.. gram. It is for this reason that Dream High will place great value and pride in both the music program and the athletic program. The following classes in music will be offered: Music Theory Music Appreciation Concert Band Concert Choir Jazz Band Jazz Choir Students entering their first year at the school will be required to take music theory and music appreciation regardless if they play an instrument. This is to provide the student with a basic knowledge of music and its history so that the student may have a well rounded education.

Band and Choir students will be offered lessons free of charge from an agreement made with the local music store. Experienced staff and instructors are compensated for their time by having students promote music throughout the community by visiting local elementary schools, civic events, and entertaining the residents of local nursing homes. Students will also experience seminars given throughout the year by experienced professional musicians so that they better understand the demands and rewards of a career in music Individual Educational Programs Students at Dream High will be participating in academic classes until the 10th grade when they would be tested in academics, take an interest inventory test, and complete a comprehensive Individualized Education Program (IEP). Students with academic abilities who wished to continue on a “college prep” schedule, would do so. Those who are not as strong academically would address possible vocations that would appear in the Interest Inventory Test.

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At that point, each student would develop a comprehensive IEP. Most students have a good idea if they want to go to college or not and what they are good at. Most have thought about, and may know, what they want to do when they are grown-up. Most of them, however, do not know whats involved in achieving their goals. An IEP is very helpful in developing a “plan of attack”.

It gives the student manageable steps to take to be successful. Having goals helps keep students motivated. There are fewer discipline issues and their transition into adulthood is much easier. The IEPs would focus on the present levels of achievement, social-emotional adaptation, future goals and objectives as well as address the seven intelligences. The “seven intelligences” are; interpersonal relationships, introspective abilities, spatial (visualization), athletic, musical, and verbal or mathematical intelligences. The principle would be “How are you smart, not how smart are you?” At my school I would endorse these intelligences to where students are in “a state of flow”, that learning lane that is challenging, but not so much as to cause anxiety. Students would be learning within their strong suit and therefore, would be motivated and successful, requiring very little direct instruction.

Students in their junior year, who did not plan to go to college, would be placed in a vocational training program and in their senior year, they would work as apprentices within the work force of their chosen area. Instruction Business people would be acting as “teachers” in the work force, with teacher support when needed. Business people are not trained educators, and therefore, tend to fall into “incomplete teaching” naturally. They present the task with brief directions and then, usually, walk away, leaving the student to rely and hone his problem solving skills based on his or her short term memory and seven intelligences. This type of learning is what is lacking in the schools today, because students do not have a personal interest in the topic and very little to figure out, they are simply required to use rote memorization.

Special Program Preparation for Life: A transition program from school to community Abstract of Program: Preparation for Life would be a program that is designed to prepare individuals with special needs for the transition from school life to adult life. Through classes and experiences, individuals with special needs will gain insight into the areas of work, leisure activities, adult living realities, and skills needed to be independent in the community. The program has 3 levels, based on the grade and need of the student. In the following composition, the 3 levels of the program will be described. Level One: The first level would be for 9th and 10th graders. During this level, students receive much of their instruction in high school classes that are geared towards the individual student needs and goals. Instruction during the 9th and 10th year is intended to prepare students for the next level.

Students at this level will be taken into the community to learn aspects of transition, including; grocery shopping, going to the doctor, going to the post office, public/private transportation, etc. Students will have the opportunity to be paid for school-based work experiences, to build and strengthen positive working skills. Academic training during this level would be based on practical needs of individual students. If a student is not ready to move on to the next level, then that student will stay in level one until he/she is ready to move on. Level Two: Level two would be made up of 11th and 12th graders.

At this level, students spend more time in the community. Most students spend of their school day in classes and the other in the community, usually being paid to work at a business, in a group or individually. Classes at the school would be based on job seeking skills (where to look for a job, how to contact job sites, how to keep a job, etc.), how to fill out various applications, interview skills, how to be a good employee, etc. Students would also become more independent in the community. When students have successfully completed this level of the program they will go through the graduation process to signify the completion of high school. Based on what the need is, some students will not go onto level three, they will stay in level two until their 22nd birthday.

Those students will not go through the graduation ceremony until that point. If a student moves on, he/she goes to level three. Level Three: The main focus of this level is independence. Once students have reached this level, they no longer attend high school classes. Students are hooked up with adult support programs, such as Vocational Rehabilitation, JOIN, OARC, etc. The school would still support individuals, but the support would come from as job/life coaching in the community.

At this time the students would be given the option to work full time for pay. Living arrangements may include; at home with family or in assisted living situations. It would be expected that the student display a certain amount of responsibility by showing up to work on time. Once a student turns 22 he/she will have completed level three. At this point the individual should be ready to be an active part of the community.

A program such as Preparation for Life would be designed to prepare individuals with various special needs for a life after school. The program would help to ease the transition from school life to adult life, a successful transition based on individual needs and goals.