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