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Township High School District 211 is committed to developing a
comprehensive and coordinated array of training experiences to improve
employment outcomes, in accordance with legislative mandates. Students
will benefit from direct services, including tutoring, mentoring, and
internships. District 211 seeks to implement functional assessment services,
expand training site opportunities and job coaching to prepare students for
competitive employment, and develop linkages with adult service providers
and post-secondary supports.
Why... ?
Current research shows that the low rates of successful post-high
school transition outcomes for students with disabilities continue to
warrant intervention from public agencies and businesses.
Unfortunately, the data indicates that students with disabilities are
linked to high rates of unemployment, underemployment, failure to receive
a high school diploma, difficulties in independent living, and a lack of
self-advocacy and system advocacy skills. Clearly, there is a need
to for schools to provide systematic planning with a focus on post-high
school outcomes, linkages with community resources, and training for these
students to prepare them for adult roles and responsibilities.
Two major legislative initiatives directly address post-high school
outcomes for out youth with disabilities. IDEA (2004) defines
transition services as a "coordinated set of activities designed within a
results-oriented process that is focused on improving the academic and
functional achievement of the child with a disability to facilitate the
child's movement from school to post-school activities, including
post-secondary education, vocational education, integrated employment
(including supported employment) continuing and adult education, adult
services, independent living, and community participation. These
services are based on the individual child's needs, taking into account
the child's strengths, preferences, and interests." The law further
details that a student's Individual Education Plan (IEP) must address a
plan for instruction, related experiences, community experiences, the
development of employment and other post-school adult living objectives,
and when appropriate, acquisition of daily living skills and functional
vocational assessment. This federal legislation directs schools to
focus on individual student needs and measurable outcomes. A second
initiative, the Workforce Development Act (WIA) has opened the door to
youth with disabilities at the One-Stop Center, a local employment agency
that will serve disabled students after graduation. The goal of
these legislative efforts is to help integrate these youth across every
aspect of the community, including employment, post-secondary training and
community participation.
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