Medford High Students Focus on Strengths for Future

MEDFORD, MA – When you were in high school, did you know what you wanted to be when you grew up?

The Medford High School Project Transition Program collaborated with Emily Berheide, a L.E.N.D. Fellow, to help teens figure that out through Student-Centered Planning.

The initiative involves staff and students working to identify each student's strengths and interests to guide a vision for future school, career and life choices. In isolating the student as the individual, the initiative can determine each one's potential to contribute to society.

Students and staff participated in a webinar called "How School Transition Teams Work Together to Support a Student's Vision. At the meeting, senior Ashley Seniti shared her story of organizing toys and materials at Imagine Center for Community and Arts, an internship she received after identifying organizational skills as one of her strengths.

Brendan Callahan, another student, said the process helped him identify and explore his career goal of running his own coffee shop.

The second portion of Student-Centered Planning delves into scheduling a weekly class that focuses on each student's vision. During the session, students brainstorm and converse about the next steps toward achieving their goals.

The third and final component includes individual mentoring sessions during which students are assisted in developing action plans.

Project Transition Teacher Sabrina Huether described the exercise as, "An incredible process that has allowed staff and students to focus on each student's strengths and interests while working toward their vision of life after high school."

Photo (L-R): Emily Berheide, Danielle Pelletier. Ashley Seniti, Brendan Callahan & Sabrina Huether

Photo submitted by Jan Hollenbeck, OTD, OTR/L, Coordinator of Related Services, Secondary Transition, and Assistive Technology for the Medford Public Schools