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Transition Services |
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Skip Avery
Department Head
Transition Planning & Assessments / i-Work
E-Mail: SAvery@labbb.net
Tel: 781-861-2400 x1003
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Preparing students with adulthood in mind ..
LABBB’s goal is to prepare all students for a meaningful, successful
adulthood at their highest level of independence.
The focus for younger students is on:
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Development and application of communication,
pragmatic language, and social skills
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The importance of taking responsibility for
their actions
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Development of strategies for managing time,
materials, and belongings
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Management of personal needs
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Self advocacy skills
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As students transition to middle school, they are
introduced to work related activities within the school setting.
These activities help them apply academic knowledge and develop
foundational work skills necessary for employment.
For students attending LABBB High School Programs,
vocational and transition services are an inherent and ongoing
process. This involves continuous assessment and development of
academic skills, independent living skills, and vocational training,
in preparation for the transition to adult life.
Academic Teachers, Vocational Counselors, Specialists, and
Vocational Instructors collaborate to provide a full continuum of
services and learning environments, where students understand the
connection between school and work.
High school students have the opportunity to participate in school
and community-based vocational training and exploration. LABBB
provides a continuum of vocational experiences designed to help
students identify vocational strengths and interests, build skills
and increase their level of independence.
The range of experiences consist of:
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School-based work activities
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Small group vocational training at community-based work sites,
directly supervised by a LABBB
Vocational Instructor
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Independent internships utilizing employer
provided natural supports
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Competitive employment
Students are encouraged to learn and grow by taking risks
and expanding the boundaries of their current knowledge and skill
set. Emphasis is placed on the development and refinement of those
skills necessary to obtain and maintain employment within their area
of interest, including problem solving, work place behavior, and
industry specific skills.
The determination of settings and time allocated toward
vocational training activities is individualized.
Determining factors consist of:
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The student’s age
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The student’s post secondary goals
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The Team’s transition discussion at the
annual IEP meeting
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The student’s interests
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The student’s aptitude
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The student’s level of independence socially
and behaviorally
LABBB Educational Collaborative is committed to maintaining learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information, disability, limited English speaking ability,
or homelessness. Determination of settings and time allocated toward vocational training activities is regardless of a student being a member of any of the aforementioned classes.