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Monroe 1 BOCES and Webster highlight vocational pathways, special-education work-study partnerships
Summary
Monroe 1 BOCES introduced Dr. Kathy Haber and described CTE and special-education supports. Webster CSD staff outlined in-school vocational rotations and a growing work-study program with roughly 32 local business partners to place students in community jobs.
Monroe 1 BOCES officials visited the Webster Central School District Board of Education on Feb. 3 to recap services and spotlight career and technical education offerings that serve Webster students.
"This is a milestone year for Monroe 1 BOCES — we turned 70 years old," said Doctor Kathy Haber, introduced by local Monroe 1 representatives. Haber and Monroe 1 staff summarized regional programs that provide CTE courses, special-education itinerant services, assistive-technology supports and experiential learning opportunities such as the Challenger Learning Center.
District presenters said Webster students participate in dozens of BOCES programs. The Monroe 1 briefing noted Webster students earned more than 2,250 college credits last year through BOCES partnerships and that the region offers substantial internship and work-site placements.
Webster staff then described in-district vocational rotations that pair special-education students with practical workplace tasks. At Schroeder High School, programs include a kitchen/food-prep rotation, the Ridge Café for customer-service training and a home-services workshop that teaches basic maintenance skills. At Thomas High School, students rotate through a Starlight Café and vocational-coaching sessions.
"We do a lot of great things in Webster," said Andy Millett, introducing district special-education and transition staff. Ari Hilaris and Mike Panacello detailed multi-occupation and focus (MOF) programs and the district's expanding work-study model. Panacello said the district currently partners with about 32 local businesses to provide on-the-job training and supervised placements where students learn attendance, hygiene and workplace communication.
Panelists described follow-up transition programs for seniors, including classroom-based Fisher transition services and community placements (examples cited: local YMCAs, retail and maintenance employers). Board members praised the collaboration and noted the programs align with board goals to support knowledge, skills and partnerships.
The board moved to accept the instructional report as presented and approved it by voice vote.
