Group project Transition

High School TransitionA Model for Entering and Leaving

High School Brittany, Amanda, and Jay

Class ProjectSED 622: Transition within Schools

University of Southern MaineSummer 2012

Thursday, July 26, 2012

ResearchIt is important for new freshman to form relationships with their teachers. However, typically, students would rather be informed about what to expect in 9th grade from current 9th grade students (Cushman, 2006).

When it comes to peer mentoring, not only do those students being mentored benefit socially, but so do the mentors themselves. Student mentors tend to develop greater social skills from mentoring younger students (Dopp, 2004).

See Tips for Transitions by the Division of Career Development and Transition which supports most of our transition model (Kellens & Morningstar, 2009)


Rationale and PopulationRationale: Transitions are difficult for all students, but more so for those with special needs. The rationale for this project is to create a structured model to best serve parents, students, educators, and administrators with a seamless process of transitioning in and out of high school.

Population: High school special education students whose exceptionalities allow them to be mostly mainstreamed.


The Model

(Graduation-Hats, 2012)


Transition Coordinatorsupervise case managers

provide back up for students who are not successfully participating in all aspects of the model

career profiles: reality check

complete transition plans w/ student input (week before IEP meeting)

Vocational Rehabilitation referrals and follow up to make sure the student and counselor are connected (Asselin, Todd Allen, & deFur, 1998).


Transitioning into 9th Graderepresentation from high school teachers at 8th grade IEP meetings

April (8th grade): visit High school and ask questions to panel of current 9th graders

a week after grades close: 8th grade teachers hand over folders

student and teacher surveys (by June 1st)

work examples


early August: send out guardian information packet

mid August: call home to check schedule and ask if the guardian or student has any questions

late August: guardian teacher night

first day of school: step up day

meet with the transitions coordinator and discuss student

survey, disability, and IEP.

first month of school: scaffolding ,teacher check in, and peer mentors


Maintaining Successfall of 10th grade: CHOICES Inventory (setting a career goal)

age 16: IEP transition plan

one week before meeting: interview with student about transition plan

junior year: Vocational Rehab

new students/switching programs-- complete the surveys and have interviews

monthly student luncheon on accessing services (ex: transportation, bank accounts, crisis, doctors and dentists)


Transitioning Out of High School monthly meetings senior year: These are between student and case manager on progress towards transitioning out of high school according to their chosen path. This includes what is in their transition plans, and credit progression. Number of meetings will increase if students are not taking the steps required.

College:

FAFSA

applications for schools and scholarships

contacting schools and disability offices

assistance with housing and registration for classes

(College and Graduate, 2012)


Work Force:

certifications and licenses

applications

interview Skills

advocation to an employer

Drop Out:

case manager closure meeting

meet with the principal

meet with guidance:

Adult Ed/GED

follow up

closure: No matter what the plan/path is, there should be closure meetings in May for each student.

(Work Force)


Recommendations:A separate transition model should be created for students who are transitioning into another high school, day treatment center, or specialized school.

Another transition model should be used for special education students with higher levels of need.

Guardians who have difficulty making it to meetings and guardian nights should be contacted regularly through the transition process.

Come up with a transition plan as early as possible (first high school IEP) to ensure buy in from stakeholders


Reflection

Schools need to plan REALISTIC transition plans with students. Who is the person to speak up?

Our schools need to come up with better transition plans.

There needs to be more guidance with transitional skills such as creating resumes, study skills, organization, etc.

Clear expectations at schools about who does what.

Schools concentrate more on transitioning out of high school and not on transitioning into high school.


ReferencesAsselin, S.B, Todd-Allen, M., & deFur, S. (1998). Transition coordinators: define yourselves. TEACHING

Exceptional Children, 30(3). Retrieved from ERIC.

College and Graduate. (2012). Retrieved July 26, 2012, from:

http://sodancapassion.blogspot.com/2012/01/college-how-to-stay-on-track-to.html

Cushman, K. (2006). Help us make the 9th grade transition. Educational Leadership. Retrieved from

Academic Search Premier

Dopp, J., & Block,T. (2004. High School peer mentoring that works!. TEACHING Exceptional Children, 37 (1). Retrieved from Academic Search Premier.

Graduation-Hats. (2012). Retrieved July 24, 2012, from: http://www.gandbfoundation.org/

Kellens, R., & Morningstar, M. (2009). Tips for transition. University of Kansas.

Work Force. Retreieved July 26, 2012, from:

http://www.wycokck.org/InternetDept.aspxid=16404&menu_id=1360&banner=15284




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Group project Transition

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