TRAINING

Training Connection is an
educational insert designed

Connection
for supervisors in the job
placement field to train their
employees in the area of
job development.

High School Transition Best Practices

By Beth Anderson and Amy Zlensky

reating a successful specialists to get involved in

C transition for stu-

dents with disabili-
ties in the Stoughton Area
“It is important for job developers, the community and work
job coaches, and transition
specialists to get involved in the
with families to strengthen
the connections that they
School District (in have! Working with the
Wisconsin) begins with community and work with families Chamber of Commerce and
planning in the early years to strengthen the connections that other local social and civic
of high school. they have! Working with the organizations is a great way
From their freshman to meet people and create
though senior years, stu-
Chamber of Commerce and other opportunities. For example,
dents with disabilities par- local social and civic organiza- partnering with local artists
ticipate in high school tions is a great way to meet in the Stoughton area has
classes for credit with their people and create opportunities.” led to mentorships and
same-age peers. This is an opportunities for students to
ideal time for students with sell their artwork in gal-
disabilities to actively participate in their school leries alongside other artists. Matching the
community, build peer relationships, and deter- strengths and interest of our students and creating
mine the strengths, interests, and skills needed for relationships with business owners and employers
their future success. helps build a bridge for natural supports.
After students have completed graduation
requirements, those with significant disabilities or  Professional networking leads to positive
those needing additional training join the OUT team results: The Stoughton Area School District has
for community-based instruction. The OUT team had many positive outcomes as the result of
focuses on job experiences, community involve- professional networking! We have become mem-
ment, and daily living skills in real-life settings. bers of local and county professional
organizations that allow us to share information
Successful Tips for Transition with colleagues in related fields, share current
The goal of the OUT team is to set up a full trends in our community, plan transitions of
schedule that reflects what students’ lives will upcoming students and discover opportunities
look like when they no longer receive educational available from other support agencies. In
services at the age of 21. Students participate in a Stoughton, we are active participants in Creative
variety of community experiences in order to cre- Community Access, a visionary
ate a personalized schedule based on their indi- group of community members promoting
vidual interests and skills. “possibilities for all abilities.” CCA includes:
We have found the following recommendations • Parent advocates;
to hold true as we develop schedules and create • Adult agency representatives;
smooth transitions into the realm of adult services: • Stoughton Parks and Recreation Department;
• Schools;
 Community networking is vital: It is impor- • Adults with disabilities; and
tant for job developers, job coaches, and transition • Time Bank members.

March 2011 JTPR Training Connection 1

TRAINING
Connection
Additional professional networking
opportunities include:
• Employ Alliance;
• Dane County Transition Coalition; and
• Transition conferences and workshops.
We have also participated in grants with the
county, which has enabled us to form business
relationships with the Chamber of Commerce. It
has also held us accountable for achieving goals
that can easily be forgotten in this busy profes-
sion. The doors continue to open for us!
 Professionals need to use
research-based methods in
order for students to succeed:
Preparing students for indepen-
dent living, college, and work
begins with real-life experi-
ences. Becoming a successful
adult takes time and planning –
and failure and success – as we
explore the best fit for students.
At each job site or vocational
assessment, data is collected
through the use of a detailed
task analysis that pinpoints Adam tests out a switch to work a
each student’s strengths and can-crushing device.
weaknesses. This data can also
help identify areas where technology and assistive
devices could be used to modify the work site for
student success. For example, iPod touch apps can
be used to set up auditory cues for students and
provide a daily visual schedule that keeps students
on task. Digital watches, visual timers, and com-
munication devices are also some of our favorite
tools that promote independence.
 It’s worth the time and effort to develop a
strong transition team: The members of our transi-
tion team are valued! Teachers and educational
assistants encourage each other to be optimistic,
consistent, and innovative thinkers. We involve our
educational assistants and job coaches in decisions
related to students. This includes participation in IEP
and PATH planning meetings, workshops, and brain-
storming sessions for students. Communication is an
important part of our success. Daily start-up meetings,
2 JTPR Training Connection
check-ins throughout the day, and ongoing com-
munication logs assist us in building a strong,
dependable team.
 Job development is paramount: Helping
students with disabilities to gain paid employ-
ment are one of our top priorities when it comes
to transition. As job developers, it is beneficial to
have an established relationship or connection to
the business prior to approaching the subject of
supported employment. Through our personal
and professional networks, we have been able to
tour local companies and
develop jobs for students that
match their skills and interests.
During a tour or meeting with
an employer, we generally
look for tasks for students to
complete that are currently
unmet within the business.
Recently, we have also
assumed the role of helping
businesses in developing spe-
cial services that they could
offer to their customers. For
instance, what if a local auto
mechanic had someone who
could vacuum out the cars
after they were repaired?
Providing a service such as this could give a
competitive edge to the business and create a
meaningful, respected position for the student
within the company.
Summary
As educators, we are fortunate to be able to
guide our students toward success in many
aspects of their lives. Through the relationships
formed with school staff, families, community
members, and business leaders, we have been
able to establish credible and reliable transition
services for students with disabilities. „
Amy Zlensky, Ms.E., and Beth Anderson are co-teachers in
transition at Stoughton High School in the Stoughton (WI)
School District. They have over 20 years of combined expe-
rience working and teaching people with disabilities. In
2009, Beth presented at the National TASH Conference and
at the APSE National Conference in Milwaukee.
March 2011