http://www.ajc.com/news/gwinnett-schools-helps-metro-224823.html
The state’s largest school system is paving the way to help more metro Atlanta students with physical, emotional and learning needs continue their education in college.
Gwinnett County Public Schools will host a college fair Saturday to help inform disabled students about opportunities and support available. Representatives from 30 colleges and universities will talk about making the transition to post-secondary education. Students will learn how to access services they may need to participate in lectures, complete assignments and survive on a college campus.
The fair is free and open to families across metro Atlanta.
“We want to make sure our students know all of the options ahead of them when they are looking at life beyond the K-12 experience,” said Jennifer Fornek, Gwinnett School's director of Instructional Services. “We want the students to be successful when they leave us."
Students can visit booths to speak with university liaisons or attend seminars on everything from finding financial aid to qualifying for special accommodations on campus. Military recruiters also will set up shop to discuss other pathways open to students.
About 11 percent of Georgia's 1.6 million public school children have disabilities.
Lawrenceville mom Chris Owens said the relationships she cultivated at Gwinnett's special needs college fair through the years helped her son A.J., 18, make the transition to a four-year institution. They attended the fair during his eighth-, 10th- and 11th-grade years looking for the perfect fit. A.J., who suffered brain cancer in fifth grade, continued to reach for his academic goals. He graduated from Brookwood High in 2009 with a 3.6 grade point average and a 1660 on the SAT.
Owens said she wanted A.J. to land at a college that would challenge and support him when he needed it.
"With a technical diploma, it got a little sticky," she said. "Most colleges want them to have a college prep degree to get in. But Georgia Gwinnett College accepted him because of his grades and his SAT scores. He did extremely well. All that he had to do was to take a couple of remedial classes to get him on track for the college level."
Jennifer Arrocena, director of GGC's Office of Disability Services, even came to Gwinnett Schools to attend A.J. Owens' final special education program evaluation. "She was due with a baby that week and just wanted to be there to meet his teachers in case he needed any accommodations [for college]," Owens said. "They have always been available for us."
Mirroring the statewide figure, about 11 percent of students in Gwinnett have disabilities. But graduation rates for them are higher in Gwinnett than the state as a whole. Graduation rates for special needs students in Gwinnett rose from 45 percent in 2008 to 48.2 percent in 2009. Statewide, the rates were 37.7 in 2008 and 41.4 percent in 2009.
GGC, one of several University System of Georgia institutions to be represented at the college fair, is expanding its services for students with disabilities. It is building 1,029 dorm rooms and nearly 100 of them will have wheelchair accessible showers and wide doors. About 3.5 percent of the college's 3,000 students are registered with GGC's disability services office.
“We provide extended testing time for students who need it, priority registration, use of a tape recorder, note-takers, readers or scribes,” said Merri Brantley, GGC's director of external affairs. "We encourage all students to reach their full potential, both academically and personally."
College Fair for Students with Disabilities
Noon-3 p.m., Saturday, 437 Old Peachtree Road, Suwanee
Wednesday, January 27, 2010
A New Transition Program
http://www.ocregister.com/news/-223775--.html
High school prepares disabled students for future
LAGUNA BEACH – Special education students in the Laguna Beach School District are now getting extra support to find jobs.
The district introduced this year the Transition Partnership Program, which so far has paired up 11 students with the Department of Rehabilitation as well as teaching them how to find jobs. The program works in addition to the district's Workability program, which begins identifying career interests of students with an individual education plan at age 16.
"It was pretty clear there was a missing piece," said Irene White, director of special education and student services.
The new program focuses on students' transition from high school to the workforce. Corey Brown, the district's new transition service coordinator, works with students individually or in small groups on skills like writing a resume and cover letter, finding job opportunities and how to prepare for an interview.
"The whole goal is to prepare kids for life after high school," White said.
White said district will begin working to renew the grant that funds it in January. In the future, White said she hopes the program reaches more kids in the district. Most students in special education qualify, she said, adding disabilities range from simple language and comprehension difficulties to more challenging conditions. Though 11 have been accepted into the partnership with the Department of Rehabilitation, Brown's job skills workshops can reach an entire class. So far, the program has been well received, White said.
"Everyone claps when we talk about Corey's services," she said.
Though the program is new to Laguna Beach, other schools have already successfully implemented it.
"We've been able to access the TPP program through Saddleback, but our kids don't want to go, our parents don't want to go that far," White said, adding bring the program to Laguna Beach High School allows local businesses to get involved.
Brown's responsibilities include working out partnerships with local businesses and larger companies, he said. For now in Laguna, there are few openings, but businesses have been receptive to working with the program. Students continue to fill out applications with the hope that openings will come available in the spring, when tourists return. Brown said he encourages students to continue to put themselves out into the job market. One student applied at 10 or 12 businesses before finding a position, he said.
"That's what I'm really trying to tell students," Brown said.
By working with the Department of Rehabilitation, students qualify for state money to pay for on-the-job training, he said, meaning companies can then hire them without additional costs. The TPP program also allows students access to resources for up to two years after graduation, allowing Brown to follow their progress and help as needed.
McKenzie Wensman, an 18-year-old senior at Laguna Beach High School, said Brown's teaching has helped her. Though she found a position at Laguna Drug on her own, she said she hopes better interview skills will land her a job in a clothing store. Working in retail will help her learn what it takes to one day run her own business or clothing line, she said. Next year, she plans to begin community college, and Brown will continue to be a resource for her.
Without the program, Wensman said she knows she would survive because she learns from her mistakes. But with the program, those mistakes can be avoided.
"I've finally learned how to do a resume," she said. "I'm really happy about that."
High school prepares disabled students for future
LAGUNA BEACH – Special education students in the Laguna Beach School District are now getting extra support to find jobs.
The district introduced this year the Transition Partnership Program, which so far has paired up 11 students with the Department of Rehabilitation as well as teaching them how to find jobs. The program works in addition to the district's Workability program, which begins identifying career interests of students with an individual education plan at age 16.
"It was pretty clear there was a missing piece," said Irene White, director of special education and student services.
The new program focuses on students' transition from high school to the workforce. Corey Brown, the district's new transition service coordinator, works with students individually or in small groups on skills like writing a resume and cover letter, finding job opportunities and how to prepare for an interview.
"The whole goal is to prepare kids for life after high school," White said.
White said district will begin working to renew the grant that funds it in January. In the future, White said she hopes the program reaches more kids in the district. Most students in special education qualify, she said, adding disabilities range from simple language and comprehension difficulties to more challenging conditions. Though 11 have been accepted into the partnership with the Department of Rehabilitation, Brown's job skills workshops can reach an entire class. So far, the program has been well received, White said.
"Everyone claps when we talk about Corey's services," she said.
Though the program is new to Laguna Beach, other schools have already successfully implemented it.
"We've been able to access the TPP program through Saddleback, but our kids don't want to go, our parents don't want to go that far," White said, adding bring the program to Laguna Beach High School allows local businesses to get involved.
Brown's responsibilities include working out partnerships with local businesses and larger companies, he said. For now in Laguna, there are few openings, but businesses have been receptive to working with the program. Students continue to fill out applications with the hope that openings will come available in the spring, when tourists return. Brown said he encourages students to continue to put themselves out into the job market. One student applied at 10 or 12 businesses before finding a position, he said.
"That's what I'm really trying to tell students," Brown said.
By working with the Department of Rehabilitation, students qualify for state money to pay for on-the-job training, he said, meaning companies can then hire them without additional costs. The TPP program also allows students access to resources for up to two years after graduation, allowing Brown to follow their progress and help as needed.
McKenzie Wensman, an 18-year-old senior at Laguna Beach High School, said Brown's teaching has helped her. Though she found a position at Laguna Drug on her own, she said she hopes better interview skills will land her a job in a clothing store. Working in retail will help her learn what it takes to one day run her own business or clothing line, she said. Next year, she plans to begin community college, and Brown will continue to be a resource for her.
Without the program, Wensman said she knows she would survive because she learns from her mistakes. But with the program, those mistakes can be avoided.
"I've finally learned how to do a resume," she said. "I'm really happy about that."
Remodeled Life Skills Rooms (WI)
http://www.wauwatosanow.com/news/79422077.html
Special ed students learning life skills
Remodeled classrooms give more hands-on role
By ISRAL DEBRUIN
Posted: Dec. 16, 2009 (0) Comments
Classrooms remodeled using federal stimulus money are helping special education students at both Wauwatosa high schools learn practical life skills that will help them live more independently.
The repurposed rooms, one at each high school, have been equipped with kitchen-style cabinets and a variety of home appliances to help cognitively disabled students learn to cook and clean. It was all paid for by $2,500 in stimulus funding and a $1,260 grant from the Education Foundation of Wauwatosa.
Parents of some of the students are already seeing their kids help out more at home with chores and cooking, said Deni Wessel, Wauwatosa West High School special education teacher.
"Some parents have said they're really seeing a gain in confidence in the students," she said.
The apartment classrooms were Wessel's idea, and she wrote the EFW grant that helped fund them.
Teaching through holiday projects
Wessel said her classes use the new equipment daily, practicing baking, washing dishes, dusting and vacuuming while focusing on kitchen safety and cleanup skills.
Recently, they've focused on projects related to the holidays. Last month, students prepared a Thanksgiving feast and lately they have been baking Christmas cookies.
Most of the projects are simple, and Wessel breaks them down into individual tasks.
For example, when the students made turtle pretzel cookies Dec. 11, one student was assigned to line up the pretzels on a baking sheet while another unwrapped Rolo candies and placed them in a bowl. Another student placed the candies on top of the pretzels and another placed the filled baking sheets into the oven and set a timer. When the cookies were done baking, yet another student placed a pecan on top of the melted candy.
By performing the same simple tasks over and over, students can master different skills, Wessel said. This same approach is also used when teaching students how to do things like wash dishes, make cinnamon toast or bake cinnamon rolls.
Opening up career paths
Wessel said her ultimate goal is for students to work toward independence by being able to cook and clean for themselves safely and effectively. So far, the growth toward that goal is "small, but it's what we're looking for," she said.
Once students have successfully completed some of the simpler projects, Wessel said she hopes to have them prepare a staff lunch or coffee social.
The students are learning functional life skills that will stay with them long after they leave Wauwatosa West, said Therese Kwiatkowski, district director for students services. In addition, the projects actively engage all of the students, helping them develop socially while teaching them time management and how to understand directions. These are abilities that could help open career pathways, Kwiatkowski said.
"It gives them some skills that they could possibly take beyond high school," she said.
Other students help, too
Though the new apartment classroom is home to Wessel's special education class, others in Wauwatosa West's student community are benefiting from it. Throughout the school day, regular education students spend class periods helping out in Wessel's class.
Junior Ashley Reed said she comes in once a day to lend a hand, earning class credit while gaining career experience.
"I want to be a special education teacher when I'm older," she said.
But for Reed, the experience is also deeply personal. One of the special education students is her 20-year-old sister, Amy. Coming in to Wessel's class allows her to spend more time with her big sister.
Amy said she's having fun cooking with her sister, and Ashley said she's already seeing Amy benefit from the new classroom. Since the beginning of the school year, Amy has started helping make her dinner at home.
"I think it's really good," she said. "Having everything right in the room is really easy."
This type of interaction between the special education and regular education students is what makes the apartment classroom special, Kwiatkowski said.
"Everybody brings something to the table," she said.
"I think we're lucky to be able to have something like this in our school buildings," she said.
AT A GLANCE
Wauwatosa received a total of $2.2 million in federal stimulus.
So far, $1.62 million of that has been spent on instructional materials to help special education students learn to read. In addition, $30,000 has been spent on staff training, $10,000 on consultants, $9,000 on assessment materials and $2,000 on software.
Another $70,000 is available for use this year and $456,000 is available for next year.
The $2.2 million is Wauwatosa's share of $366 million in federal stimulus funds allocated to Wisconsin schools for spending on special education and services for low-income students. It's all part of the $787 billion American Recovery and Reinvestment Act, of which Wisconsin has received about $7.7 billion so far.
Special ed students learning life skills
Remodeled classrooms give more hands-on role
By ISRAL DEBRUIN
Posted: Dec. 16, 2009 (0) Comments
Classrooms remodeled using federal stimulus money are helping special education students at both Wauwatosa high schools learn practical life skills that will help them live more independently.
The repurposed rooms, one at each high school, have been equipped with kitchen-style cabinets and a variety of home appliances to help cognitively disabled students learn to cook and clean. It was all paid for by $2,500 in stimulus funding and a $1,260 grant from the Education Foundation of Wauwatosa.
Parents of some of the students are already seeing their kids help out more at home with chores and cooking, said Deni Wessel, Wauwatosa West High School special education teacher.
"Some parents have said they're really seeing a gain in confidence in the students," she said.
The apartment classrooms were Wessel's idea, and she wrote the EFW grant that helped fund them.
Teaching through holiday projects
Wessel said her classes use the new equipment daily, practicing baking, washing dishes, dusting and vacuuming while focusing on kitchen safety and cleanup skills.
Recently, they've focused on projects related to the holidays. Last month, students prepared a Thanksgiving feast and lately they have been baking Christmas cookies.
Most of the projects are simple, and Wessel breaks them down into individual tasks.
For example, when the students made turtle pretzel cookies Dec. 11, one student was assigned to line up the pretzels on a baking sheet while another unwrapped Rolo candies and placed them in a bowl. Another student placed the candies on top of the pretzels and another placed the filled baking sheets into the oven and set a timer. When the cookies were done baking, yet another student placed a pecan on top of the melted candy.
By performing the same simple tasks over and over, students can master different skills, Wessel said. This same approach is also used when teaching students how to do things like wash dishes, make cinnamon toast or bake cinnamon rolls.
Opening up career paths
Wessel said her ultimate goal is for students to work toward independence by being able to cook and clean for themselves safely and effectively. So far, the growth toward that goal is "small, but it's what we're looking for," she said.
Once students have successfully completed some of the simpler projects, Wessel said she hopes to have them prepare a staff lunch or coffee social.
The students are learning functional life skills that will stay with them long after they leave Wauwatosa West, said Therese Kwiatkowski, district director for students services. In addition, the projects actively engage all of the students, helping them develop socially while teaching them time management and how to understand directions. These are abilities that could help open career pathways, Kwiatkowski said.
"It gives them some skills that they could possibly take beyond high school," she said.
Other students help, too
Though the new apartment classroom is home to Wessel's special education class, others in Wauwatosa West's student community are benefiting from it. Throughout the school day, regular education students spend class periods helping out in Wessel's class.
Junior Ashley Reed said she comes in once a day to lend a hand, earning class credit while gaining career experience.
"I want to be a special education teacher when I'm older," she said.
But for Reed, the experience is also deeply personal. One of the special education students is her 20-year-old sister, Amy. Coming in to Wessel's class allows her to spend more time with her big sister.
Amy said she's having fun cooking with her sister, and Ashley said she's already seeing Amy benefit from the new classroom. Since the beginning of the school year, Amy has started helping make her dinner at home.
"I think it's really good," she said. "Having everything right in the room is really easy."
This type of interaction between the special education and regular education students is what makes the apartment classroom special, Kwiatkowski said.
"Everybody brings something to the table," she said.
"I think we're lucky to be able to have something like this in our school buildings," she said.
AT A GLANCE
Wauwatosa received a total of $2.2 million in federal stimulus.
So far, $1.62 million of that has been spent on instructional materials to help special education students learn to read. In addition, $30,000 has been spent on staff training, $10,000 on consultants, $9,000 on assessment materials and $2,000 on software.
Another $70,000 is available for use this year and $456,000 is available for next year.
The $2.2 million is Wauwatosa's share of $366 million in federal stimulus funds allocated to Wisconsin schools for spending on special education and services for low-income students. It's all part of the $787 billion American Recovery and Reinvestment Act, of which Wisconsin has received about $7.7 billion so far.
School Bakery
http://www.post-gazette.com/pg/09358/1023117-55.stm
Mt. Lebanon catering class makes special deliveries
Thursday, December 24, 2009
By Jonathan Barnes, Pittsburgh Post-Gazette
On the third floor of Mt. Lebanon High School, a small group of cooks are quietly churning out cookies, breads, coffee and tea for customers within the school district. The business, 341 Catering, is a class within a class that teaches special needs students baking, customer service and other skills needed to run a catering or other foods business.
If Santa wants take-out, he just might stop here.
Named after the room in which the class meets, the catering service provides goods daily. So, most weekday afternoons before the Mt. Lebanon school day is over, it's time to make the coffee. One student in the class handles the task: readying the two professional coffee makers for the morning brewing. Otherwise, the school's technology department, which orders it, will be missing its morning perk.
The center of the catering business's activity is the large walk-in-closet-sized corner room in the classroom. The small room has a kitchen with a stove and oven, a refrigerator, sink and a metal storage cabinet serving as a pantry.
Sometimes Matthew Krut, 16, is making the java, if not helping to make the cookies that the catering program bakes for various meetings and gatherings in the school district. Life Skills is a class in which students with autism, Down syndrome and other special needs learn skills for everyday life, including those that will help them get employment.
Earlier this week, students were baking holiday cookies.
The program started somewhat casually, sparked by a conversation earlier this year between teachers in the district's special education program. Speaking with his supervisor, Connie Lewis, Mt. Lebanon High School special education teacher Adam Vlcek stumbled upon the idea for teaching his Life Skills class students more about dealing with the wider world.
Ms. Lewis told Mr. Vlcek she bought a lot of baked goods for meetings she has with parents and faculty.
" 'Wouldn't it be great if you guys could make those baked goods that I normally would buy at the grocery store?' " Mr. Vlcek recalled his supervisor saying. "I thought if she would want this, maybe others in the school district would want it."
Mr. Vlcek spoke with several teachers about the idea and they said they would use the service if it were provided. He also spoke with district administrators and those in the human resources department about how they might support the program.
"I think people were surprised that [such a program] hadn't been done before," Mr. Vlcek said.
Knowing he had the backing the district, Mr. Vlcek wrote a proposal asking Mt. Lebanon Foundation for Education for help. The nonprofit group gave 341 Catering a startup grant to buy equipment including the coffee makers, pans and other utensils and baking supplies.
The idea behind the catering program is to teach an alternate set of skills to the students, Mr. Vlcek said. Because the Life Skills class stresses teaching social skills and vocational skills, catering is a perfect fit for the students, Mr. Vleck said.
"I like doing the coffee, prepping and cooking. I want to do this the rest of my life," Matthew Krut, 16, said. He added that his favorite recipe is for lemon cookies.
"We've got a lot of support from other [district] schools, but we only have one crew," Mr. Vlcek said. "We are within walking distance of an elementary and a middle school, and my goal is to deliver to them. From there, maybe we could have sales to the general public."
Setting up the catering program took some effort, though. After he got the grant from the foundation last summer, Mt. Lebanon's technology department worked with Mr. Vlcek to see what technology could add to the venture, said Chris Stengel, district director of technology.
The technology department set up an electronic order form for the catering service and installed a link enabling employees to easily order goods.
For $2 per day, Mr. Stengel gets a small carafe of coffee delivered to his department.
"It's always on time and hot," Mr. Stengel said. "Students deliver with a smile and pick up the empties every day at 2:30 p.m.."
Occasionally the technology office will be locked when the staff is out. Those situations serve as part of the lesson involved in the catering work, Mr. Stengel said.
"Adam wanted to make sure the kids learned how to react when something unexpected happens. So we set up an alternate location - the AV office - where the coffee can be delivered when we're not in the office," he said.
Since September, 341 Catering has filled dozens of orders and generated more than $600 in revenues. The largest order filled by the group was 20 dozen cookies baked for the district's fall sports banquet.
The new program has taught students how to process orders online and print the order forms.
Students are not paid and revenues are being put back into the program. Mr. Vlcek said he would like the business to be successful enough to give some financial support to start similar programs in other district schools.
Earlier this year, the U.S. Department of Labor released a report detailing rates of unemployment among people with disabilities, citing that only 21 percent of the available working disabled population is employed, compared with the 65 percent of nondisabled workers, Mr. Vlcek said.
Many studies indicate the majority of people with disabilities are willing to work, but they lack the skills to get jobs, he said.
"First and foremost, we're trying to get the kids better trained," Mr. Vlcek said. "I do expect the kids to become more social, to become more independent and to learn how to follow directions."
In the near future, the class is hoping to expand its service to other organizational meetings, such as PTA meetings and student clubs, as well as begin taking orders from Washington Elementary and Mellon Middle schools, which are a short walk from the high school.
Mt. Lebanon catering class makes special deliveries
Thursday, December 24, 2009
By Jonathan Barnes, Pittsburgh Post-Gazette
On the third floor of Mt. Lebanon High School, a small group of cooks are quietly churning out cookies, breads, coffee and tea for customers within the school district. The business, 341 Catering, is a class within a class that teaches special needs students baking, customer service and other skills needed to run a catering or other foods business.
If Santa wants take-out, he just might stop here.
Named after the room in which the class meets, the catering service provides goods daily. So, most weekday afternoons before the Mt. Lebanon school day is over, it's time to make the coffee. One student in the class handles the task: readying the two professional coffee makers for the morning brewing. Otherwise, the school's technology department, which orders it, will be missing its morning perk.
The center of the catering business's activity is the large walk-in-closet-sized corner room in the classroom. The small room has a kitchen with a stove and oven, a refrigerator, sink and a metal storage cabinet serving as a pantry.
Sometimes Matthew Krut, 16, is making the java, if not helping to make the cookies that the catering program bakes for various meetings and gatherings in the school district. Life Skills is a class in which students with autism, Down syndrome and other special needs learn skills for everyday life, including those that will help them get employment.
Earlier this week, students were baking holiday cookies.
The program started somewhat casually, sparked by a conversation earlier this year between teachers in the district's special education program. Speaking with his supervisor, Connie Lewis, Mt. Lebanon High School special education teacher Adam Vlcek stumbled upon the idea for teaching his Life Skills class students more about dealing with the wider world.
Ms. Lewis told Mr. Vlcek she bought a lot of baked goods for meetings she has with parents and faculty.
" 'Wouldn't it be great if you guys could make those baked goods that I normally would buy at the grocery store?' " Mr. Vlcek recalled his supervisor saying. "I thought if she would want this, maybe others in the school district would want it."
Mr. Vlcek spoke with several teachers about the idea and they said they would use the service if it were provided. He also spoke with district administrators and those in the human resources department about how they might support the program.
"I think people were surprised that [such a program] hadn't been done before," Mr. Vlcek said.
Knowing he had the backing the district, Mr. Vlcek wrote a proposal asking Mt. Lebanon Foundation for Education for help. The nonprofit group gave 341 Catering a startup grant to buy equipment including the coffee makers, pans and other utensils and baking supplies.
The idea behind the catering program is to teach an alternate set of skills to the students, Mr. Vlcek said. Because the Life Skills class stresses teaching social skills and vocational skills, catering is a perfect fit for the students, Mr. Vleck said.
"I like doing the coffee, prepping and cooking. I want to do this the rest of my life," Matthew Krut, 16, said. He added that his favorite recipe is for lemon cookies.
"We've got a lot of support from other [district] schools, but we only have one crew," Mr. Vlcek said. "We are within walking distance of an elementary and a middle school, and my goal is to deliver to them. From there, maybe we could have sales to the general public."
Setting up the catering program took some effort, though. After he got the grant from the foundation last summer, Mt. Lebanon's technology department worked with Mr. Vlcek to see what technology could add to the venture, said Chris Stengel, district director of technology.
The technology department set up an electronic order form for the catering service and installed a link enabling employees to easily order goods.
For $2 per day, Mr. Stengel gets a small carafe of coffee delivered to his department.
"It's always on time and hot," Mr. Stengel said. "Students deliver with a smile and pick up the empties every day at 2:30 p.m.."
Occasionally the technology office will be locked when the staff is out. Those situations serve as part of the lesson involved in the catering work, Mr. Stengel said.
"Adam wanted to make sure the kids learned how to react when something unexpected happens. So we set up an alternate location - the AV office - where the coffee can be delivered when we're not in the office," he said.
Since September, 341 Catering has filled dozens of orders and generated more than $600 in revenues. The largest order filled by the group was 20 dozen cookies baked for the district's fall sports banquet.
The new program has taught students how to process orders online and print the order forms.
Students are not paid and revenues are being put back into the program. Mr. Vlcek said he would like the business to be successful enough to give some financial support to start similar programs in other district schools.
Earlier this year, the U.S. Department of Labor released a report detailing rates of unemployment among people with disabilities, citing that only 21 percent of the available working disabled population is employed, compared with the 65 percent of nondisabled workers, Mr. Vlcek said.
Many studies indicate the majority of people with disabilities are willing to work, but they lack the skills to get jobs, he said.
"First and foremost, we're trying to get the kids better trained," Mr. Vlcek said. "I do expect the kids to become more social, to become more independent and to learn how to follow directions."
In the near future, the class is hoping to expand its service to other organizational meetings, such as PTA meetings and student clubs, as well as begin taking orders from Washington Elementary and Mellon Middle schools, which are a short walk from the high school.
Teaching Cooking
http://latimesblogs.latimes.com/dailydish/2010/01/teaching-cooking-and-much-more-to-kids-with-special-needs.html
Teaching cooking and much more to kids with special needs
A boy who took classes at a recreational program for children with special needs was – like most children – a major pizza fan. His mother wanted to find a cooking class for him.
Thus was born a partnership between Piccolo Chef, which offers cooking classes for kids, and Leaps...n...Boundz, a recreational program for children with special needs.
“Not only have the children slowly become tolerant of the loudest of kitchen appliances, but because they’re involved with the food from start to finish, they’ve touched, tasted and, in some cases, added new foods to their limited repertoire,” said Joclynn Benjamin, one of the Founders of Leaps...n...Boundz.
The first classes were successful enough that a second session has been scheduled, beginning Wednesday.
Leaps...n...Boundz had started a dinner club, Benjamin said. The participants bought and prepared food and then sat down for a meal. But it was held in a gym -- and at Piccolo, the students can work in a professional kitchen, she said.
In the first set of classes at Piccolo, younger children learned about foods by color. Older children made California favorites, including sushi and fish tacos, Benjamin said.
“It’s very sensory for the kids. Some of them like it. And some of the kids do not like it, because the different textures are unnerving. Some kids don’t want to mush the dough with their hands; they’d rather use the rolling pin,” Benjamin said.
The classes aim to teach nutrition and healthful eating as well as self-confidence, cooperation and other skills; the children come with a range of abilities, Benjamin said.
“We realized that cooking and time in the kitchen was another activity that some of their kids might enjoy as part of social skills and life skills classes,” said Lilian Palmieri, who founded Piccolo with Tina Fanelli Moraccini.
The next set of five-week classes begins Wednesday; tuition runs $225 to $450 and includes social skills lessons. For information, contact Leaps...n...Boundz.
The course for younger children will include such items as strawberry oatmeal scones, pizza and quiche. For older children, the foods will be “Classic Comfort Foods -- Revamped,” including pot pies and meatloaf.
Piccolo Chef is located in Culver City at the Westside Children’s Center, which provides foster care and reunification services to children who experience child abuse or neglect.
Teaching cooking and much more to kids with special needs
A boy who took classes at a recreational program for children with special needs was – like most children – a major pizza fan. His mother wanted to find a cooking class for him.
Thus was born a partnership between Piccolo Chef, which offers cooking classes for kids, and Leaps...n...Boundz, a recreational program for children with special needs.
“Not only have the children slowly become tolerant of the loudest of kitchen appliances, but because they’re involved with the food from start to finish, they’ve touched, tasted and, in some cases, added new foods to their limited repertoire,” said Joclynn Benjamin, one of the Founders of Leaps...n...Boundz.
The first classes were successful enough that a second session has been scheduled, beginning Wednesday.
Leaps...n...Boundz had started a dinner club, Benjamin said. The participants bought and prepared food and then sat down for a meal. But it was held in a gym -- and at Piccolo, the students can work in a professional kitchen, she said.
In the first set of classes at Piccolo, younger children learned about foods by color. Older children made California favorites, including sushi and fish tacos, Benjamin said.
“It’s very sensory for the kids. Some of them like it. And some of the kids do not like it, because the different textures are unnerving. Some kids don’t want to mush the dough with their hands; they’d rather use the rolling pin,” Benjamin said.
The classes aim to teach nutrition and healthful eating as well as self-confidence, cooperation and other skills; the children come with a range of abilities, Benjamin said.
“We realized that cooking and time in the kitchen was another activity that some of their kids might enjoy as part of social skills and life skills classes,” said Lilian Palmieri, who founded Piccolo with Tina Fanelli Moraccini.
The next set of five-week classes begins Wednesday; tuition runs $225 to $450 and includes social skills lessons. For information, contact Leaps...n...Boundz.
The course for younger children will include such items as strawberry oatmeal scones, pizza and quiche. For older children, the foods will be “Classic Comfort Foods -- Revamped,” including pot pies and meatloaf.
Piccolo Chef is located in Culver City at the Westside Children’s Center, which provides foster care and reunification services to children who experience child abuse or neglect.
Program helps students after graduation
http://www.sequimgazette.com/news/article.exm/2010-01-11_sequim_works_for_better_hs_transitions_
A new post-graduation transitions program for Sequim High School students could put them one step ahead at graduation.
The high school’s special education program, Seattle University’s Center for Change and educators in Belleview, Othello and Spokane are working together on the Transition Systemic Framework Pilot Project to brainstorm ways to better help students with learning disabilities stay on their career paths after graduation.
“Our push is to prevent them from graduating and spending time on their parents’ couches,” said Wendy Turner, transitions specialist for Sequim.
The project serves 90 Sequim students with individualized education plans, IEPs. Students ages 16-21 have IEPs if they have an ailment or condition that makes it difficult for them to learn at full capacity. These might be learning disabilities, behavioral and/or health issues.
“Transitions drive all secondary IEPs. It’s more than a career path, it’s a life path,” said Shelley Langston, special services director.
Planning for the future
The group met in November for an online audio slideshow of new ideas and techniques for post-graduation transitions. Turner said they will meet again in February.
Between now and the end of the school year, Turner and others will gather data for the Center for Change to compile and present for other schools to use in their transitions programs.
They will contact all 2008 leavers or graduates with IEPs to see if they are on track with their career goals.
“Last year all our data that we received said that graduated kids were on their post-school plans,” said Langston.
Partnering with Center for Change allows Sequim teachers to receive the newest and most pertinent information on transitions.
“We are happily putting our transitions out there for future schools to use us as an example,” Langston said.
Why Sequim?
Turner said Sequim was chosen for the pilot project because of past successful transitions.
“There’s been more of a push for kids to have a transition plan,” she said.
“The hardest part is implementing these plans.”
Students are given the choice of what they want to do after graduation but sometimes the goals are lofty, so counselors encourage them to choose realistically.
Karen Huber, special education math teacher, said the pilot program will help her and others identify needs that aren’t being met and help provide for those needs.
“What we’re learning right now is what we need to improve,” Turner said.
“This will help us become more educated on what the state is pushing for transitions.”
A new post-graduation transitions program for Sequim High School students could put them one step ahead at graduation.
The high school’s special education program, Seattle University’s Center for Change and educators in Belleview, Othello and Spokane are working together on the Transition Systemic Framework Pilot Project to brainstorm ways to better help students with learning disabilities stay on their career paths after graduation.
“Our push is to prevent them from graduating and spending time on their parents’ couches,” said Wendy Turner, transitions specialist for Sequim.
The project serves 90 Sequim students with individualized education plans, IEPs. Students ages 16-21 have IEPs if they have an ailment or condition that makes it difficult for them to learn at full capacity. These might be learning disabilities, behavioral and/or health issues.
“Transitions drive all secondary IEPs. It’s more than a career path, it’s a life path,” said Shelley Langston, special services director.
Planning for the future
The group met in November for an online audio slideshow of new ideas and techniques for post-graduation transitions. Turner said they will meet again in February.
Between now and the end of the school year, Turner and others will gather data for the Center for Change to compile and present for other schools to use in their transitions programs.
They will contact all 2008 leavers or graduates with IEPs to see if they are on track with their career goals.
“Last year all our data that we received said that graduated kids were on their post-school plans,” said Langston.
Partnering with Center for Change allows Sequim teachers to receive the newest and most pertinent information on transitions.
“We are happily putting our transitions out there for future schools to use us as an example,” Langston said.
Why Sequim?
Turner said Sequim was chosen for the pilot project because of past successful transitions.
“There’s been more of a push for kids to have a transition plan,” she said.
“The hardest part is implementing these plans.”
Students are given the choice of what they want to do after graduation but sometimes the goals are lofty, so counselors encourage them to choose realistically.
Karen Huber, special education math teacher, said the pilot program will help her and others identify needs that aren’t being met and help provide for those needs.
“What we’re learning right now is what we need to improve,” Turner said.
“This will help us become more educated on what the state is pushing for transitions.”
Subscribe to:
Posts (Atom)
