61. Doing Your Homework - Making The Transition To Work & Future Education By Sue He Making the Transition from School to Work Future Education by Sue Heath, Research Editor. Print this page I want my son to be prepared to enter the http://www.wrightslaw.com/heath/transition.work.htm

web www.Wrightslaw.com Wrightslaw l No Child Left Behind l IDEA 2004 l Fetaweb l Yellow Pages for Kids l Harbor House Law Press Home Doing Your Homework Transition from School to Work by Sue Whitney Heath The Special Ed Advocate It's Unique ... and Free! E nter your email address below: 2008 Training Programs Aug. 1-2: Austin, TX FREE Programs! Full Schedule ATTN! VA Parents Proposed Changes to Regulations Be a Hero ... ... to a Hero Learn more Wrightslaw Home Topics from A-Z Free Newsletter Consultations ... Bulk Discounts Advocacy Library Articles Doing Your Homework Ask the Advocate FAQs ... Tips Law Library Articles Caselaw IDEA 2004 No Child Left Behind ... Section 504 Topics Advocacy ADD/ADHD Autism Spectrum College/Continuing Ed ... Best School Websites Doing Your Homework: by Sue Whitney Heath, Research Editor Print this page "I want my son to be prepared to enter the workforce when he leaves school. How can we we combine No Child Left Behind with vocational goals?" Parents need to start thinking about the transition to adulthood when their children are toddlers. Schools are not required to address this issue or develop a transition plan until the child is 16. IDEA 2004 states that a transition plan may be developed earlier than age 16.

62. Untitled Document Delaware. Business, Industry, Education (BIE). Alliance. Director Christine Sullivan. Building bridges . between educators, their students, employers, http://www.bie.k12.de.us/

Delaware Business, Industry, Education (BIE) Alliance Director: Christine Sullivan Building bridges - between educators, their students, employers, and the communities that they serve.

63. Untitled Your Future. http://www.yourfuture.com/

64. School To Work Training Fields The page is unavailable. http://www.rwm.org/rwm/tf_mas.html

65. Transition From School To Work Quicker As Education Increases, MLR: The Editor's For additional information, see The transition from school to work education and work experiences, by Julie A. Yates, Monthly Labor Review, February 2005 http://www.bls.gov/opub/ted/2005/feb/wk4/art03.htm

Accessibility Information Originally Published March 02, 2005 Transition from school to work quicker as education increases Factory productivity growth in 2004 Frequency and nature of worker training Transition from school to work quicker as education increases Japan had largest manufacturing productivity increase in 2003 New seasonally adjusted mass layoffs statistics Between 1978 and 2002, it took approximately 5 years after leaving school for the first time before the average worker started a job that lasted 3 years. The length of the transition varied by level of educational attainment. Data from the National Longitudinal Survey of Youth 1979 (NLS79) show that the median high school dropout took nearly 11 years before starting a job that would last 3 years. In comparison, the median high school graduate took 6 years to start a job that would last 3 years. Those with a college degree settled into stable employment much more quickly; within a year and a half they started a job that would last 3 years. In other words, the median high school dropout started a job that would last 3 years at age 29; the median high school graduate, at age 24; and the median college graduate, age 26.

66. State: Programs Would Smooth Path From School To Work Politics. Programs would smooth path from school to work. By SHANNON COLAVECCHIOVAN SICKLER Published April 2, 2007 http://www.sptimes.com/2007/04/02/State/Programs_would_smooth.shtml

We are experiencing technical difficulties. Go to our Breaking News blog for the latest news. Home News Politics Sports Entertainment Money Life Blogs Weather Traffic Shopping/Classifieds Jobs Real Estate Cars Site Map Top News Breaking News Hernando ... RVs, Motor Homes, Campers //SYNTAX: tabdropdown.init("menu_id", [integer OR "auto"]) tabdropdown.init("MainNav", "auto") Search Site Archives - Free since 1987 Web State Programs would smooth path from school to work Lottery results Seffner man dies after being shot Crist says he supports degree requirement for pre-k teachers Special report 10 years of reckoning Hank Earl Carr took four victims on May 19, 1998, three of them law enforcement officers. And in his wake, he left the wounded. More special reports Video report Paycheck to paycheck More video reports Multimedia report Owning vs. renting The end of the real estate boom has led to a community mix that some owner-occupants say they didn't bargain for. See detailed, clickable maps with data for your neighborhood. More multimedia reports Print Email story Comment Email editor News State Fill out this form to email this article to a friend Your name Your email Friend's name Friend's email Your message Politics Programs would smooth path from school to work By SHANNON COLAVECCHIO-VAN SICKLER Published April 2, 2007

67. Tucker Plan Includes Cradle Control Marc Tucker’s “new and improved” School to Work opus, Tough Choices or Tough Times, besides treating our children as mere widgets or “human capital” to be http://www.crossroad.to/articles2/007/edwatch/1-24-Tucker-cradle.htm

Tucker Plan Includes Cradle Control By Karen R. Effrem , MD, EdWatch Board of Directors, An e-letter produced by EdWatch , a nonprofit organization. See Index and Career Pathways January 24, 2007 Marc Tucker’s “new and improved” School to Work opus, Tough Choices or Tough Times, besides treating our children as mere widgets or “human capital” to be used as government and industry see fit, also seeks to begin wresting control from parents about what our children think and believe as early as possible, even before kindergarten. A key step of his plan is to: “Provide high-quality, universal early childhood education.” As discussed in Professor Allen Quist’s recent article Marc Tucker’s New Education Initiative the Tucker plan seeks to educate and train America’s children according to “internationally benchmarked standards.” “Internationally benchmarked standards are “content” standards. This includes compliance with the United Nations’ (UNESCO) 1990 international education agreement Education for All (EFA ) that set the framework for UN international content standards As also pointed out by Professor Quist in his article Why Re-Authorize No Child Left Behind , the philosophies of both EFA and Tucker’s first plan form the foundation of major federal education legislation Goals 2000, Improving America’s Schools, and No Child Left Behind (NCLB) Acts

68. School To Work Technical Assistance Center This site requires cookies to be turned on. Please check your settings and click here to try again. http://www.stw-tac.k12.ia.us/

This site requires cookies to be turned on. Please check your settings and click here to try again.

69. Transition From School To Work: Facilitating Employment Using Back to Techlink Library, Transition from School to Work Facilitating Employment Using Assistive Technology and Supports. Graduation from high school is a http://www.vcu.edu/rrtcweb/techlink/iandr/links/art/trans.html

Assistive Technology and Supports Transition from School to Work: Facilitating Employment Using Assistive Technology and Supports Katherine J. Inge, Ph.D., O.T.R. Wendy Strobel, BA Rehabilitation Research and Training Center on Supported Employment Virginia Commonwealth University Jayne Shepherd, M.S., O.T.R. School of Allied Health, Department of Occupational Therapy Virginia Commonwealth University Abstract Transition from School to Work: Facilitating Employment Using Assistive Technology and Supports Community-Based Vocational Training and Paid Work Experiences Assitive Technology Instruction in the Workplace Method participants procedures paid employment technology support coworker support discussion References Back to Techlink Library Transition from School to Work: Facilitating Employment Using Assistive Technology and Supports Graduation from high school is a "right of passage" for most students. Some leave home for college and dream of future careers; while others leave to begin new jobs and start families. For most, it is an exciting time of transitioning from school to adulthood and independence. Obviously, employment is only one transition area in which secondary-aged students with disabilities must receive coordinated planning and training. However, this article will focus on how to facilitate employment using assistive technology and other workplace supports. Table1 highlights possible supports that a student with a significant disability may need to meet vocational goals.

70. Center For The Study Of Autism Making the Transition from the World of School into the World of Work. Temple Grandin, Ph.D. Assistant Professor Colorado State University http://www.autism.org/temple/transition.html

Please visit our new web site www.autism.com Please visit our new web site www.autism.com Making the Transition from the World of School into the World of Work Temple Grandin, Ph.D. Assistant Professor Colorado State University Fort Collins, Colorado, 80523, U.S.A. During my travels to many autism conferences I have observed many sad cases of people with autism who have successfully completed high school or college but have been unable to make the transition into the world of work. Some have become perpetual students because they thrive on the intellectual stimulation of college. For many able people with autism college years were their happiest (Szatmari et al., 1989). I would like to stress the importance of a gradual transition from an educational setting into a career. I made the transition gradually. My present career of designing livestock facilities is based on an old childhood fixation. I used that fixation to motivate me to become an expert on cattle handling. Equipment I have designed is in all the major meat plants. I have also stimulated the meat industry to recognize the importance of humane treatment of livestock. While I was in college I started visiting local feedlots and meat packing plants. This enabled me to learn about the industry. Many successful people with autism have turned an old fixation into the basis of a career. I was lucky to find Tom Rohrer, the manager of the local Swift Meat Packing plant, and Ted Gilbert, the Manager of the Red River Feedlot (John Wayne's feedlot). They allowed me to visit their operations every week. They recognized my talents and tolerated my eccentricities. These people served as important mentors. Educators who work with autistic students need to find these people in the business community. I finished up at Arizona State University with a Master's Thesis on cattle handling and chute design. At the same time I did some freelance writing for the Arizona Farmer Ranchman Magazine. This enabled me to further learn about the livestock industry and develop expertise.

71. Greater Yakima Chamber Of Commerce Also sponsored in part by The Schoolto-Careers Consortium of Central Washington as well as Yakima Valley Tech Prep. For more information about how to http://www.businesseducation.org/

History Programs Products Tech Prep ... Parents Latest News JOB POSTING Clerical/Light Housekeeping position available immediately. The position is 3-4 hours daily, Monday-Friday, after school. No exceptions. Student must be able to file correctly and do basic clerical tasks. Student will also be responsible for cleaning bathrooms, taking out the garbage, vacuuming, dusting and moping floors. If interested contact: Denise Gonzales RDA,CDA Bruce Kinney DDS Program Updates Check your messages regularly. You will receive questions and placements through your account. Evaluation Click here to complete a Student Evaluation Form i f you received a placement prior to April 1, 2008. If your placement was after April 1, 2008 please login and use the link in your account.

72. RADIUS Data Set No. 14 School To Work Transition Survey Of Deaf Youth, 1986-1992 The School to Work Transition Survey of Deaf Youth, 19861992 was administered by the Center for Assessment and Demographic Studies (CADS) at Gallaudet http://www.socio.com/srch/summary/radius/rad14.htm

Return to Home Page RADIUS Data Set No. 14 School to Work Transition Survey of Deaf Youth, 1986-1992 Thomas E. Allen, Brenda W. Rawlings, Arthur N. Schildroth, and Kay H. Lam The School to Work Transition Survey of Deaf Youth, 1986-1992 was administered by the Center for Assessment and Demographic Studies (CADS) at Gallaudet University, Washington, DC. The project examined factors in the transition of deaf youth from high school to the work place. The student sample was taken from the ongoing CADS Annual Survey of Deaf and Hard-of-Hearing Children and Youth . The student sample was limited to deaf students ages 16-22, with a hearing threshold greater than 70 dB in the better ear. The student sample was drawn from a national database containing demographic, audiological, and educational information, representing the majority of students in America with significant levels of hearing loss. Self-administered questionnaires were distributed in 1987 to deaf and hard-of-hearing students; parents of the students, and their high school counselors. The study also included three follow up Student and Parent surveys administered between 1988 and 1992, as well as results from the 1983 Stanford Achievement Test. The archived study includes 469 variables across 6,475 cases. RADIUS also includes 20 years of the CADS Annual Survey of Deaf and Hard-of-Hearing Children and Youth, 1975-1994

73. Helping Your Child Connect School To Work - California - GreatSchools.net Your middleschooler may not understand why learning algebra, science or how to write essays matters. You can help make those school-to-life connections. http://www.greatschools.net/cgi-bin/showarticle/1081

Welcome! Sign In My School List (0) AK AL AR AZ CA CO CT DC DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY Schools Community Articles Home Parent Community Countdown to College Library Article Tools Print This Article Email This Article Sign-up For Newsletters See full library of articles AD Helping Your Child Connect School to Work Your middle-schooler may not understand why learning algebra, science or how to write essays matters. You can help make those school-to-life connections. By Linda Strean, GreatSchools Staff Your son shrugs off a bad grade on his algebra test. Or your daughter balks at unplugging the iPod to finish her homework problems. The response you get goes More on GreatSchools.net How to Help Your Middle and High School Student With Math Why Is Algebra a Big Deal? Study Survival Skills for Middle School and Beyond something like this: "What's the point of algebra? I'm never gonna use it again." Even if your child doesn't get to this point, he might wonder what middle school has to do with a future career. Schools don't always do a good job of making that connection. But if you take time to talk to your child about career goals now, you can help him broaden his thinking, choose elective classes more carefully and shape his summer plans. Math and Real Life Let's start with this: What's the point of algebra if you're not headed toward a career in math?

74. DOC Human Resources Division School To Work Information DOC Human Resources Division School To Work Information. http://www.oregon.gov/DOC/HR/kid_welcome.shtml

Search: document.write('Find'); Text Size: A+ A- A Text Only Site ... DOC Human Resources Division Department Corrections Department Divisions Administration General Services Human Resources Operations ... Just For Kids School To Work Information Oregon Department of Corrections School to Work: Career Related Learning Programs Students Click Here School Career Counselors Click Here Information for Parents Parent Connection Click Here var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www."); document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E")); Page updated: February 23, 2007 Text Only State Directories Agencies A to Z Site Map ... Web Site Feedback Adobe Reader is required to view PDF files. Click the "Get Adobe Reader" image to get a free download of the reader from Adobe.

75. Bridges From School To Work The Marriott Foundation for People with Disabilities, through its Bridges. . .from school to work program, seeks to enhance employment opportunity for http://www.ed.uiuc.edu/sped/tri/bridgesSTW.htm

Bridges...From School to Work Washington, DC Contact: Mark R. Donovan Executive Director Marriott Foundation for People with Disabilities One Marriott Drive, Department 901.10 Washington, DC 20058 Phone: 301-380-8402 Fax: 301-380-8973 Email: mark.donovan@marriott.com Website: www.marriottfoundation.org Mission The Marriott Foundation for People with Disabilities, through its "Bridges. . .from school to work" program, seeks to enhance employment opportunity for youth with disabilities. Working collaboratively with all involved, Bridges endeavors to create a stepping stone to productive and fulfilling employment for youth exiting special education and a stepping stone to a rich and largely untapped applicant pool for employers. Grounded in the conviction that youth with disabilities can be employees with capabilities, the program ultimately strives to develop strong, mutually beneficial employer/employee relationships. Organization Organization Type: Parent Organization Geographical Area: Metropolitan Area Primary Setting: Competitive employment worksite, Program offices within the community

76. Untitled Document These skills are the core of an effective school to work program and When developing a school to work program for a student with a brain injury, http://www.biausa.org/publications/schooltowork.htm

School to Work: Moving from Adolescence to Adulthood TBI Challenge! (Vol.4, No. 1, 2000) By Marilyn Lash, MSW Introduction Every parent, high school teacher and guidance counselor knows the storms and challenges of adolescence. The choices that all teenagers face about life after high school are at the same time exciting and confusing. Is it college or work, living at home or moving out, dating or getting married? These are not easy choices and each carries responsibilities and consequences. This can be an especially difficult and confusing time for the adolescent with a brain injury since many expectations and hopes may need to be reexamined. This article discusses how the special education program can help prepare the student for this transition to adulthood, the barriers commonly encountered and strategies for work-training programs. For the student who wants to work after high school, acquiring specific job skills is essential. Finding a job after high school is just the first step, with the greater challenge being the development of a vocational career plan that provides income as well as opportunities in the future. Laws that Help Barriers Facing Adolescents with Brain Injury For many families who are still in the midst of the emotional trauma of brain injury, negotiating special education services can become an additional stress that often is confusing and frustrating. Many families are unaware of the requirement for transition planning and need to be educated by school staff or advocates about its importance.

77. Hedrick Smith Productions | Our PBS Documentaries | High Tech Jobs: School To Wo High Tech Jobs School to Work The People and the Power Game Our PBS Documentaries. High Tech Jobs School to Work http://www.hedricksmith.com/PBSDoc/highTechJobsSchoolToWork.shtml

Our PBS Documentaries Program Description Where Is the High Tech Workforce? - Two 15-minute segments for the PBS NewsHour showing how the community colleges and high schools in Austin, Texas teamed with the local electronics industry to fill a huge skills gap in the Silicon Hills electronics industrial area of Texas. Purchase Information Please click here to view Purchasing Information

78. UCP: Transfering Assistive Technology From School To Work One of the major problems encountered in transition from school to work for youth with disabilities is the issue of transferring assistive technology http://www.ucp.org/ucp_channeldoc.cfm/1/17/107/107-107/736

Skip Navigation Education Employment Housing ... Travel Employment UCP’s Employment Channel provides information on public policy, legislation and options for persons with disabilities seeking employment, as well as information for disability employers who are sensitive to people with disabilities and provide jobs for the disabled. Employment ADA Information Public Policy Issues For Employers For Job Seekers ... UCP HOME Support UCP: Make your donation! Shop UCP Learn About United Cerebral Palsy: About UCP Big Sky Project/Life Without Limits 2008 Conference 2008 Life Without Limits Gala ... Research Foundation Helpful Links: News RSS Feeds Speak Out Take Action ... Audio/Video Gallery May 29, 2008 UCP AffNet Entrance [password required] Go back to top Employment Employment Supports Transfering Assistive Technology from School To Work One of the major problems encountered in transition from school to work for youth with disabilities is the issue of transferring assistive technology devices (purchased by the school system) from the education agency to the work site, post-secondary school, or the agency providing work-related services such as the Vocational Rehabilitation agency. Barriers continue to be met despite extensive provisions in the Individuals with Disabilities Education Act (IDEA) that address requirements for youth with disabilities transitioning from school to work. Some of these barriers include:

79. Great Source - School To Work This allschool handbook blends academic writing basics with the essentials for effective business communication. http://www.greatsource.com/store/ProductCatalogController?cmd=Browse&subcmd=Load

80. Write Source: School To Work School to Work. School to Work cover. Writing Topics. My craziest experience in a restaurant or shopping mall; The hardest thing I’ve ever done http://www.thewritesource.com/s2w.html

Home About Us Publish It! Research Links ... Multimedia Reports School to Work Writing Topics My craziest experience in a restaurant or shopping mall My first encounter with a bully A friend who moved away Putting my foot in my mouth What if school sports were dropped? Who knows me best? What do I worry about? My muscles were so sore after . . . What do we Americans do well? I admit it; I enjoy professional wrestling. An unforgettable dream My worst vacation Coping with brothers and sisters A typical evening at home Morning madness When I was a discipline problem We all make mistakes. Why do I deserve the job? My brother (or sister) made me so mad! Hanging out Something this school really needs is . . . Why are soap operas so popular? I take some things too seriously. What do I do to break routine? More topics Student Models Back To Top Personal Writing (9-12) Extended Personal Narrative: The Climb Extended Personal Narrative: Caught in the Net Extended Personal Narrative: The Boy with John Travolta Blue Eyes Personal Essay: Personal Essay: Take Me to Casablanca Personal Essay: My Greatest Instrument Personal Essay: Snapshots Subject Writing (9-12) Descriptive Writing: News Feature: Internet Plagiarism Eyewitness Account: Anticipating the Dream Profile of a Person: Rosa Parks Profile of a Person: From Bed Bound to Breaking Boards Interview Report: Student Entrepreneur . . .

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