LHS program assists students in becoming productive citizens
By LISA CARNLEY Staff Writer

Greg Smith is waking up each day with a new enthusiasm for his job, and he's taking it to work.

The longtime elementary school counselor is the Lampasas Independent School District's transition coordinator.

With a number of changes in special education laws and how school districts serve their children, LISD Special Education Director Darla Peter recruited Smith for this post, believing his experience and his knowledge of special populations and programs will serve the LISD well.

Smith's main focus is to track special education students two years after graduation to gauge their success after high school and to see how they stack up against other students in the community.

Students in the district's Life Skills program -- those with severe cognitive disabilities -- also are receiving special assistance while in high school.

"We are concerned about our kids who graduate and what happens to them after that," said Mrs. Peter. Life Skills students are in the program until they reach 22 years of age. I had Greg in mind for this job because he is a counselor and an educational diagnostician with experience with special education populations. I really thought that someone with his skills could be used more effectively in the Special Education Department. I know he was loved at Hanna Springs Intermediate (his most recent assignment until his transfer), and I know they miss him there.

"But this position needed someone the community trusted and that they and the kids felt safe with. Greg filled that bill," said the special education director. "He is a respected member of the community."

After Smith discussed the position with Superintendent Dr. Brant Myers, the former counselor said he became excited about the work.

"I love Hanna Springs, and I will always have a special attachment there, so I had conflicting feelings," Smith said about leaving the campus. "But change is good, and a new challenge is good in life. I could see the possibilities of how this new position could be a good thing for our children."

Mrs. Peter looked to take transitioning one step further. "I want LISD to graduate students who can be productive and successful in their lives and in their communities."

The school district does a good job with higherfunctioning students, she said, but students with more severe disabilities don't have enough options. "Every child who has a disability is covered in this program," said Mrs. Peter, with Smith to concentrate on Lampasas' seniors.

Smith began by interviewing each senior and his/ her parents or guardians to see what the students' needs are and what questions they might have about the program.

Since then, he has been able to place four severely cognitive-disabled students in jobs in the community -- the first step to transitioning.

"This is uncharted territory," Smith said. "These kids can be productive, and they deserve a chance to live a regular life. We are trying to help them do that."

H-E-B and First Texas Bank have employed two of the LHS students, who go to work twice each week for about an hour each day. They get direct job-skill training in their own communities, thanks to employers who are giving them a chance, Smith said. He eventually would like to have a cooperative work program for special ed students.

Mrs. Peter said these students are empowered by their employment. "We have seen a change in their personalities and an amazing increase in their level of confidence. They also are learning more skills that include taking care of their grooming needs and preparing a uniform for work."

Smith added that parental support has been strong. "They want their kids to be successful, too. It is real rewarding for all of us. Both businesses really welcomed the kids. We appreciate that so much. They are learning skills that will only help them later in life, and it helps strengthen the partnership between the business community and our schools."

Smith most recently turned a portion of his attention to about 40 eighth-grade special ed students headed to high school.

"It's important to start early," he said. "No one ever talked to me when I was 13 years old to ask about what I wanted to do after I graduated. This gets them thinking about it. Most of them have very realistic goals."

Students' progress is tracked, and information on each is compiled. "This will help us to see how best to serve our special education students and show what we can do to make it better for them. It will help us identify our strengths and weaknesses, and to continue to set up resources that will benefit our kids," said Mrs. Peter.

"We want our program to be more a positive approach to helping kids when they are in school and also to ease that move out of school."

Smith, who had been considering retirement, will re-evaluate students each year.

"This new program has rejuvenated me," he said. "I am ready and excited about the challenge and thankful for the enthusiasm that surrounds the program."

Mrs. Peter said Smith visited other school districts to see how their transition programs operate. "Within the first week, he was going full-steam. He has so many ideas that now it's about putting them in place. He is just a blessing for our department."

Said Smith: "I am really enjoying the challenges of this program. Darla is a lady with a vision. She understands what special ed is and what it can be.

"It all comes down to this: She always does what's in the best interest of the child. The special education department and Mrs. Peter practice what they preach: 'LISD, where the child comes first.'"