Based Training Connections for Skills Building Community
Transcript of Based Training Connections for Skills Building Community
Building Community Connections for Skills Based TrainingBy La Trice Peterson
Welcome
Today we will learn the importance of community connections for individuals with developmental disabilities. Community connections help students work on and build vocational soft skills necessary for the workforce for their future. Vocational skills can begin as early as middle school and continue while the students are in high school. This class will focus on community sites: school campus based and community based. Participants will learn how to use assessments(formal and informal), scaffold lessons and utilize task analysis to individualize lessons as well evaluate their students to help improve their skills. They will learn how to best communicate with potential community partners to ensure their students have a learning environment that they will excel in.
Transition Services
Federal Law-IDEA-Section 300.43-Transition Services
(a) Transition services means a coordinated set of activities for a child with a disability that—
(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
Transition Services
(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—
(i) Instruction;(ii) Related services;(iii) Community experiences;(iv) The development of employment and other post-school adult living objectives; and(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Quality of Life Components
● According to the Minnesota’s Research and Training Center on Community Living
here are some components to the quality of life for individuals with Intellectual
Disabilities:
● Promotion of Independence: Living and participating in their community
● Promotion of Productivity: Living a valued life
● Keeping Families Together: People with disabilities will access everything with
family support and engagement
● Health, Safety and Quality of Life: Will have a safe environment to live
Community-Home and School
ASSESSMENTS-FORMAL AND INFORMAL● Observations (In class, on campus sites, off campus sites,
community)
● Vocational Assessments
● Individual Interview
● Parent Interview
● Previous History/Data
● How will these assessments contribute to the formulation of their
vocational goals and activities?
How to Guide Students With Vocational Goal Setting?
● Students should research jobs of interest(search online)
● Students should find out what the job requires
● Students should find out what the job description is in
detail
● Job exploration in the field of interest
Vocational Activities
● Enterprise Activities
● Campus Based Training Sites
● Community Based Training Sites
● Career and Technology Classes(CTE)
Enterprise
A “business” in which students are able to work on employability/soft skills.
Additional Enterprise Ideas● Bath Salts/Sugar Scrubs
● Lanyards
● Holiday Cards
● Tile Drink Coasters
● Mason Jar Layered Mixes
● Lanyards in school colors
● Holiday Craft Sale
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Obtaining Materials/Equipment for Enterprise● School/Program Budget
● Donations-Donors Choose, Local Businesses
● Replenish equipment, supplies with earnings from sales
Campus Based Training Sites
Community Training Sites
Community Training Site
Community Training Site
Community Training Site
Vocational Training Site/Internship
Community Based Instruction:Bring Work to the Campus● If you don’t have the option right now to take students out into the community
you may speak with businesses about work that you can pick up and bring to
your students on campus.
● Students will be able to get a real life experience and learn skills at the same
time
● When speaking with companies this would be a great inquiry to make.
Career & Technical Education Courses (CTE)
These are courses in which students can obtain a certificate in the area offered by the school district. This will make the student work ready upon completion of high school.Here are some courses certificates that may be offered in your school district:
● Automotive● Cosmetology● Plumbing● Districts may have other areas available for students such as Public Service,
Business, STEM
Partnering with the Community
What do I say to Managers/Business Owners?
● Let them know who you are and the purpose of training at their site
● Inquire about their business and business needs. Here are some questions you
may ask
● Here are some basic questions or inquiries you can make:
○ -When is the company busiest: each day, during the week, during the year?
○ -What tasks can be done that are not the primary job duties of a paid employee?
○ -If you could have help with anything, what would it be?
Community Training Sites● Grocery Stores (Kroger’s, HEB, Randal’s)
● Small Convenience Stores(Dollar Tree, Family Dollar, 99Cents Store)
● Hotels(Holiday Inn, Residence Inn, Springhill Suites)
● Restaurants (Denny’s, IHOP, Cracker Barrel, Saltgrass)
● Fast Food Restaurants(Sonic, McDonald’s, Carl’s Jr. ,Burger King)
● Non Profit Organizations(Cy Hope, Goodwill, Cypress Assistance Ministries, Local
Churches)
Partnering with the Community
● Benefits to Students
● Connection between class and real world (Real world practice)
● Soft Skill Development-Hands on Training
● Higher probability of gaining paid employment after high
school
● Students get to network with potential employers
Partnering with the Community
● Benefits to Employer
● Collaboration Enhances School and Community Involvement
● Promotion of an Inclusive Diverse Environment
● Employer Increases Pool of Potential Employees
Putting It All Together
Worksite Evaluation ToolThe environment is a very important as it contributes to the success of the individual.
What observations will you make when going to potential vocational site?
● The number of opportunities available to individuals at the one site (EX at the church
● individuals can practice soft skills in janitorial, clerical, food service, etc.)
● Size of the site (large, small)
● Exposure to public vs. private vocational worksite (Dollar Tree vs. Cy Hope in private
warehouse)
● Conditions of site(indoor, outdoor)
Worksite Evaluation Tool
Task Analysis
Scaffolding
Bahama Bucks
Completed Worksite Evaluation of Site
Bahama Bucks
Task Analysis of Cleaning the Tables
Data Collection and Documented Experiences
● Collect data to document students progress
● Report/review student progress to student and family
● Support student in documenting their own progress
● All job duties should be documented
● Students should create resumes to document experiences
Agency Connection● There are benefits of vocational skills based training that directly
aid in our students transitioning to state agency support.
● Vocational Rehabilitation Services(VR) is a possible option for
lifelong connection for our students.
● Data
● Documented hands on experience
My Experience Working with VR and other State Agencies● Collaborative effort to ensure student is supported in vocational
experiences/employment
● Data and Assessments were reviewed from school
● Effective communication between student, family, school and agency
increased
● Easy transition for student to connection with agency
Completed Process● Assessments
● Work Site Evaluation
● Created a list of jobs that can be worked on at site(task analysis and
scaffolding completed)
● Have aligned on the job training with students vocational goals
● Resume/Portfolio
Transition Planning Document
References
● Grigal, M., Neubert, D. A., & Moon, M. S. (2005). Transition services for students with significant
disabilities in college and community settings: Strategies for planning, implementation, and evaluation.
Austin, TX: Pro-Ed.
● https://www2.ed.gov/about/offices/list/osers/transition/products/postsecondary-transition-guide-augu
st-2020.pdf?fbclid=IwAR0IhsumFoI1Ti8tE6BkXwtMx8sUssSnwgTge1vApXNFNjaF92P8G0sxiSk
● http://www.buffalo.edu/ubcei/enhance/teaching/guiding-students/scaffolding.html#title_150456445
● https://ici.umn.edu/program-areas/community-living-and-employment/family-support-engagement-an
d-participation
● https://www.twc.texas.gov/jobseekers/vocational-rehabilitation-services