integrate academic content instruction and transfer skills to real life situations. The program should operate on the theory that students will acquire ability to utilize skills through a “learn-by-doing model”. They should be provided with the opportunity to practice social communication, monetary exchange, accountability on tasks, routine functional living tasks and age-appropriate recreational activities. The combination of on and off site experiences will prepare students for future supported-employment activities.
Post-secondary education/career opportunities:
Students should be provided with information about and counseling on college opportunities for students with learning disabilities as well as career paths for those who do not go to college. Such colleges should also be contacted to participate in college fairs or other activities sponsored by the high school.
Transition Coordinator:
As we researched the above program and gathered input from parents with classified students currently in MHS, it became clear to us that the hiring of a Transition Coordinator would be an essential long term goal for the high school special services program. It would assist all classified students in their transition from UMS to the MHS, and then later to post-secondary education or job placement. We have repeatedly heard from parents that have had classified children at the high school that they did not receive enough support and information for their child as they maneuvered through the system at all levels, but especially when it came to finding colleges that worked with special education students. In addition with new special education populations approaching high school age, there will be a greater need for work-study type programs including such things as job-shadowing. A Transition Coordinator could familiarize special education students with adult level services available to them, and even have them apply for such services before they leave the MHS. This person could also keep abreast of developing trends and opportunities in the Special Education arena as it relates to transition particularly upon graduating from high school.
Attached is a job description from the Montville School District for their Transition Coordinatortaken from their web-site as an example
Taken from Montville School District web-site
What is Transition?
The standard idea of “transition” is that it is a period during which change takes place, from one position or stage, to the next. Transition, in its broadest sense, is a passage which involves change.
For students who receive special education services, these passages often include changes in the service-delivery type or provider. Changes may also include the decision to terminate a service or use of material or technique, as the student grows and changes. Preparation for the changes that lie over the rainbow is the function of school transition services.
What is the role of the Transition Coordinator?
Implement the student’s transition plan in collaboration with the case manager
· Assist in the search for post-secondary education, both long and short-term, with the guidance counselor
· Link students and parents to community agencies that specialize in adult services
· Serve as a resource for teachers regarding college, career training and technology – especially with regard to specific curricular areas
Assist students in developing the self-awareness and knowledge that leads to sound decision making.
What are some transition activities?
Preschool, Elementary, Middle School and High School
· Informal preparation for Move-Up Day
· Articulation between School staff and parents regarding expectations, procedures and curriculum
Career Awareness & Exploration
· Thinking about personal interests and abilities as they relate to careers (interest surveys)
· Becoming informed about training and college majors that lead to careers (guest speakers)
· Community based activities which provide “real world” snapshot of career environments (trips, job shadowing)
Introduction to Employability Skills, including:
· Work Ethic
· Traits Valued by Employers
· Search procedures
· Resume Writing
· Interviewing
Linkage to Adult Services
· At College
· At Work
· In the Community
Life Skills/Independent Living
A curriculum and program have been planned for a high school program that will continue the Life Skills education that is currently offered at the middle school level. Transition activities will be integrated throughout this program for students with moderate to severe cognitive disabilities.
Highlights of the Life Skills Program are:
· An Integrated Teaching Approach – academic, career, independent living and social skills will reinforce one another
· Community Based Experiences – Partnerships with community businesses will reinforce and extend classroom learning in “real life” settings
· Infusion of computer/information literacy – application of basic computer and search skills to all aspects of the program
· Social Integration – structured and informal activities involving typical peers and peers of varying disability levels are planned
Parent Participation - assistance for families with adult services will be ongoing; Support group with participants from other districts; parent participation in “mini-businesses".