Welcome to the 2015-2016 school year. The Transition Center will be back in session beginning Friday, August 14th.
As always we will follow the York High School calendar. School will begin at 7:40 AM and end at 3:06 PM. If you are utilizing a means of transportation other than the Cottage Hill Bus please plan accordingly. If you are taking the Cottage Hill Bus you should be contacted by the bus company with pick-up and drop-off times.
Student Late Arrival Days
Students will begin school at 8:55 two Wednesday mornings per month. Student late arrival days will occur each
on the following dates for the 2015-2016 school year.
Wednesday, August 26th
Wednesday, September 2nd & 16th
Wednesday, December 17
Wednesday, October 7th, 14th & 21st
Wednesday, November 4th & 18th
Wednesday, December 2nd
Wednesday, January 6th & 20th
Wednesday, February 3th & 17th
Wednesday, March 2nd & 16th
Wednesday April, 6th & 20th
Wednesday, May 4th
*The transition center staff utilizes this time for professional development meetings. If you are using a means of transportation other than the Cottage Hill bus please be aware that doors will not be opened until 8:50 on these days.
WHAT IS TRANSITION?
The passage of the Individuals with Disabilities Act (IDEA) in 1990 and the subsequent reauthorization in 1997 mandate school districts to provide transition services for students with disabilities in order to improve post-school outcomes for these youth. To help meet the requirements for transition, District 205 has developed a community-based transition program. This program is called the 18-21 program because of the age-range of students involved, and is designated to support students with disabilities who may have met the requirements for graduation, but who may need to continue to work on their transition goals. IDEA defines transition services as
A coordinated set of activities for a student, designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities shall be based upon the individual student's needs taking into account the student's preference and interests, and shall include instruction, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
Providing transition services and supports in community settings to students ages 18-21 with intellectual disabilities allows students to expand their independence, self-advocacy, employment, and social and community integration during their final years of mandated public schooling.