I teach 14-21 year old students that receive special education instruction transition services. I have the pleasure of teaching individuals between the ages of 14 - 21. My students all have mixed interests, a wide range of abilities, but one thing they have in common is that they all share the same love for learning and preparing for the real world.
As their educational advocate, my intentions are to help them develop skills to be self advocates and become lifelong learners.
I also work towards preparing them to transition from high school to their post secondary goals and the world outside of the classroom.
My Project
High School is a place where students are being prepared for high school and adulthood. Starting at age 14, students with Individualized Education Plans (IEP) create a transition plan with their case manager based on their strengths and interests. The components of the plan are postsecondary goals and transition services. Post-secondary goals include vocational training, postsecondary education, jobs and employment, and independent living. Transition services include the necessary instruction needed, related services, community experiences students such as volunteer work, career and college counseling and help with daily living skills if needed.
Students will use the technology to do research, apply for employment online or post-secondary school choices, print artifacts for their professional portfolios (resumes, online career profiles, and clearances and etc.) and apply for adult services.
The final goal for all students is to become independent or receive supported services for gainful competitive employment or enrollment in a post-secondary school of choice. The students will benefit from these resources for exclusive use for them to complete their transition goals.
Also, students will be reassured that they have a technological resource that is up to date and designated for their own use and not other classrooms availability.
Students are linked to the world of school and work that reduces truancy and dropout rates. Student participate in career activities exposing them to non-traditional careers with Work Based Learning Environments in the local community. These various opportunities are from volunteer vocational training to paid internships to competitive employment.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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