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Kent board hears TOP (Outreach Program) presentation highlighting transition outcomes and expanded year of services
Summary
The district highlighted the TOP school (Outreach Program) serving 87 students with individualized transition plans, strong post‑school employment outcomes and expanded eligibility; staff emphasized family partnerships, AAC devices and collaborative job supports.
District leaders used the Oct. 8 meeting to spotlight the TOP (Outreach Program) school, which serves students in inclusive, adult‑transition programming.
Principal Sue Whitehall told trustees TOP currently serves 87 students; 59% qualify for free or reduced‑price meals and 29% qualify for multilingual learner services. She said 100% of TOP students have evidence‑based individualized transition plans focused on employment and life skills. “We are fully mixed. We don't separate students out into levels at all and every single student has a place in the community to receive … the skills they need for employment,” Whitehall said.
Whitehall and staff described several program strengths: strong collaboration with a School‑to‑Work team, a high rate of teachers who entered via alternative certification (five of nine classroom teachers), a focus on augmentative and alternative communication (AAC) devices and monthly family education nights led by a family liaison.
Student highlight: Board members invited TOP student Oliver McLaughlin to the dais. Oliver described gains in job skills and his work as a student store manager and an internship in early childhood education. “I'm excited to get a paid job and make new friends,” Oliver told the board.
Additional operational notes: Whitehall said the district's recent change in state law allowing an additional year of eligibility for some students has benefited TOP but also increased space demand at the school. Whitehall said the extra year generally improves outcomes but that TOP must manage increased enrollment pressure.
Why it matters: TOP focuses on post‑school outcomes (paid employment or college) for students in inclusive education settings. Board members commended the program; trustees discussed how regional funding and partnerships support placements, job coaching and transition success.
Follow‑up items: No formal board action accompanied the presentation. Board members noted the program as an example of a district model for adult transition and recommended sustained collaboration with human services and CTE partners to maintain job pipelines.
