Arrowhead Union High School District

What is Special Education?

Navigating the world of Special Education can be difficult given the demands already placed on families. Arrowhead staff is available to help students and families navigate that world. The documents "Special Educaiton Policies and Procedures" and "Special Education in Plain Language" directly quote and explains Special Education law in user friendly formats.

Special Education Policies and Procedures

Special Education in Plain Language

Arrowhead also has a parent liaison, Kathleen Traudt, available to discuss and provide clarity on Special Education issues, contact her at kstraudt@me.com

Co-Curricular Activities

Students in Special Educaiton are able and encourage to participate in co-curricular at Arrowhead that are available to their non-disabled peers. To see all that are available go to the Arrowhead Activities page. If need be, case managers can help facilitate this process of students connecting with co-curricular leaders.

Transition Planning

Transition planning in Special Education involves providing for a successful evolution of a child with disabilities throughout his/her educational years and beyond. It can be stated in terms of certain phases the child will experience as he/she grows from infant to adult and what the individual needs and goals should be during those phases. Special Education services can be accessed from birth to age 21 and are available from different sources and/or agencies depending on the phase where the child happens to be.  Research has proven the earlier the intervention in addressing the needs of a child with disabilities, the better the outcome for the child. 

The Individuals with Disabilities Act (IDEA) now requires schools to provide a statement in IEP's of the "needed transition services for students, beginning no later than age 16 and annually thereafter." In the state of Wisconsin, it begins at age 14. This should happen for any student with exceptional education needs and include the services that should prepare your son or daughter to live independently and productively as possible after leaving high school. The checklist below is intended to be used as a guide for "transition activities" and as a marker for when those activities, generally, should occur during your child's education. The actual transition activities your child is involved in should be determined cooperatively, based on the guidelines in the new IDEA of 2004.

Transition Activities at Arrowhead

Arrowhead High School is uniquely positioned to provide a wealth of transition and employment opportunities to its students. Three businesses currently operate on school grounds, Cafe Arrowhead, Wally Grounds, and Arrowhead Detailing Service. These businesses give students experience in real world work, but with the comfort of trusted teachers assisting them through the process.

The Arrowhead High School Transition Program gives students the opportunity to become interns at privately owned businesses in the community. Students typically work Tuesdays and Thursdays from 12:30pm-2:15pm in a variety of entry level positions. Students' work is evaluated by both teacher and employer, and students are treated as part of the company. Sometimes these internships turn into paid positions.

Transition Planning Activities

Independence/Independent Living Skills

Finalize goals in your son/daughter's final year of high school for living and working independently in the community.

 

Continue to assess goals and progress toward reaching goals for employment, post-secondary education, and independent living.

Continue to assess the skills needed to live and work independently after graduation.

Continue to develop self-advocacy skills.

Continue to develop money management skills (e.g. develop banking skills, checkbook management, savings account management, car payment management, etc.).

Establish a checking account in your son/daughter's final year of school.

Register to vote and for the draft at age 18.

Determine if your son/daughter's skills are appropriate and adequate to pursue and obtain a driver's license.

Continue with chores responsibilities around the house to develop household living skills (e.g. helping with cooking, cleaning, mowing the lawn, laundry, etc.).

Learn how to use public transportation.

Social/Recreational

Continue to fully participate in school social and recreational opportunities (e.g. athletics, dances, plays, school clubs, etc.).

 

Continue to participate in community recreational opportunities (e.g. YMCA, scouting, movies with friends, athletic activities, etc.).

Have son/daughter become independently involved in community organizations in the last year of school (e.g. local civic groups, special interest clubs, athletic leagues or clubs, church groups, etc.).

Continue integration into regular education classes and activities whenever appropriate

Continue to encourage and support friendships with regular and special education students of the same ages.

Have developed an awareness and understanding of health and sexuality and the responsibilities in both areas.

Employment Preparation

Employment for 3-4 hours per day in the community in a variety of settings throughout high school, based on your son/daughter's interests and skills.

 

Participate in volunteer experiences and community service projects to explore careers and network.

Continue to assess and identify training and skills needs to complement employment goals.

Attend "Job Fairs" at school or at other local places.

Develop a job resume.

Know how to appropriately complete a job application.

Continue discussion of importance of getting to work on time, cooperating with co-workers, doing the best job possible, etc.

Continue the discussion of benefits of working and contributions to society (e.g. pay, job satisfaction, etc.).

Connections with Community Agencies

Attend "Information Nights" for parents and students with representatives from the Social Security Department, guardianship, county community human service agencies, employment support agencies, Department of Vocational Rehabilitation (DVR), etc.).

 

Have identified supports and services needed by your son/daughter that should be in place prior to leaving school (begin this contact at least two years prior to leaving school).

Involve agency representative in developing transitional IEP and post-school IPE (Individual Plan for Employment).

Post-High School Education

Attend "Information Nights" for parents and students with representatives from local vocational technical school, colleges, and other post-secondary training schools to discuss programs, supports, and services available.

 

Assess student's ability to attend post-secondary school.

Obtain assistance with registration forms for post-secondary education from school guidance office and/or special education staff in the final year of school.

 

Resources

Guardianship

Long-Term Care

Department of Vocational Rehibilitation (DVR)

Include, Respect, I Self-Direct (IRIS)

Aging and Disability Resource Center (ADRC)

Waukesha County Residential Options 

Curative Care Network

Pantheon Industries