Overview of TASSEL Transition Model
The TASSEL transition model, which has been providing transition services to students with moderate to severe disabilities in the Shelby City/Cleveland County school system since 1987, centers around effective transition planning supported by: (1) assessment and evaluation of student skills, abilities, and interest; (2) interagency collaboration and parent/family participation; (3) a functional curriculum involving an academic or occupational diploma option; and (4) community-based training opportunities.
In addition to this website more information on TASSEL and other transition programs can be found at http://www.uncc.edu/ttac. For more information on The TASSEL Model or The TASSEL Outreach Project please call or write to: (Video available upon request)
David W. Test, Ph.D.
Department of Counseling, Special Education, and Child Development
The University of North Carolina at Charlotte
9201 University City Blvd.
Charlotte, NC 28223
Office:(704) 687-3231
Fax: (704) 687-2916
Nellie Aspel
North Shelby School
1205 Northside Drive
Shelby, NC 28150
(704) 487 9941 (office)
(704) 487 2867 (fax)
TRANSITION PLANNING PROCESS
All exceptional students ages fourteen and above are eligible for transition services. Once the transition process is initiated students are involved in an ongoing assessment process aimed at : (a) determining students interests, abilities and aptitude, (b) collecting data for determining individual plans and programs; and (c) compiling information for future job placement and community living. Whenever possible situational assessments are chosen over traditional methods of evaluation. The school level teams meet with parents and students. Parents and students are actively involved in all aspects of the transition process.
FUNCTIONAL CURRICULUM
To meet the needs of all students with disabilities, the TASSEL model includes two broad areas of concentration for students which are designed to offer transition-related coursework and planning to meet individual student’s needs: an Academic Course of Study and an Occupational Course of Study. Students can cross over between the two streams of courses if they desire to access courses which best meet their individual needs.
The Academic Course of Study
The academic course of study consists of the 20 units of credit required by the state of North Carolina in order to receive a North Carolina high school diploma. Students pursuing an academic diploma are included in regular education courses with support from the special education staff. These students participate in daily Curriculum and Instruction classes taught by special education teachers. Curriculum and Instruction classes provide a small-group, tutorial environment in which students can obtain services such as textbook modification, test modifications, tutoring, study skill training, homework assistance, remediation, etc. Special education teachers also consult on a regular basis with regular education teachers who are serving students with special needs in the mainstream for the purpose of monitoring student progress, providing specialized instructional recommendations, and modifications of textbooks/tests.
Students in the academic course of study who plan to enroll after graduation in a postsecondary education program are provided assistance in arranging college campus tours, completing applications, obtaining information about financial aid, and career counseling by the transition coordinator, vocational rehabilitation counselor, and/or the school guidance counselor. Students in the academic course of study who plan to pursue postgraduate employment have the opportunity to take Career Preparation courses and/or vocational courses as electives.
The Occupational Course of Study
Students with special needs who have chosen not to pursue an academic diploma and who have a post-school goal of employment may chose to participate in the occupational course of study. The N.C. occupational course of study consists a minimum of 22 units of credit. The course of study consists of a functional and community-based curriculum applicable to community settings. Each student completing the program also has a job placement portfolio which contains information helpful in obtaining employment.
In addition to the functional courses within the occupational course of study, a vocational training program is provided utilizing a combination of school-based and community-based experiences. The program is designed so that, as students move through the courses, they spend increasing amounts of time in the community. The vocational training portion of the occupational diploma course of study consists of the following components:
A. School Factory: Students participate in the school factory as part of their Career Preparation courses in the 9th, 10th, and 11th grades. The factory provides students the opportunity to perform work for local businesses that is transferable and provides the opportunity to establish a controlled environment conducive to teaching generalizable work habits/behaviors. Students receive incentive pay through Vocational Rehabilitation Work Adjustment funds. Evaluations are conducted routinely on students to determine their productivity and work skills. Students also have the opportunity within the school factory to receive promotions into supervisory positions.
B. On-Campus Jobs: Beginning in the 10th grade, students have the opportunity to work in jobs with an employee of the school system. The on-campus jobs include: cafeteria worker, office assistant, custodial/groundskeeping helper, horticulture assistant, physical education assistant, art assistant, and biology lab assistant. Work Study funds through the vocational education department and JTPA funds are used to pay students.
C. Community-Based Job Shadowing: Beginning in the 11th grade, students have the opportunity to shadow employees at local businesses for 2-3 days a week in 2 hour blocks as part of Career Preparation III. Students are assisted with arrangements for transportation. In the 10th grade, students are able to visit potential job shadowing sites or view videos about the sites and receive counseling to assist them with choosing the jobs they will experience in the 11th grade. Eleventh graders experience one job site per six week period for a total of 6 job shadowing sites or view videos about the sites and receive counseling to assist them with choosing the jobs they will experience in the 11th grade. Eleventh graders experience one job site per six week period for a total of 6 job shadowing experiences in the junior year. Job shadowing sites are provided in the following areas based on availability: retail, laundry, childcare, food service, custodial, agriculture, construction, warehouse, industrial, auto mechanics, horticulture/groundskeeping and hospitality/recreation. Students in job shadowing placements are directly supervised by an employee from the local business and indirectly supervised by the transition teacher and teacher assistant/job coach. While on the job shadowing site, students perform the same work as their assigned employee supervisor. All job shadowing is conducted in accordance with Department of Labor guidelines and appropriate records are maintained. Students in job shadowing placements are evaluated through situational assessment and employer satisfaction surveys 1-2 times each 6 week period.
D. Paid Community-Based Training: Beginning at age 16, students who require close supervision participate in paid, community-based training in enclaves and mobile work crews. Currently, contracts are obtained with local businesses to perform jobs in the following areas: custodial, retail, landscaping/groundskeeping, industrial, food service, laundry, and warehouse. Students are paid based on their quantity and quality of work under a Sheltered Workshop Certificate. While on the job sites, students are directly supervised by school staff. Students are evaluated on a regular basis according to Department of Labor standards.
E. Individual Job Placements: In the 12th grade, students desiring competitive employment as a post-school goal are placed in jobs as near the beginning of the year as possible. Early release time is given. School personnel share supervisory and job support responsibilities with other relevant adult service agencies. Students are assisted in all aspects of obtaining and maintaining a paid job placement during their senior year. Also during the senior year, students attend a daily employment seminar which provides daily contact with the transition teacher for the purpose of fine-tuning work skills/habits/behaviors, advocacy training, overview of employment laws/guidelines, work situational problem-solving and contact with local business-related individuals. Parents also receive information about assisting their young adult in locating a job. In addition, both students and parents are provided with assistance in identifying the natural resources available to them in their community for locating and maintaining employment.
F. Vocational Education Courses: Exceptional students have the opportunity to take vocational education courses as electives.
G. JTPA Placements: Exceptional students who are eligible are referred to the JTPA program for summer employment.
INTERAGENCY COLLABORATION
The ultimate goal of TASSEL is to insure that all students with special needs are prepared to function within the community after graduation as productive and independent members of society. This requires the combined efforts of individuals both within and outside the school system. In order to insure the involvement of parents, students, and adult services providers, in the transition planning process, interagency teams are utilized both at the school and community level.
The school-level transition teams composed of individual from a variety of adult service agencies and consists primarily of individuals who will be providing direct services. The school-level team assists with resolving problems in service delivery, identifying areas of responsibilities, working through barriers to effective transition, collecting data, evaluation program effectiveness, and projecting post-school needs.
The community-level transition team is composed of administrative representatives from the school system, adult service agencies, and local businesses. The primary responsibilities of this team are to identify community resources, clarify roles of service providers, seek new funding sources, increase community awareness, develop tracking systems, and make future projections.
Parent/Family Involvement
Parents are involved at all levels of the transition process. Extended family members are also encouraged to participate. Parents receive opportunities for training and written information about transition beginning in the 8th grade. Transportation and childcare are offered to parents to encourage attendance at training and also in school-level Interagency team meetings. In addition, parents complete student mapping forms and Family and Friend Natural Support surveys to insure input into their child’s future planning. Parent representatives serve on the community level transition team and an advocacy group for parents has been established to advocate for a wider array of adult services after graduation.
