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Transition Planning & Work-Based Learning Systems

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Return of the Neighborhood Navigator! Government-Funded Services

High school students with Individual Education Plans and 504 Plans may be eligible for government-funded programs and services. Most of these offerings will be available to persons with documented disabilities after they exit high school but some individuals may be able to access services before they leave school.  In either case, students and families should understand the options and how to apply for them well in advance of the child’s final year in school.
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Reporter Revisited: The Future Workforce — Will Our Students Be Ready?

How can educators better prepare students for work in what appears to be a shrinking job market? For now, the answer may lie in helping students, perhaps as early as kindergarten, to develop work-related skills and abilities. If the demand for human labor will be reduced over the next two decades, that means that today’s toddlers will be entering a labor force offering jobs, most of which do not yet exist.  In order to help prepare students for the workforce, Career Development and Occupational Studies (CDOS) learning standards were developed. CDOS learning standards and activities begin in kindergarten and continue through grade 12.
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A Threat to Student Futures, and What You Can Do about It

Graduation rates across the country are rising, but some populations of students are still struggling to complete high school (Civic Enterprises, 2017).  Students with disabilities, LGBTQI students (lesbian, gay, bisexual, transsexual, transgender, queer, questioning, intersex), students who are English language learners, African American, American Indian, and Hispanic and Latino students (particularly male students) have higher drop-out rates (Faircloth, S., Toldson, I., Lucio, R., year; GLSEN, year; ), and, in fact, the graduation rate for students with disabilities is more than 20% lower than for students in general (Wilkins & Huckabee, 2014). This gap increases for specific disabilities and students with disabilities who are ethnic and racial minorities.  Students with emotional disabilities (40%) and African American (40%) and Hispanic/Latino students (48%) with disabilities have the highest rates of drop out (Wilkins & Huckabee, 2014). Students in the Lower Hudson Valley region are dropping out at similar rates as their peer groups nationally.

Mini Training Presentation

See below for self-guided and interactive mini-courses on topics related to Transition Planning & Work-Based Learning Systems.  Learn about a strategy, research finding, best practice or regulation in just two to five minutes!

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Transition Planning & Work-Based Learning Systems Mini Training Presentation

Coming Soon!

Minis will be self-guided and interactive mini-courses on topics related to transition planning and work-based learning. Learn about a strategy, research finding, best practice or regulation in just two to five minutes!

This page is maintained by Kit Casey and Stephanie Wozniak, Lower Hudson RSE-TASC Transition Specialists. Click here to send them a question or comment.

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