hillsboro school district high school learning resource center (lrc) transition strand presentation...
TRANSCRIPT
Hillsboro School DistrictHillsboro School District
High School Learning Resource Center (LRC) High School Learning Resource Center (LRC)
Transition StrandTransition Strand
Presentation for OAVSNP ConferencePresentation for OAVSNP Conference
2/20/092/20/09
The goal of Special Education The goal of Special Education in the Hillsboro School in the Hillsboro School
District…District…
To provide a coordinated set of To provide a coordinated set of courses and services that is results courses and services that is results oriented.oriented.
Supports students’ completion of Supports students’ completion of high school and post-high school high school and post-high school success.success. Prepares students for further education, Prepares students for further education,
employment, and independent living.employment, and independent living.
Constructing the steps from high school to post-secondary settings…
Historical BackgroundHistorical Background In 10 years…In 10 years…
We grew from two We grew from two high schoolshigh schools
To four high schools!To four high schools!
Why did we make Why did we make changes?changes?
To establish a To establish a unifiedunified LRC model that LRC model that is in compliance with the new is in compliance with the new mandates of IDEA and provides the mandates of IDEA and provides the same opportunities in curricular same opportunities in curricular content areas, delivery of instruction, content areas, delivery of instruction, and materials at and materials at all four all four high schools. high schools.
Indicator 13Indicator 13: For students 16 and older, : For students 16 and older, an IEP that includes coordinated, an IEP that includes coordinated, measurable transition goals and services measurable transition goals and services that will reasonably enable students to that will reasonably enable students to meet their post-secondary goals. meet their post-secondary goals.
Why we made changes, Why we made changes, continued…continued…
Indicator 14Indicator 14: One year post-high : One year post-high school, students will be engaged in school, students will be engaged in employment or post-secondary employment or post-secondary education or training. education or training.
Skill DevelopmentSkill Development
Academic Skills:Academic Skills: Skills that Skills that are measurable with an are measurable with an academic assessment, such as academic assessment, such as reading, writing, and math.reading, writing, and math.
Functional Skills:Functional Skills: Practical Practical independent living / work skills independent living / work skills that enable the student to that enable the student to survive and succeed in the real survive and succeed in the real world.world.
Guiding PrinciplesGuiding Principles
““Transition is for everyone”Transition is for everyone” Age appropriate classesAge appropriate classes Continuum of servicesContinuum of services Standard and modified diploma studentsStandard and modified diploma students
Guiding principles, Guiding principles, continued…continued…
Promote IndependencePromote Independence Self-awareness:Self-awareness: The ability to identify The ability to identify
needs, interests and values, and understand needs, interests and values, and understand strengths and limitations.strengths and limitations.
Self-advocacy:Self-advocacy: The ability to speak on behalf The ability to speak on behalf of oneself.of oneself.
Self-determination:Self-determination: The ability to make The ability to make appropriate decisions for oneself.appropriate decisions for oneself.
Do your IEPs foster Do your IEPs foster independent living or independent living or
‘learned helplessness’?‘learned helplessness’? New court case: A.C. v. Board of New court case: A.C. v. Board of
Education of the Chappaqua Cent. Education of the Chappaqua Cent. School DistrictSchool District Parents concerned about learned Parents concerned about learned
helplessnesshelplessness IEPs should always be aimed at IEPs should always be aimed at
independent livingindependent living
Begin with the future in Begin with the future in mind…mind…
“ “Research suggests Research suggests that transition that transition planning requires a planning requires a method of planning method of planning that starts with the that starts with the student’s future (post-student’s future (post-school) goals and school) goals and works works backwardbackward to to the present.”the present.”
Robert W. FlexorRobert W. Flexor
Transition StrandTransition Strand
Foundations for the Future 1
Foundations for the Future 2 Work
ExperienceClass
Careers
TransitionCivics World of Work
Work Experience(Off Campus)
Work Experience (On Campus)
Year 2 HighlightsYear 2 Highlights
Foundations 1Foundations 1 Personal ManagementPersonal Management
Learning StylesLearning Styles Study SkillsStudy Skills ResponsibilityResponsibility
Problem Solving / Goal SettingProblem Solving / Goal Setting Short / Long Term GoalsShort / Long Term Goals Personal GoalsPersonal Goals Adjusting GoalsAdjusting Goals
Teamwork / Getting Along With OthersTeamwork / Getting Along With Others Similarities and DifferencesSimilarities and Differences Respecting OthersRespecting Others
Foundations 2Foundations 2 Disability AwarenessDisability Awareness Decision MakingDecision Making Self-AdvocacySelf-Advocacy Self-DeterminationSelf-Determination TeamworkTeamwork
TransitionsTransitions High School vs. CollegeHigh School vs. College College Readiness SkillsCollege Readiness Skills College Entrance RequirementsCollege Entrance Requirements Funding CollegeFunding College
Course RubricsCourse Rubrics
Foundations 1 RubricFoundations 1 Rubric Foundations 2 RubricFoundations 2 Rubric Transitions Class RubricTransitions Class Rubric
Student Example: Student Example: Transitions Class Transitions Class
Self-Assessment RubricSelf-Assessment Rubric
Year 2: FeedbackYear 2: Feedback
Transition parentTransition parent Handout of student commentsHandout of student comments
Our Ongoing Challenges…Our Ongoing Challenges…
Educating case managers Educating case managers Educating parentsEducating parents Students dropping transition classes Students dropping transition classes
– elective credit– elective credit Sustainability / budget cutsSustainability / budget cuts
Our Next Steps…Our Next Steps… Continue teacher collaboration of Continue teacher collaboration of
courseworkcoursework Continue to design “best practices” Continue to design “best practices”
lessonslessons Refine pre/post assessmentsRefine pre/post assessments
and rubricsand rubrics Incorporate additional guest speakersIncorporate additional guest speakers
““Never doubt that a small group Never doubt that a small group of thoughtful, committed of thoughtful, committed
citizens can change the world; citizens can change the world; indeed it’s the only thing that indeed it’s the only thing that
ever has.”ever has.”
-Margaret Mead-Margaret Mead
Contact InformationContact Information Mary Hamerman, Resource Room Teacher, Mary Hamerman, Resource Room Teacher,
503-848-6500, ext. 5015, 503-848-6500, ext. 5015, [email protected]@hsd.k12.or.us
LaDona Hughes, Transition FacilitatorLaDona Hughes, Transition Facilitator503-844-1483, [email protected], [email protected]
Roger Pinder, Resource Room Teacher, 503-Roger Pinder, Resource Room Teacher, 503-844-1250, ext. 7021, [email protected], ext. 7021, [email protected]
Terri Nickens, Transition FacilitatorTerri Nickens, Transition Facilitator
503-844-1464, [email protected], [email protected]
Development Process for Development Process for Hillsboro School District Hillsboro School District
LRC ModelLRC Model
How did we make the How did we make the changes for our new LRC changes for our new LRC
Model?Model? Core group Core group
Developed Strand frameworkDeveloped Strand framework Staff group meetingsStaff group meetings
Discussed unified visionDiscussed unified vision Portland State University facilitated Summer Portland State University facilitated Summer
Work GroupsWork Groups Developed conceptual framework of classes Developed conceptual framework of classes
using University of Kansas modelusing University of Kansas model Course organizersCourse organizers Unit organizersUnit organizers
District approval process of LRC District approval process of LRC Model classesModel classes School Improvement TeamSchool Improvement Team Citizen’s CurriculumCitizen’s Curriculum School BoardSchool Board
Curriculum selection processCurriculum selection process Continued work groupsContinued work groups
District approval process of curriculum District approval process of curriculum materialsmaterials Citizen’s CurriculumCitizen’s Curriculum School BoardSchool Board
Implementation ManualImplementation Manual Procedural guideProcedural guide SustainabilitySustainability
Important Factors to Ensure Important Factors to Ensure Success…Success…
Collaboration of special education and Collaboration of special education and general education general education
Administrative supportAdministrative support Unified visionUnified vision Teacher development of classes and Teacher development of classes and
curriculum (ongoing)curriculum (ongoing) Financial investmentFinancial investment Training and teacher collaborationTraining and teacher collaboration