Putting Education to Work

1. Putting Education to Work Recommended sequence of career/employment classes for students receiving Special Education services in Round Rock ISD

2. Putting 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

3. Recommended Career/Employment Education Sequence for Students Receiving Special Education Services Other Students with Special Education Services Students in FLS Classes *Occupational Skills Development General Education Career and Technology (LRE) Community Based Vocational Instruction (CBVI) Supported Vocational Experience Regular Education Coop Program Vocational Experience Next Steps Community Works Graduation *May jointly enroll in Community Based Vocational Instruction LRE = Least Restrictive Environment, first consideration

4. Occupational Skills Development • 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

5. Community Based Vocational InstructionCBVI • 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

6. Community Based Vocational InstructionCBVI • 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

7. Compliance with the Fair 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

8. CBVI Provides:Functional 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

9. CBVI Provides:Functional Skills Training • Job readiness • Communication skills • Social Skills • Workplace safety • Productivity • Hygiene and dress

10. Community Based Vocational Instructionin 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

11. Community Based Vocational Instructionin 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

12. 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

13. Vocational 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

14. 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

15. Employers Must Be Willing 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

16. 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.

17. How Can Parents Support Studentson 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