Exhibit 4: Community Involvement: Self Advocacy and Post-School Outcome

Laurie James’ Exhibit 4: Community Involvement: Self Advocacy and Post-School Outcome

Exhibit type B: Community Involvement: Identifies at least two school improvement goals and designs a plan that includes multiple effective community involvement strategies needed to directly improve student learning.

CONTEXT: Kingston High School Improvement Goal: #1: KHS Students graduate college ready (including 2 year and technical schools). Special education students are required by law to have a Transition Plan which is designed to help students, teachers, and parents look at goals beyond graduation. The Center for Change in Transition Services (CCTS) is a Washington State’s Needs Grant funded annually by the Office of the Superintendent of Public Instruction’s (OSPI) federal resources. The goal of CCTS is to improve post-school outcomes for students with disabilities in the state. To reach this goal, CCTS provides secondary transition training and technical support to Educational Service Districts (ESDs), Local Educational Agencies (LEAs), and public schools that serve high school-age students who have an Individual Education Program (IEP).  In the form of a Post-school Survey, The Center collects, analyzes and reports post-school outcomes for all high schools who had an IEP in Washington State. The post-school interviews are conducted by local school staff during the summer and one year after the student with an IEP has graduated or permanently exited high school. As part of a state requirement since 2000 and federal requirement since 2004,these outcomes have been collected, published and are available on this site: http://www.seattleu.edu/ccts/default.aspx?id=34548  (Artifact #1—a general explanation of Post-school Outcome Data and Program Improvement).

Based on the 2008-09 study of Kingston High School’s special education students, it appears that zero percent of district graduates interviewed, were enrolled in post-secondary education, one year following graduation (Artifact #2).  (Please note: Examination of this data is usually done by our district’s Transition Coordinator, so this is a new process for me and therefore, this exhibit and its components will require further study, planning, and implementation).

PLANNING, ENGAGEMENT, ANALYSIS: As the leader of Kingston High School’s Special Education Professional Learning Community (KHS SE PLC), I have sought out and brought to our team, curriculum materials which address specific self-advocacy skills required of special education students in high school as well as post-graduation. Through coordination with KHS SE colleagues–including our Transition Coordinator and SE teacher who oversees the instruction on senior portfolios–community/student connections will be encouraged in part, through the following steps:  1) one-on-one, focused follow-up appointments with seniors regarding the preparation of senior portfolios, 2) introduction to Department of Vocational Rehabilitation (DVR) representatives, 3) presentation of senior portfolios, and 3) visitation to or from, local community college campus, Access Office for addressing disabilities (Artifact # 3). Our team intends to implement the newly found self-advocacy materials when and where possible (Artifact #4). As this project is a “work in progress”–our team is continuing to plan, develop, and implement strategies to engage students , both during, and in the years leading up to their senior year–enabling them to feel more confident in the steps they take toward  their postsecondary endeavors.

TIMELINE:

Ongoing                               Teacher instruction/support with individual students

January 2012                      Department of Vocational Rehabilitation representative

February 2012                   Guest speaker—former special education student, now college graduate

March 2012                         Presentation of Senior Portfolios by each graduating senior

April 2012                            Potential field trip to local community college

RESOURCES: As per recent contact from a former student volunteering to speak to my current students regarding pursuing college as a student with disabilities, I intend to invite her to come to Kingston High School as a guest speaker. If arrangements can be made, bus transportation from KHS to the local community college, Olympic College, and substitute coverage will be needed to allow teachers to accompany students on a field trip to tour the campus and meet the Access Coordinator.

ATTACHED DOCUMENTS:

Attachment 1:   Examining the Data—Center for Change Transition Services Examining-the-data-08

Attachment 2:   “Telerik Report Viewer” Attending Postsecondary Education-Since Leaving High School –Percent of leavers surveyed attending post secondary education since leaving high school by exit status.(Note: Unable to attach this screen)

Attachment 3:   Olympic College—Access student services information Olympic College–Access Services

Attachment 4:   University of Oklahoma—ME! Self-Advocacy Materials Scope and Sequence  Self-Advocacy Scope and Sequence

References:

Center for Change in Transition Services—retrieved November 19, 2011 from: http://www.seattleu.edu/ccts/default.aspx?id=34548

Olympic College—Access Services for students with disabilities Retrieved November 19, 2011 from: http://www.olympic.edu/Students/StudentServices/AccessServices/

University of Oklahoma—ME! Self Advocacy Lessons Retrieved November 19, 2011 from: http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-self-advocacy/lessons-and-materials.html

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One response to this post.

  1. Posted by Helene Hatch on November 28, 2011 at 11:13 am

    Transition services can be very helpful for our students. Without them our students would not have any kind of plan after graduating.

    Reply

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