The goal is to help students develop and generalize functional work habits developed in the classroom to authentic, community-based work experiences and independent living that transfer to post-secondary employment placement at their maximum potential.

    Program Description

    Students have opportunities to participate in structured work experiences with community partners and take a variety of classes focused on transition planning, essential life skills, and overall wellness. Students follow a daily schedule that includes both courses and work experiences. The program’s curriculum focuses on personal, career, and life management. Case managers determine student placements in conjunction with parents, students, teachers, and other district staff.

    Student Responsibilities

    In order to maximize the student’s potential to obtain future employment, participants are expected to take ownership and responsibility for his or her job in the following areas.

    Hygiene and Professional Attire

    Students are required to manage their own personal hygiene and wear professional attire appropriate to the setting and/or type of work held or sought.

    Calling Out of Work

    Students are responsible for notifying his or her employer of absences according to the employer call-out policy.

    Job Performance

    Students are expected to put forth their best effort and to complete job responsibilities to the best of their ability.

    Student Identification Criteria

    • At least 18 years of age
    • Student must have the desire to work in the competitive employment market with the goal of eventually working independently.
    • Student is in need of additional functional and vocational skills in order to acquire increased independence in the community and rewarding employment opportunities.
    • Student needs to continue working towards transition goals and has completed academic requirements/credits for graduation.
    • Student is able to perform job responsibilities at work site with minimal assistance from job coach.
    • Student must not have current evidence of aggressive or violent behavior that would be harmful to themselves or others.
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  • Unique Learning System

    Unique Learning System® is an online, standards-based set of interactive tools specifically designed for students with special needs to access the general curriculum. Used daily, Unique Learning System provides preschool through transition students with rigorous, standards-based materials specifically designed to meet their instructional needs.

    Users interact with differentiated, thematic units of study with text to speech, interactive components, hundreds of activities and multiple opportunities to show what they know. Books, lessons & activities are viewable on a variety of hardware platforms, including tablets, whiteboards, and smartboards. Additionally, the user interface and tools combine with touch technology to encourage engagement and exploration of many types of content.

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    Rethink Ed combines the power of technology and research to deliver evidence-based training, instructional materials and supports to ensure that every student acquires the academic, behavioral, adaptive and social/emotional skills needed to succeed in school, at work and in life.  Teachers are able to easily develop effective IEPs with defensible documentation of instruction and student progress, deliver individualized instruction using best practice teaching strategies, develop behavior plans to decrease problem behavior and increase learning, track student progress to make data-based educational decisions, and engage in effective professional development through the use of on demand video models

    It also provides parents with access to ways to deliver individualized instruction using best practice teaching strategies and develop effective IEPs with defensible documentation of instruction and student progress.

    Parent Training Part I

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  • Lindamood Bell Visualizing and Verbalizing® Program for Cognitive Development, Comprehension, & Thinking

    The Visualizing and Verbalizing® (V/V®) program develops concept imagery—the ability to create an imagined or imaged gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

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  • Wilson Reading System

    Wilson Reading System (WRS) is an intensive Tier 3 program for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies and require multisensory language instruction; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.

    As a structured literacy program based on phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. Through the program, students learn fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, students receive instruction in:

    •       Phonemic awareness
    •       Decoding and word study
    •       Sight word recognition
    •       Spelling
    •       Fluency
    •       Vocabulary
    •       Oral expressive language development
    •       Comprehension
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Last Modified on January 24, 2020