April 2, 2017
Running Project 1
Introduction
the bank of the Mississippi River. The school district has 4,020 student enrolled kindergarten
through 12th grade. Of that population, 65% of the students are eligible for free and reduced
lunch. The special education population comprises 15% of the students in this school district.
The student population is composed of 56% white students and 29% black students. The
remaining races or ethnicities in attendance were a minute population. My family and I live in
this district and my children have attended this district their entire lives. The district that I work
is Jackson R2 which is a neighboring rural school. I teach early childhood special education.
My morning class is composed of 3 & 4 year olds. Six of my students are deemed typically
developing and provide peer models for my other six students who have some type of
developmental delay. My afternoon class is composed of 4 & 5 year olds. Twelve of these
students are typically developing and six students have some type of developmental delay. I co
teach this classroom with a general education teacher. I also assist in our evaluation and
transition process for incoming students and Part C recipient transitions. I assess students using
the Battelle Developmental Inventory and sometimes perform formal observations. Our
evaluation team works together to generate evaluation reports and provide the information and
strengths. The work based and school based programs that are currently in place provide
excellent opportunities for development in authentic settings. The high school works
collaboratively with the Career and Technology Center to provide curriculum instruction
that addresses a wide variety of skills. The current curriculum allows students to take
courses that provide certification in some areas such as welding, auto body repair, etc. It
also provides courses that are preparatory or introductory in nature, allowing the student
to explore different fields to find which ones are of interest to them. Several of our work
based programs offer the opportunity to work at a local employer for a portion of the
semester. The weakest portions of this domain include teaching independent living skills
and social/interpersonal skills. Cooking and personal finance are taught as general
education courses but are not specifically designed to address the needs of students with
disabilities whose transition plans include independent living. We also do not offer any
courses on basic living skills that include house cleaning or grocery shopping, etc. These
particular skills are expected to be addressed by special educators within the context of
resource classes. However, only students who are severely disabled typically have these
type of services, so when students who have a disability but do not receive pull out
services, they are expected to derive this information from general education courses
This is an area that is stronger than most. This school district has a positive
working relationship with agencies in our area but the number of agencies is limited. The
agencies and school are familiar with procedures and staff of one another and therefore
work easily together. We have one public high school and two different local public
agencies. While these entities do a great job of working together to prepare students for
life after high school, dissemination of information to families falls primarily to the
schools. If families are seeking options outside of the local area, options and information
must be gathered by the family and brought to the school. The school looks at their
The school also works closely with many of the larger employers in the area to
determine what skills they find valuable in a work force and assess if their students are
graduating with such skills. The Career and Technology Center is a direct result of this
collaboration due to a deficit in skilled trade workers in our area. The Career and
Technology Center provides a viable economic option for students who are not interested
in or able to pursue a four year degree in a university setting. Most recently the CTC as
we call it, has partnered with a community college to offer freshman level courses that
will transfer to the local university if students are interested in continuing further with
their education.
Currently, this school has been targeting their dropout rate as part of their school
improvement plan. This has included strategies for dropout prevention but also
disabilities and adapting instruction to meet the needs of a diverse student population.
Teachers have incorporated strategies as a result of research showing that students with
disabilities are at higher risk for dropout. The school does not have a single professional
who is responsible for coordinating transition services. The special education teacher is
responsible for coordinating services and curriculum planning. However, frequently,
class schedule selection is performed by the student without the input or assistance of the
special education teacher or guidance counselor. The school provides a list of specific
courses students are expected to take in order to be eligible for graduation. The students
transition plan or postsecondary goals are not often accounted for when making class
selections.
This school initiates transition planning after a student enters high school as a
freshman. However, the transition planning process is a static, one time event each year.
The course of study is determined by the graduation expectations and then the student can
select whatever electives they choose to take outside of those courses. Annual IEP goals
are still written to address student deficits and to achieve academic outcomes. Progress
towards students postsecondary goals are reviewed at the IEP meeting and when families
have concerns regarding grades in required courses. The school needs to derive methods
for monitoring and assessing post secondary goal progress. Literature indicates that
monitoring more frequently, it would allow courses and services to match student
Because of the schools partnership with the Career and Technology Center ad
area colleges, they are able to offer opportunities for students to learn about post
secondary education and other post school options. However, the remaining indicators
for this domain are areas that the school could improve on. The school offers a class for
all incoming freshman called Preparing for Academic Success. The class covers a
variety of goal setting and decision making skills. It also addresses general study habits,
organization and character education. However, there are no classes that specifically
developed for students with disabilities to learn decision making or self advocacy
strategies. Students do not have the opportunity to lead their IEP and transition planning.
In fact, when I brought it up to an educator, the statement was made that as long as her
name was responsible for the IEP, her students would never lead the meetings. I found
this highly discouraging, especially after last weeks module which highlighted the
increased engagement and ownership by students when they were able to participate in
The strengths demonstrated by the school in this domain include a wide variety of
for formal and informal assessments and using assessments to evaluate specific transition
needs, strengths, preferences, and interests. Unfortunately, the transition process is not
transition assessment information is not shared with the student or family, but is only
The school works to include family members in the IEP meetings. However,
Families do not receive any training or information regarding transition other than at the
IEP meeting and that is a general overview of what transition means for their student.
The current process does not empower the family or student to be active participants in
the meeting. Families are provided with a basic needs and preferences assessment survey
prior to the meeting but it does not seem to be seriously considered in the IEP or
I consider the Family Involvement Domain the area that is the most critical to
address by this school. Families are not being informed and prepared to participate in
planning process for their students transition. I consider this the most critical area to
improve because families will be more involved with their student following post high
school choices than the school will be. Families need to be prepared to accommodate and
support their student in their choices after high school. If families are unaware of
supports that are necessary for some choices, they many not be able to adequately assist
the student in achieving those goals. While the school makes attempts to contact families
regarding meetings, it is very difficult to schedule a meeting after school. Meetings are
frequently scheduled very close to IEP due dates as well, leaving very little flexibility for
families. The process that is this schools current transition planning is very much to
meet compliance and does not necessarily honor the spirit of IDEA.
References