Burkburnett ISD

▲ Burkburnett ISD’s 18+ Transition Program helps prepare special education students for post-high school careers.

An off-ramp to careers for aging-out special needs students

by Merri Rosenberg

Burkburnett ISD

County: Wichita ESC region: 9 Superintendent: Dr. Brad Owen 2020 enrollment: 3,258 Number of schools: 7

Few issues matter as much to parents and guardians of special needs students as knowing what will happen once those students graduate from high school. Recognizing that concern, Burkburnett ISD in Wichita County decided to offer an 18+ Transition Program. Launched in 2020, with placements starting last spring, the idea has resonated with the district and community. “We’re always looking for ways to help our students transition out of our high school,” says Brad Owen, superintendent of Burkburnett ISD, with the goal of “moving them toward independence.” Special needs students are eligible to remain in the district, receiving services, until they are 22. About 50 to 60% of the district’s special education population remains with the program until they age out. The district funds the instructional staff and job coaches. Currently there are about four students in this transition program, with two being trained in welding and two already placed in jobs. Students have been selected based on their interests and skills, with these paid positions most successful for higher-functioning students with lowincidence disabilities, Owen says. “We are focusing on the students who have demonstrated through the regular high school career the type of intensive prerequisite skills training and have needed the ongoing training in the most basic and hands on in the exact

▲ A student in Burkburnett ISD works in a school cafeteria as part of the 18+ Transition Program for special needs students.

environment the skills or tasks need to be taught and practiced.” As students are placed in actual jobs, such as working in the cafeteria or student store, they work with job coaches to troubleshoot any issues or offer them specific guidance as they perform their tasks. The district has partnered with Texas Workforce Solutions to pay these students’ salaries and provide them with checking and savings accounts to learn personal financial management skills. Part of the program’s goals is to make sure students understand how to manage a personal budget, handle their own shopping needs, and seek appropriate help from outside agencies once they are no longer students in the district. For 19-year-old Adyson, working in the school store has been an enjoyable and beneficial experience. “It teaches me money skills,” she says. “My boss is really nice. I help people check out.” Owen cites one student who, eager to work in physical education, was assigned to work with an elementary PE teacher. Another student has already earned a level one welding certificate, preparing him for placement with a local welding company. What matters, Owen says, is that the district doesn’t ‘pinhole’ the students into only the “job sites we’ve established.” As Lee Varelman, the Life Skills teacher says, “We let the student drive the show. It’s leading by their interests.” Some students want to work in supermarkets, or in floral shops, and the district is working to find placements. For example, 21-year-old Dora Nelson, initially expressed a desire to work in a restaurant. COVID-19 prevented that. That didn’t stop the district: When the school cafeteria “was shorthanded during COVID, we gave her skills to work in a kitchen,” Varelman says. “We want to give these kids a chance to show their stuff. Our job is to make it happen and to show they have value. It’s all about empowering them.” He adds, “We want to increase their marketable skills and give them a feeling of self-worth and confidence. Our kids want competitive jobs.” Clearly the district’s culture makes it conducive to this kind of initiative. The school community is 30% military, with a nearby base, so “there’s a culture of acceptance,” says Owen. “It’s nothing short of phenomenal. These students are welcomed with open arms. Our students and adults are extremely accepting. Our adults, our teachers, have that heart. It’s all about celebrating these students.”

That attitude is echoed by students in BISD, who he says “are engaging with them, and see it’s really cool for these [special needs] students. There’s a lot of respect. Our adults do a tremendous job at creating opportunities for inclusion all throughout the year. Our special ed students are partnered with peers in academics, athletics and a scavenger hunt. It’s truly remarkable to see the level of inclusion these students receive. Our special ed students are the only ones who get a standing ovation at graduation.” Nelson, who started in the high school cafeteria and recently moved to an elementary school cafeteria, says, “I wanted to help other people. I help get the fruits and veggies ready. I help clear the tables and clear the dishes. When there are apples, I dice fruits in little containers.” Nelson, who had to pass a test to obtain a food handler’s card to work in the cafeteria, is aware of the independence gained from having a paycheck, deposited directly into an account. “I’m really happy I’m helping my family.” The help extends in both directions. Program supervisors in the district value these students’ contributions. Deb Welch, director of child nutrition for BISD, has long had experience working with employees with special needs, she says, because of her prior work as a military contractor for the local base. Once she spoke with the special education teacher about ways the student could participate — mindful of reducing physical risk to the student and others — they developed a plan. “In food service, they’re doing dishes, wiping tables, doing prep,” Welch says. “My first concern was how will employees take this. They’re very receptive. They’re good with this; at the high school, they all know Dora and she’s very conscientious. She’s learning to make corrections and adapt to change. It’s a good thing for her. It gives her a wider breadth of experience in the real world. I’m very glad they’re doing it.” The families also appreciate the transition program and the district’s initiative in providing these opportunities. Cassandra Thompson, Nelson’s guardian, says, “She’s getting stronger and more confident. She tries really hard. I always believed people with special needs can aim high.” Thompson cited a recent trip she and her family took with Nelson, where Nelson “took some of her money for gas and paid for her and her ‘papa’ to go to the water park. I’m so proud of her.” “I’m not going to be around forever,” Thompson says. “This eases my mind.”

MERRI ROSENBERG is a freelance writer specializing in educational issues, based in Westchester County, New York. Contact her at merri.rosenberg@ gmail.com.

“We let the student drive the show. It’s leading by their interests.”