Dorchester County District 4

Our Mission

Preparing students to achieve post school success through support from parents, the school, and the community.

Our 5-Year Dream

  1. 100% Post-secondary involvement in either employment, additional training, or education
  2. 100% Leave high school with at least one work experience
  3. 100% Student-led IEP meetings
  4. 100% Parent participation in the transition planning process
  5. 100% Agency Collaboration
  6. Transportation oppportunities and options

Contact

MaryWynn Chamblin (Transition Contact)[email protected]

Partners

  • Dorchester School District 4
  • Vocational Rehabilitation
  • Dorchester Disabilities and Special Needs
  • AccessAbility
  • Dorchester County Economic Development

Upcoming Events

There are no upcoming events at this time.

Resources

Interagency Focus

Community Needs

Community Needs

  • More parent involvement in transition planning process
    • Adults with moderate to severe disabilities worked more hours, earned higher wages, and lived more independently when their parents were moderately to highly involved in their transition planning process (Landmark et al., 2010).
  • More student involvement in transition planning process
    • Providing high quality self-advocacy and self-determination training is a predictor of post-school employment (Test et al., 2009).
  • Better communication with parents and students about post-school interagency opportunities and options
    • Students who received assistance from 3 to 6 community-based agencies (as compared to students with assistance from 0 – 2 agencies) were more likely to be engaged in post-school employment or education (NSTTAC, 2011).

Team Goals

Team Goals

  • Create a concrete plan for transition planning beginning at age 13 with focus on life after leaving high school
  • Plan for parent information sessions – during school day, paired with after-school events such as Open House/Parent Night, etc.
  • Bring in outside agencies to assist students and teachers (i.e., workshops, volunteering, peer mentors who can help students and parents, VR and employment opportunities)
  • Identify needs and resources of individual students that can be addressed/developed both in and out of school setting
  • Students actively involved in transition IEP process

 

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