In order to support this action step, SECEP has created a position for an Assistant Director of Curriculum, Instruction, and Staff Development. This position will begin on July 1, 2024. During year 2 of the strategic plan, the new A.D. will create a process for ensuring that students served by SECEP have access to the High-Quality Instructional Materials identified and utilized by the division being served.

SECEP has a staff member with a Master’s degree in Educational Technology and Leadership who is our Instructional Technology Specialist. The person in this role maintains SECEP’s online resources and ensures that access to them is distributed throughout the organization.

SECEP has a person with a Master’s degree in Educational Technology and Leadership who is our Instructional Technology Specialist. This person assists principals in working with staff to integrate instructional technology. In years 2 and 3 of the strategic plan, the IT Specialist will work across programs to develop a process for ensuring integration of instructional technology.

In order to support this action step, SECEP has created a position for an Assistant Director of Curriculum, Instruction, and Staff Development. This position will begin on July 1, 2024. During year 2 of the strategic plan, the new Assistant Director will establish contacts in the department of curriculum and instruction in divisions whose students are served by SECEP to ensure access to the High-Quality Instructional Materials identified and utilized by the division being served.

In order to support this action step, SECEP has created a position for an Assistant Director of Curriculum, Instruction, and Staff Development. This position will begin on July 1, 2024. During year 2 of the strategic plan, the new Assistant Director will create a process for ensuring that students served by SECEP have access to the High-Quality Instructional Materials identified and utilized by the division being served.

Currently, SECEP has 48 business partners that support our transition-related programming. The list below provides the city and the business.

Norfolk

•           Food Bank of Southeastern Virginia

•           Kroc Center

•           Salvation Army

•           Norfolk Botanical Garden

•           Ronald MacDonald House

•           ODU Bookstore

•           Union Mission

•           Salvation Army

•           KROC Center

Virginia Beach

•           Moe’s Southwest Grill

•           Walgreens 

•           Burlington

•           Food Bank

•           FACT

•           PAES Lab

•           Norfolk Botanical Garden

•           MACS

•           Freddy's

•           Food Lion

•           Walmart

•           BJ's

•           Restaurant Depot

•           Dollar Tree

Chesapeake

•           Deep Creek Community Center

•           Centerville Baptist Church

•           Papa John’s Pizza Restaurant

•           “We Care” Center for Homelessness (City of Chesapeake)

•           Foodbank of Southeastern Virginia and Eastern Shore

•           PAES Lab

•           Freddy's

•           Food Lion

•           Walmart

•           BJ's

•           Restaurant Depot

•           Dollar Tree

Portsmouth

•           Oasis Social Ministries

•           Emily Green Shores assisted Living

•           Momma's Laundry

•           Walmart (for our classroom shopping).

Suffolk/ Southampton County:

•           Suffolk Public libraries

•           Big Lots

•           For Kids

•           Food Lion

•           River Birch Farms

•           Joe's Pizza and Pasta Palace

•           Walter Cecil Rawls Library (Courtland)

•           Dairy Queen (we haven't been recently, but I will list them anyway)

•           Habitat for Humanity

Transition assessment is required by law as a part of Indicator 13 on the State Performance Plan required by IDEA, 2004.   At SECEP, transition assessment is often referred to as the "cornerstone" of the IEP as it answers the following questions for our students.  1- What does the student do well presently?  2- What is he or she interested in doing in the future?  3- What supports are needed to get there?  We use a combination of formal and informal assessment to answer these questions and demonstrate the evidence needed to show that the students’ post-secondary goals are measurable.  Due to the specific needs of our students, transition assessment is performed on a continuous basis in the classroom, in the school environment, and in the community. A database (currently Schoology) of Transition Assessment material is available to SECEP staff in which over 120 informal assessments are provided for all types of learners.  Every Spring, staff are able to submit Transition Assessment orders to include evidence-based formal assessments for the upcoming year.  These orders are comprehensive to our program needs and updated annually.  Trainings on the use of these assessments and transition assessment, in general, is also provided.