Students will be following an alternate schedule during the week before winter break. That schedule is as follows:
Monday, December 15 - Regular Schedule
Tuesday, December 16 - Regular Schedule
Wednesday, December 17 - 1:30 Dismissal
Thursday, December 18 - 1:30 Dismissal
Friday, December 19 - 11:00 Dismissal
If you haven't done so already, please read through the Transition Program Handbook with your student. When completed please sign and return the last page. If you did not receive a handbook contact your student's case manager to request a copy.
Student Late Arrival Days
Students will begin school at 8:55 on Wednesday mornings. Student late arrival days will occur each
Wednesday with the following exceptions:
Wednesday, August 20
Wednesday, December 17
Wednesday, May 13
Wednesday, May 20
Students should arrive at the normal time on these days
*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.