Parent community classroom presentation

Holy ChildhoodCOMMUNITY CLASSROOM

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.

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

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

LOCATION

GENESEE VALLEY REGIONAL MARKET AUTHORITY

120 Mushroom BLVD

Henrietta

160 + businesses

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:

· 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:

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:

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:

CURRICULUMCURRICULUM

Life Centered Career Education (LCCE)

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

PERSONAL-SOCIALSKILLS

Acquiring Self-Identity

Exhibiting Socially Responsible Behavior

Exhibiting Independent

Behavior

Making Informed Decisions

Communicating with Others

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

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

Self-Determination

Who am I? What supports do I need What is my disability and what and

to whom do I disclose?

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

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

Community Service

http://www.rochesterymca.org/

Internships

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

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.

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.

LIFE LONG FITNESSLIFE LONG FITNESS

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





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

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

ASSESSMENTS

Interest Community Safety Vocational Transition Skills

It Takes a VillageAdult Service

ProvidersFamilies

COMMUNITYSCHOOL

Contact Information:Diane Gyle, Community Classroom

359-3710 [email protected]

Joan Michaelree, Work Program359-3710 x141

[email protected]

Blog: http://letstalktransition.blogspot.com/

mailto:[email protected]

mailto:[email protected]

QUESTIONS