Each year at Frostig a number of enrichment opportunities / events are held that flow from the curriculum and serve as a way to involve student and families in experiences that unite our community and support each student’s development.

ACADEMIC FAIR
The Academic Fair is scheduled for the Friday preceding Spring Break.  The central theme is a performance/project-based learning approach that will infuse the success attributes throughout.

The project is something that a student wants to research that may examine a current event and/or a real-world problem in detail, further investigate a topic covered within the curriculum,  or answers a BIG question. The student’s imagination is the limit here.  Designing, creating, or composing something are within the realm of possibilities.

Seniors will be required to present a project that will be evaluated by community members with the expectation that the project will demonstrate a level of independence different than younger students.  The ultimate goal might result in the student developing a project over a number of years and graduate with a finished, highly refined presentation.

LEADERSHIP COUNCIL
Student Leadership Council was created for students who want to learn to be better leaders/mentors to their fellow students as well as build greater school spirit and personal growth. Students learn to be active members of their school community as well as gain greater camaraderie through service to others.

SPORTS
AMASE is a consortium of private and NPS special education schools throughout the Los Angeles area whose goal is to provide a variety of competitive, athletic, and recreational experiences.  The development of teamwork, good sportsmanship, and an understanding of the dynamics of sports are benefits of participation in the program.

Frostig students generally play on the varsity level against teams where the average age of players is 14-17 years old. We want all the interested students to have an opportunity to play, but at the same time, safety has to be our number one priority.  All students who wish to try out must be in the middle or secondary school programs, and at least 14 years of age.

FIELD TRIPS
Classes participate in a variety of field trips throughout the year.  Activities are selected to support curriculum; additionally, ther y provide students with opportunities to practice pragmatics and social skills within the community

Trips scheduled thus far for 2009-10 include the Petersen Automotive Museum, Disney Hall, the Getty Museum, and several cultural performances through Cal Tech.

Students in the secondary school also participate in the “Roots and Shoots” program at the Arboretum, integrating the outdoors to academic subjects.  Through the program, students explore the  biology/life science connection, careers, and connect to the community outside Frostig,

CAMPING
For several years, the Principal has organized two overnight camping trips : one for students in the middle school and another for  students in the secondary program at Leo Carrillo State Park in Malibu.  Students plan activities, food, and organize cooking and clean-up committees; staff volunteer to chaperone for the two-days and one-night.

PERFORMING AND VISUAL ARTS
The Winter and Spring Programs are a function of the drama program and involves all of the fine arts classes.  There are usually three programs.  One program is for all of the elementary students and may be a musical or a series of one-act performances.  All elementary students participate.  In the middle and secondary programs the students in the drama class are actors in the play.  The visual arts students create the background and other students work as the stage crew.  Students develop as many parts of the performance as possible.  Through a variety of performances students have the opportunity to use a multitude of their talents and experience the reward of a public performance in a supportive environment.

The Visual Arts Fair (An Evening with the Fine Arts) engages students in displaying art, playing music, performing on stage, or showing their student films.  Students are encouraged to display, as well as, price and sell some of their work.

DANCES
The Student Leadership Council hosts two dances each year for students in the middle school and secondary programs.  Food, the disc jockey (DJ), decorations, and advertising are organized by the Council; ticket sales are managed by the School Administrative Assistant.  Students are encouraged to invite a guest who does not attend Frostig; parents are not allowed to attend so as to provide students with an age-appropriate social activity.

SENIOR ACTIVITIES
Senior activities are an integral, and exciting, part of senior year. The activities may include senior yearbook page, senior dinner, senior trip, prom and graduation. Activities are determined each year, depending on the interest of the seniors, available funding and feasibility of the activity for this specific group of students.

TRANSITION
Frostig provides a comprehensive program for college and career counseling.  Although federal law requires that a transition plan be developed for students 16 years of age and older, we believe it essential to engage students and their parents in thinking ahead, planning for the future, anticipating possible outcomes for the student, and determining the steps that will need to be taken to achieve those dreams beginning in the 9th grade. The program centers on the “success attributes”, encouraging students to understand their learning disability, develop an awareness of compensatory strategies (including accommodations and modifications), identify and utilize support systems, and become self-determined and strong self-advocates.

During the school year, all students in grades 9-12 are enrolled in transition courses (1 semester each year during the 9^th and 10^th grades, 2 semesters each year during the 11^th and 12^th grades.)  The comprehensive program focuses on five broad categories:

Career awareness and development of employment skills
Building and maintenance of relationships
Development of recreation and leisure interests
Independent living skills
Planning for post secondary education and training

The transition program also prepares students to assume responsibility for their educational decisions as they reach the age of majority (18 years of age.) Transition is NOT a college-preparatory program or a job placement program.  Parents and students are active and equal participants with the school.

Students participate in field trips to several local post-secondary programs (community colleges, vocational programs) and meet with staff from the campus’ Office of Disabled Student Services.  Speakers representing a variety of programs and employment fields present during the course of the year, and Frostig alumni are invited to visit and share their experiences.

Research and best practices in the field of transition for students with learning disabilities indicate community based, real-life work experience is essential.  As part of the school’s commitment to expanding the transition program, a work experience program was developed for those high school students attending summer school.  All students entering grades 9-12 in September are eligible to participate.  The two transition service providers arrange opportunities at a variety of sites for students to volunteer / intern for 2-3 days each week during the 6-week summer session. A staff person accompanies each small group of approximately 3-6 students as an “employment coach”, mentoring them during the experience. School-based activities include development of resumes, interview skills, work-related reading and research, writing, and math as well as role playing social situations that typically occur in the work setting.

During the first week of the program, students tour each job site and meet with site supervisors who described the “employment” opportunities.  After completing applications for their preferred jobs and generating personal resumes, students are interviewed by job site supervisors or Frostig staff.  Students are then assigned to jobs based upon their strengths, skills, and preferences.  Students work at their assigned jobs three days each week and receive weekly feedback on their performance; a final evaluation is generated at the end of the program and mailed to parents.

In addition to their work at the job sites, students participate in a school-based banking simulation.  Skills include: making deposits and withdrawals, balancing a checkbook, and writing checks.  Each student “deposits funds” into his/her account.  These funds are then withdrawn to support weekly community-based activities which include the use of public transportation and dining at restaurants (including calculation of charges, tax, and tip).

In addition to coursework, the job program, and field trips, students meet 1:1 with the Transition Providers to develop short-and-long term goals and the ITP.  Parents are also invited to participate and meet individually with the Transition Provider.

Students in the 11th and 12th grades work individually with the Transition Providers to identify specific programs for post-secondary education or employment, request and complete applications for those programs.  Evening parent meetings address issues including requirements for various programs, timelines for applications, and financial aid (including completion of the FAFSA.) Parents may request 1:1 assistance.

In our commitment to expand our level of support in this area, the FrostigSchool has employed a specialist with a Pupil Personnel Services (PPS) credential in school counseling as the Transition Coordinator.

COMMUNITY SERVICE
In keeping with the requirements of many public school districts and other NPS institutions, Frostig requires that students participate in community service (40 hours). Community service is a wonderful way for students to better their communities while learning work skills. It provides an opportunity for students to explore their interests, meet new people, experience new environments, learn work skills and network for the future.