Parent community classroom presentation
Transcript of Parent community classroom presentation
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Holy ChildhoodCOMMUNITY CLASSROOM
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A Community Classroom is a classroom that is housed outside of the school building at a local business or organization. Students access this classroom as part of connecting their learning from job related experiences to life skills and/ or academics. Community Classrooms allow students to learn and work with non-disabled peers in inclusive settings and provide students with transitional supports for student’s future life plans.
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Mission Statement
The mission of the community classroom is to support the national movement that states that all people,
including those with disabilities, are capable of using their talents to contribute to their communities through
employment and community participation. It is the belief of the RESULTS program that by providing training in living, learning and earning in the settings in which they
are most likely to occur, will lead to a seamless transition from school to adulthood as well as the ability
to access a successful and meaningful life in one’s community
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Pursuit of Life Skills and Job Training in the Community
Possibility of Future Employment in Community
Inclusive Settings
Increased Morale for Staff at Community Businesses
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LOCATION
GENESEE VALLEY REGIONAL MARKET AUTHORITY
120 Mushroom BLVD
Henrietta
160 + businesses
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1 NYS Certified Special Education Teacher with a background in Transition
1 Full Time Classroom Aide
Per Diem Job Coaches
Transition Coordinator
Certified Rehabilitation Counselor/Transition Evaluator
Related Service Providers as needed
STAFF:STAFF:
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· Can state first and last name (or use an alternate mode of communication)
· Can state home address and phone number (or use an alternate mode of communication)
· Is able to use a cell phone to call home (may use speed dial)· Is independent in self-help skills: can identify the correct restroom in which to use; dresses appropriately for the weather, has good hygiene
skills· Has completed the Alternate Assessment
· The goal is to become employed· Has appropriate social behavior: shows respect to others, knows how and when to adjust the volume of their voice, gets along with
others, has no aggressive/acting out behaviors· Is able to follow directions with minimal assistance.
· Is able to self-medicate if medicine is needed during the day.
CRITERIA for Inclusion:CRITERIA for Inclusion:
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The last day of school will look no different than first day The last day of school will look no different than first day after graduationafter graduationStudents will be connected with adult vocational services .Students will be in the job in which they will be working prior to graduation.Students will have transportation for work and have been trained to use themStudents will have received assessments in: Community Safety and Awareness, Living Skills, and Vocational SkillsStudents will leave with both an Electronic Portfolio and a Transition Notebook which they will be able to take to any meetings they need to attend.Students will be knowledgeable about the supports they need to be successful and will know how to advocate for them.Parents will have received the necessary training and information to become comfortable with their child’s independence in a variety of settings.
Desired Outcomes:Desired Outcomes:
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Life Long Physical Fitness: Will be promoted by working out in a local Gym at least one time a week.Students will meet twice daily as a whole groupCommunity Based Instruction/experiences will take place with no more than 1-3 students. Large groups will be discouraged.Students will choose internships based on their interests. Information from prior assessments will be used to assist in this process.As students become more independent as shown by a variety of assessments, , their freedom will be increased: this will be as gradual process and the final decision will be decided by the transition team.Academic skills will be taught and practiced within the environment that they will be used.Vocational skills: work behavior, transferable job skills, social skills at work.Job Preparation skills: Resume Writing, Interviewing SkillsEvery student will have a schedule that is individualized to meet their preferences and needs. Students will have the chance to interact with same age peers who will be volunteers from the local colleges.
PROGRAM COMPONENTS:PROGRAM COMPONENTS:
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CURRICULUMCURRICULUM
Life Centered Career Education (LCCE)
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OCCUPATIONAL GUIDANCE AND PREPARATION – Opens the door to occupational possibilities and choices in the 21st century, including appropriate work habits, seeking and maintaining employment, physical/manual skills, and specific job competencies
DAILY LIVING SKILLS – Teaches students to manage personal finances (including using Slide 13 credit cards, check cards, etc.), household management, personal needs, family responsibilities, food preparation, citizenship responsibility, and leisure activities
The Main Components The Main Components of the LCCE:of the LCCE:
PERSONAL SOCIAL SKILLS – Helps students develop self-awareness, self-confidence, socially responsible behavior, good interpersonal skills, independence, decision-making, and communication skills
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PERSONAL-SOCIALSKILLS
Acquiring Self-Identity
Exhibiting Socially Responsible Behavior
Exhibiting Independent
Behavior
Making Informed Decisions
Communicating with Others
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DAILY LIVING SKILLS
Money
Skills
Living Environments
Personal Health
Eating at home and in the community
Cleaning and Purchasing clothing
Getting around in the community
Leisure/recreational
activities
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OCCUPATIONAL GUIDANCEAND
PREPARATION
Matching
Physical-Manual Skills to
Occupational Training
and Employment
Applying for and maintaining Occupational training and job
placements
Developing and Maintaining Appropriate
Work Skills and Behaviors
Training and Occupational Choices
Explore and locate Occupational Training and
Job Placement Opportunities
Making Occupational and Job Placement
Choices
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Self-Determination
Who am I? What supports do I need What is my disability and what and
to whom do I disclose?
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Work-Based Learning
Improves self esteem Identify career interests, skills, and abilities Explore career goals Identify on-the-job support needs Develop employability skills and good work habits Gain an understanding of employer expectations Link specific classroom instruction with related work expectations and
knowledge requirements Develop an understanding of the workplace and connection between learning
and earning Gain general work experience, as well as experience connected to a specific job
function, that can be added to a work portfolio or resume develop a network for future job searches
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Types of Work Experiences
Community Service
•Volunteer experiences in the community
•Responsibility and follow through•Taking directions•Community Involvement
•Work experience in a community business
•Exposure to a job and workplace•Learn employer expectations•Develop job skills
•Part-time jobs•Full-time jobs•Related to transition plan•After-school, weekend,
•Build occupational skills related to job goal•Building a resume•Earn money•Identify workplace and vocational preferences
Community Service
Internships
Paid Employment
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Internships
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Students Work Too
After school, weekend & summer employment
Students with developmental disabilities, ages 17-21 who are still in high school
Jobs same as those that any high school student would typically pursue (ex. Retail, fast food, etc.)
Focus is on-the-job training to gain work experience, not on extended job/career development
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Students Work Too
Partnership between school, employer, employment specialist, individual/family and DDSO.
Student is enrolled in OPWDD supported employment service and receives job coaching supports.
Students are responsible for providing their own transportation to and from work.
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Students Work Too
Expected Outcome:
Student gains real work experiences which will contribute to successful job development, job placement and career development upon gradation, with VR and OPWDD employment supports as needed.
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LIFE LONG FITNESSLIFE LONG FITNESS
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Monday Tuesday Wednesday Thursday Friday
8:30-8:45StudentsArrive
Prepare for day(whole group)
8:45-9:45 Transition Skills(Whole group)
9:45-11:15
Individual schedulesInternships
Individual schedules Internships Individual schedules
InternshipsIndividual schedules
Internships
IndividualSchedulesinternships
LUNCH
12:30-2:00 Individual schedulesInternships
Individual schedulesInternships
Individual schedulesInternships
Individual schedulesInternships
Individual schedulesInternships
2:00-2:30 Wrap Up discussion
Note: Individual Schedules/Internships denotes times when there may be instruction with students with similar IEP goals; some students will be on an internship. Everything will be individualized as much as possible
SAMPLESAMPLE
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Summer 2012
Monday Tuesday Wednesday Thursday Friday
8:30-9:00Students arrive
Work on individual worksocialize
9:00-10:00 LCCE CurriculumDaily Living Skills
10:00-11:00
LCCE CurriculumPersonal Social Skills
11:00-11:30 LUNCH
11:30-12:30 Vocabulary
12:30-1:30 LCCE CurriculumOccupational and Guidance and Preparation
1:30-2:00Student Reflection
RubricsDismissal
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ASSESSMENTS
Interest Community Safety Vocational Transition Skills
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It Takes a VillageAdult Service
ProvidersFamilies
COMMUNITYSCHOOL
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Contact Information:Diane Gyle, Community Classroom
359-3710 [email protected]
Joan Michaelree, Work Program359-3710 x141
Blog: http://letstalktransition.blogspot.com/
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QUESTIONS