LINCS Tacoma

LINCS
Tacoma, Washington

Contact:

Tim Stensager
Executive Director
Technical, Applied & Career Education Department
11002 18th Ave. E.
Tacoma, Washington 98445
Phone: 253-537-0211 ext. 229
Fax: 253-536-5408
Email: tims@midland.fp.k12.wa.us

Mission

The Franklin Pierce School District is committed to dynamic change which results in the highest quality education, preparing each person to meet the needs of a changing world and to become a contributing citizen.

Organization

Organization Type: University; Community college; Education Agency - Local, School; Rehabilitation Agency - Local; Business - Variety of workbased learning experiences; Community service agencies

Geographical Area: Towns and cities

Primary Setting: High School, Regular education class, Self-contained class in public school, Competitive employment worksite, Funding, External funding source - Carl Perkins Grant for the 96-98 school years only

Consumers

Target Population: Secondary education students with and without disabilities; Other youth - At-risk of dropping out

Disability Areas: Mental retardation (Mild, Moderate), Orthopedic impairment, Multi-disabled, Severe emotional disturbance/emotional disability/behavior disorder, Specific learning disability, Speech impairment, Visual impairment, Traumatic brain injury

NTA Framework Categories

Student-focused Planning and Development
Career Pathways and Contextual Learning
Family Involvement
Business, Labor, and Community Involvement

Description

Designed to meet the federal I.D.E.A. legislation, the Vocational Department and Special Education Department have combined forces to create the LINCS program. Through an integrated curriculum, students receive career, interest and aptitude assessments which include standardized tests, competency based portfolios (focusing on a four year transition plan), self evaluation and CRT employer relations. This information allows students, teachers, and counselors to readily assess the needs of all LINC students in respect to career direction, interests, and basic life skills.

Designed to meet the federal I.D.E.A. legislation, LINC is continually developing curriculum, community networks and recruitment techniques to provide the quality services for special population students enabling them to effectively transition from high school to postsecondary training and/or work. Parent contact and input are ongoing components of this program. Student input, participation, and evaluation are an integral part of the LINCS program. Through LINCS, students will work closely with instructors and counselors in a comprehensible guidance program to develop a four-year plan and transition portfolio. Students have an opportunity to connect with appropriate community agencies to assist in the transition process and post-high school success. LINCS students are encouraged to explore non-traditional occupations and prepare for employment opportunities through CRT training, community field trips, regular assessment, and classroom activities.

LINCS serves the greatest number of special population students in the district. Supported by the general vocational advisory committee, this integrated vocational/special education program provides quality education, comprehensive guidance and career preparation to special population students. LINCS is a model transition program that embodies the district goals specified in the 1995-96 strategic plan and the districts Career Education evidence standards established in 1996.

Independent living is a step-by-step process that links school, work, and family to the community. Building connections between school classes and real-life is the foundation of the LINCS program, an integrated, competency based school-to-work program for students with special needs.

Community Skills

Personal responsibility, community-appropriate behavior, vocational opportunities, and career exploration are the focus of this two-hour freshman block. This class is taught by a special education teacher.

Community Living

Guest speakers and weekly field-trips make the community an active part of this learning experience that focuses on setting career goals, entry-level employability, managing consumer decisions, developing personal management skills and choosing a healthy life style. This two-hour block is designed for sophomores and juniors and is team-taught by home and family life, diversified occupations and special education instructors.

Community Concepts/Connections

Extensive job shadowing opportunities, where students observe adult workers on the job, and civic and economic concepts provide students with first-hand job experiences in a variety of occupations. The goal of this class is to encourage students to develop and implement their own transition program, one that will enable them to become active members of their community and reach personal goals. This three-hour block course is taught by a diversified occupations teacher with special education support.

Students, parents, and employers agree education must provide opportunities that teach real living skills. Career exploration, goal setting, and healthy living skills are essential and should be integral parts of high school curriculum; they are the links that enable successful transition.

Evidence of Success

81% of the staff said that career interest inventories are important and 85% agreed that portfolios that demonstrate preparation for further education and work are important.
14% of the staff indicated that most or all of the students are working on a portfolio and 42% responded that portfolios were in place for a few students.
During the 1996-97 school year, 100% of the students responded that they would recommend this class to other students.
One hundred percent of the employers involved want to continue providing work-based learning opportunities for students.
90% of employers said work-based experience is important or very important and 90% also responded that work-based learning experience is of value to an employer/business.
100% of LINCS students enrolled in the class of 1997 took a vocational class compared to slightly more than 30% of all the students enrolled in the district.
50% of the LINCS students took more than two vocational classes compared to less than 10% of the general population.
In the class of 1997, 100% of the LINCS students who stayed in the program completed the requirements for a diploma compared to 75% of the students in the general population who completed all requirements for graduation and 22% who dropped out of school and 38% of the students who transferred to another school or program.
Results from a follow-up study done on the class of 1996 showed that 91% of the LINCS students were employed during their first year after high school. In the statewide sample of special education students, 83% were employed during their first year after completing high school. 27% of these students enrolled in a community college. 23% of all special education students enrolled in community college and additional 5% enrolled in a four-year college.
Results from this same study showed that the median wage earned by LINCS students was $6.55 per hour. Nearly one half of this student worked in retail trade after completing high school and the next largest group in manufacturing.

Back to 1999 Directory Home Page

Back to TRI Home Page