TPYA. Transition Program for Young Adults

Transcription

1 TPYA Transition Program for Young Adults

2 TPYA History Began in 1997 after two years of planning UNCW Site added in School Year Funded through NHCS Added an additional class at Spencer site in

3 Who Do We Serve?

4 Young Adults year old young adults with special needs who have been in high school for more than 4 years Are transitioning from school to adult life Are capable of managing personal safety skills within the community Have not met graduation requirements

5 Mission To provide all of our students with a quality education that maximizes their potential for independence and enables them to be valued, contributing members of their community

6 To provide students with instruction to identify their strengths, and resources, so they may develop a lifestyle of their choosing. Goal

7 Content of Program

8 Content of Program Assertive communication in groups and interpersonal communication skills Identification of strength/weaknesses Independent living assistance Employment skills Linkage with Adult Service Providers when needed Collaboration with Adult Service Providers Self Advocacy

9 Approach One Teacher/Two Para Educators per site Community Based Instruction Small group and individual work with staff Curriculum which centers on transition & all plans based upon formal/informal assessment of students Results are reviewed from anecdotal information and reports from students, parents, teachers and service providers

10 Assignment Process Request for high school recommendations from list of ALL students who meet the age requirement (18+) sometime in November or December Parents, if interested, in their child being recommended, should contact child s IEP case manager High School representatives complete 2 rubrics on every student recommended Rubric results are utilized to identify top 10 to 15 candidates TPYA teachers collect observation data and detailed information on those 10 to 15 candidates Additional data collection includes student participating in a TPYA Shadowing Day and TPYA teacher parent contact Goal: School Assignments for TPYA will be received by parents on same day as School Assignments for NHCS Typically in early March

11 Rubrics Student s number of years in high school Student following the Extensions of the NC Standard Course of Study Student will not graduate with a high school diploma Student has completed the OCS course work but needs additional structure to complete the paid employment requirement Student has IEP goals & objectives that are related to a functional curriculum Student has Post School Outcomes that require the functional curriculum outcomes of TPYA Student will not likely meet graduation requirements in a reasonable period of time (example: within a year of fourth year) Student does not have such severe medical, strength & vitality issues that it would impact their ability to access the instruction in the TPYA setting Student does not require additional time in a high school setting for community based instruction in order to access the instruction in the TPYA setting at a future date

12 Post TPYA Assignment - Transition Steps Once a student receives their school assignment to TPYA (Lakeside) then the following occurs. Student s current high school schedules a transition IEP meeting involving a TPYA teacher representative prior to the end of the school year. Student s TPYA teacher assignment letter is sent to the family shortly after school ends.

13 Teacher Assignments Teacher assignments are determined based on consideration of the following. Student s address as it relates to transportation Numbers of students Special factors

14 TPYA Classroom Locations UNCW Watson School of Education Building (1 class) New Hanover County Schools, Dale K. Spencer Building (2 classes)

15 Questions & Tour??????????????

16 The future is not something we enter. The future is something we create. And creating that future requires us to make choices and decisions That all begin with a dream. Leonard I. Sweet