Putting Education to Work

Recommended sequence of career/employment classes for

students receiving Special Education services in Round Rock

ISD

Putting Education to WorkPutting Education to Work

• Employment in transition planning

• Measurable post-secondary goals

• No longer help students “get ready” for work, but connect them to real work experiences

• Training at businesses in an integrated setting

• ARD committees develop IEP goals to meet each student’s individual needs

Recommended Career/Employment Education Sequence for Students Receiving Special Education Services

Students in FLS ClassesOther Students with Special

Education Services

*Occupational Skills Development

Community Based Vocational Instruction (CBVI)

Supported Vocational Experience

General Education Career and Technology (LRE)

Vocational ExperienceRegular Education

Coop Program

Community WorksNext Steps

Graduation

*May jointly enroll in Community Based Vocational Instruction

LRE = Least Restrictive Environment, first consideration

Occupational Skills Occupational Skills DevelopmentDevelopment

• Campus-based learning

• Fosters pre-vocational skills

• For students in Functional Life Skills

• Students create businesses that provide goods and services

• Students gain experiences with real people and real money

Community Based Vocational Community Based Vocational InstructionInstruction

CBVICBVI• Students learn real job

skills in the actual work environments

• Students are exposed to multiple work experiences, and develop interests and learn skills

• Students build a resume of job experiences to use when seeking paid employment

• Quality of life is enhanced, by increasing community inclusion, independence and participation

Community Based Vocational Community Based Vocational InstructionInstruction

CBVICBVI• Staff learn student

preferences and strengths • Community’s awareness

and expectations of people with disabilities is increased

• Families expectations for the child are raised

• Student is prepared for adulthood and transition from school to work

• Complies with guidelines from the U.S. Dept. of Labor and the Fair Labor Standards Act

Compliance with the Compliance with the Fair Labor Standards ActFair Labor Standards Act

• CBVI will not result in an immediate advantage to the business

• Students will not take the place of regular employees at the business

• Students are under the direct supervision of school staff

• Placements are made in accordance to a student’s IEP goals and not to meet labor needs of the business

• Students are not entitled to employment at the conclusion of CBVI

CBVI Provides:CBVI Provides:Functional Skills TrainingFunctional Skills Training

• Focuses on skills that a student needs to learn to fully participate in current and future work environments

• Happens in the community so that students learn the skills needed to participate in paid employment

CBVI Provides:CBVI Provides:Functional Skills TrainingFunctional Skills Training

• Job readiness• Communication

skills• Social Skills• Workplace safety• Productivity• Hygiene and

dress

Community Based Vocational Community Based Vocational InstructionInstructionin RRISDin RRISD

• Collaboration between the FLS teacher - IEP goals, evaluation;the VAC teacher – sites, job coaches;the student and the parent

• Transportation provided to and from job sites located within the district

• Students rotate through a variety of businesses, some providing multiple training experiences

Community Based Vocational Community Based Vocational InstructionInstructionin RRISDin RRISD

• Student has specific job duties at job site

• Job duties are negotiated with business ahead of time and agreement is signed

• Skills taught at the job site are reinforced in the classroom

• CBVI is not the same as a field trip• A job coach or educational assistant is

with the students at all times

Supported Vocational Experience

• Paid work with support from a job coach, under supervision of the VAC teacher

• Modifications made if necessary

• Training provided on the job

• Natural co-worker support system developed

Vocational ExperienceVocational Experience

• Paid work experience• Earn high school credit,

while gaining employability skills

• Ongoing work assessment by the employer, teacher and student

• Student must meet employer’s expectations and standards and observe class guidelines

• Goal is for the student to maintain his/her job with minimal support from staff , but for natural supports to be available, if needed

How do students get a paying job?

• Student’s preferences, interests and skills taken into account

• Student develops a resume; takes part in the job search, application and interview process, with assistance

• Job openings are found within the district and as close to the student’s home, as possible

Employers Must Be Willing Employers Must Be Willing to Work with the School Program by:to Work with the School Program by:

• Permitting job coaches and teachers on site

• Evaluating student performance and provide feedback on these evaluations

• Carving out tasks suited to certain students’ abilities, if needed

• Accepting limited student work hours and schedules, if needed

Building Workplace Success Class

Students take this class along with Vocational Experience and have the opportunity to learn:

• Application and interview process• Career exploration• Writing for the world of work – resumes; cover letters• Banking; budgeting• Laws and taxes• Teamwork; leadership• Communication skills• Problem solving• Workplace safety• Ethics

Working students not enrolled in this class must meet with the VAC teacher at a mutually convenient time to discuss scheduling and problems on the job.

How Can Parents Support How Can Parents Support StudentsStudents

on the Job?on the Job?Parents are an integral part of students’ successes in this

process

• Have conversations about work and careers• Have students do chores• Help students make good choices about dress

and hygiene• Support workplace requirements • Network to help find jobs• Keep communication open with the teacher• Support students’ commitments to their

employer