Focus on TUSD - May 2007

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Community Transition Program Helps Students Develop Social and Life Skills
Students across the country graduate from high school every spring, ready to move to the next stage in their lives. But when they finish TUSD's community transition program, it's with an added sense of satisfaction because they overcame great obstacles to develop the skills and confidence they need to function in the world beyond their classroom.

TUSD began its Accessing Post-Secondary Settings program four years ago as a way to help high schools students, aged 18 to 22, who had disabilities, such as mild to moderate mental retardation or autism. Before APS began, these students either left high school or stayed with their younger peers in traditional classes until they turned 22, as allowed by federal law.

Marisela Ramirez is one of the success stories. Last year, she finished the APS program on her 22nd birthday, Sept. 18, and has been working at a local Fry's Food Store for a year. She shares an apartment with a roommate who also graduated from APS. As a courtesy clerk, she works a 40-hour week, using the skills she learned from the APS job development course.

She said she's more independent and less nervous around people because her job forced her to talk to people. "I had to learn to do small talk," she said. "It takes practice to talk to grouchy people."

Brandi Simon, the front end manager at Fry's, complimented Ramirez on her job performance, saying she "has really blossomed" and that she likes helping people. "It's been a good experience hiring an APS student," Simon said.

Ramirez is a role model for the 15 students currently in the program, the APS staff said. Most of the students come to the program timid and afraid to ride the city buses, and with few social skills. But with practice that changes. Dan Perino, program director, Merry Ireland, the lead exceptional education teacher; Jan Gjurgevic, the job development instructor; and Tim Meyer, the instructional specialist, give students one-on-one attention, coaching them through the difficult times and allowing them time to adjust to new challenges.

Students learn to ride the bus, and navigate the routes, even learning to order pizza while they're gone. Two students this spring made all the arrangements to attend a local show.

That transition to independence is gradual because most students have been protected and sheltered,. Ireland said. "But we ask them, "Are you going to sit on the couch every Friday and Saturday night for the rest of your lives?" she said.

The students also learn to help others in the community. They go to Davis Bilingual Magnet School twice a week, once to read to students and once for art classes. "They live to go there," Gjurgevic said. "They're in charge and they're giving something back to the community." APS students read first-grade books fluently and they learn to do activities with the youngsters.

Their classroom is housed at the Pima Community College (PCC) West Campus through a no-cost cooperative agreement between TUSD and PCC. They use the campus library and computers and some take PCC classes, but not full time.

APS began as a pilot program with only a couple of students, and has grown to include 26 students, including the 15 who are now active. Usually about six to eight new students begin in the fall, ready to learn the four program components of career exploration, social skills, independent living and developing activities for their personal time.

Open House Showcases APS Projects

-- By Sharon Dunham
Communications & Media Relations

TUSD - Proud Supporter of Small Classes

All photos in the May issue by Jes Ruvalcaba of Communications & Media Relations.

The deadline to submit material for the June Focus is Friday, June 8. The Focus will be published Monday, June 18. Email submissions to Chyrl Hill Lander or Sharon Dunham in the Communications & Media Relations Department or use the Focus Online Submission Form.