life after school - sdesworks › uploads › 6 › 1 › 8 › 9 › 61893531 › ... · •...
TRANSCRIPT
Life After School
Developed and piloted in school-based as well as community-based programs.
Developed for working with students with moderate and severe cognitive impairments, including autism.
Training Objectives• Participants will be able to create a
comprehensive Functional Vocational Evaluation (FVE).
• Participants will be able to link FVE outcomes to IEP/ITP goals.
• Participants will be able to develop jobs, train students, and monitor progress.
• Participants will learn strategies for teaching community-based and vocational skills.
The Functional Vocational EvaluationDetermining Student’s Interests
• Interest Inventories
• Student Interviews
• Work Histories
• Observations and Parent Interviews
Determining Aptitude• What does the student do well?
For example: The student is punctual, friendly, has good hygiene.The student can stay on task a long time, can do one task repeatedly, can follow 2-step directions.
• What are the challenges?The student needs prompting to go to next activity, has difficulty taking breaks appropriately, is not independent at street crossing or bus riding.
• What supports are needed to be successful in the community?The student will need bus and mobility training.Initially the student will need 1:1 job coaching.
How do you determine aptitude?
The Styer-Fitzgerald Prevocational Skills Inventory assesses four areas:
1. Social2. Vocational3. Community4. Independent Skills
Social Skills
• How does the student interact with co-workers? Supervisors?
• How does the student ask for help?
• Can the student take an age appropriate break?
Vocational Skills• How long does it take the student to learn a
task?
• How long can the student stay on task?
• When the student is done with the task, does he move to the next task?
• How many steps of a direction can the student follow?
Community Skills
• Can the student ride the bus?
• Can the student cross the street?
• Can the student use money at the store?
• Can the student purchase his own lunch?
Independent Skills
• Can the student feed himself?
• Can the student take care of toileting needs?
• Can the student take care of hygiene needs?
• Can the student dress himself?
Creating the ITP
Transition Goals should focus on:
1. Teaching skills needed to meet postsecondary goals for: -Employment-Postsecondary Education or Training-Independent Living
2. Deficits identified by FVE
3. Individual student outcomes
For Example:
• Employment: After HS, Joe will work part-time as a greeter in his local hardware store.
• Postsecondary Ed or Training: After HS, Joe will work with DDA and DVR to explore vocational options.
• Independent Living: After HS, Joe will live in an assisted living apartment near his job.
A Different ExampleEmployment: After HS, Peter will work as an apprentice for a local mechanic.
Postsecondary Ed and Training: After HS, Peter will work with DVR to get funding and assistance to apply to the Auto Mechanic Apprentice Program at the Community College.
Independent Living: After HS, Peter will live in an apartment with a friend.
Section Two
• Developing job sites in the community that teach real vocational skills
• Teaching job-related behaviors such as staying on task and working independently
Developing Job Sites
School • Offices, library, cafeteria
Community• Generally nonprofit• Can also be in private for profit sector
Maximizing Community Training Sites
• Develop a job bankHospitalsNursing HomesLocal Charitable AgenciesAnimal Shelter
• Create a job description for each site
• Cycle students through sites at rate dependent on individual student needs
Sample Job Bank
Business Tasks # positions paid
UW grounds 2 Nkitchen 1 Y
Voss Nursing clerical 1 NHome laundry 1 N
Safeway inventory 1 Y
Other Strategies to Maximize Coverage
• Choose a site that offers a variety of different training opportunities:LaundryKitchenGrounds maintenanceHousekeepingClerical
• Develop job descriptions for the site
Developing Sites
• Interview potential employers.
• Do a thorough job analysis of work site.
• “Job Carving” is an option for difficult to place students.
• Maintain sites by checking in regularly
Benefits and Considerations of Work Experiences
The Benefits:
• Help identify the student’s interests, strengths, and the types of training and support that a student will need in order to be successful at a paid job.
• Help build vocational portfolios and resumes.
Rules Guiding Unpaid Work Experiences
When all four standards are met, an employer is not required to pay wages to a student enrolled in an STW learning experience.
1. The student receives ongoing instruction at the employer's work site and receives close on-site supervision throughout the learning experience.
2. The placement of the student at a work site does not result in the displacement of any regular employee.
3. The student is not entitled to a job at the completion of the learning experience.
4. The employer, student, and parent or guardian understand that the student is not entitled to wages or other compensation for the time spent in the learning experience.
Rules for Working in the PrivateFor Profit Sector
1. The internship is similar to training that would be given in an educational environment.
2. The internship experience is for the benefit of the intern.
3. The intern does not displace regular employees.
4. The employer that provides the training derives no immediate advantage from the activities of the intern.
5. The intern is not entitled to a job at the conclusion of the internship.
6. The intern understands that he/she is not entitled to wages for the time spent at the worksite.
Teaching Job-Related Behaviors
• Staying on task (shaping)
• Following directions
• Moving from one task to the next independently
• Being socially appropriate
Things Not To Do• Don’t tell your boss you need to go to the bathroom. • Don’t ask your boss if you can go to the bathroom. • Don’t sit and stare into space when you are done with work or on a
break. • Don’t take a break whenever you want for as long as you want. • Don’t hug your boss or coworkers. • Don’t interrupt your boss/coworkers when they are talking or
working. • Don’t forget to clean up your work area or where you ate lunch. • Don’t talk on your cell phone when you are not on a break.• Don’t come late or leave early. • Don’t raise your hand to get supervisor or coworker attention or
yell for your teacher (boss) across the room.
Teaching Community-Based Skills
1. Identify and prioritize skills needed to access the community, e.g., a job, home, etc.
2. Provide lots of opportunities to learn and practice the skill in the real environment.
3. Teach skills in same way that you teach other skills.
Teaching Vocational Skills
1. Break skills into steps (TA)
2. Use same teaching strategies used to teach functional academics-prompting procedures-reinforcement-correction procedures
3. Track progress with reliable data system
Prompting
1. Using the Sd to teach environmental cues when in the community and on work sites
2. FadingChange level of prompting as studentacquires skills.
Data Systems
Should be simple and user friendly-portable TA for CBT
Should provide reliable information-Is the student learning the skill?-Where is he/she having problems?
The Big Transition
Successful students:1. Have good work skills.2. Have some work experiences to guide their
job interests.3. Have supports in place as needed.4. Have the skills to access their jobs.
A Vocational Portfolio• Resume: Each student’s resume should be up to date and include both
paid and unpaid work experiences.
• Work history: Provide information about a student’s strengths, areas of challenge, and support needs. The work history, like the resume, is a work-in-progress and should be kept up to date..
• Assessment results: Try to use as many different tools (e.g., SFPSI, interest inventories, observation, student interviews) as possible to identify the student’s interests and aptitudes.
• ITP: The portfolio should include a copy of the student’s most recent transition plan with post secondary goals defined.
• Cover letter: The cover letter should describe the student’s general interests and vocational goals.
