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Transition and Vocational Services

By School ADM

Transition portfolio

MAINTAINING TRANSITION ASSESSMENT INFORMATION
As information about a student is gathered through a variety of assessments and activities, it is important to organize and maintain the information in a way that makes it useful to the student, parents and other educators.  Students participate in transition related activities through general education, special education, school-to-work opportunities, or the counseling center, but the information is not maintained in one place or shared among educators.  Parents may receive the information but it comes in different sections or at different time periods and they may not understand the relevance of the information.  
 
Transition Portfolio provides a checklist of suggested activities and important information that can be collected over time.  It is a tool for documenting activities that have been completed. It is intended to be a working tool for the student, family and educators containing the information that is relevant to the student's transition plan.  The transition information is separate from the student’s cumulative file or official records.  The use of a portfolio can save time and duplication of effort.  The consistent use of a portfolio checklist can serve multiple purposes:

 

·         It provides a way to keep career development and transition related information in one place regardless of whether general education teachers, counselors, or special education providers gathered it.

·         A portfolio helps to build a more complete picture for the student of their interests, strengths, abilities and needs.

·         Students can build self-advocacy, self-determination and organizational skills by managing their own portfolio and learning the importance of the information it contains.

·         When a student moves from grade to grade, or moves to another school, the portfolio can give the new teacher a record of what has been done, and what the next appropriate steps would be, avoiding duplication or missed components.

·         The portfolio is useful when a student is being referred to an adult agency and documentation is required for eligibility and plan development.

·         A portfolio provides a tool for accountability and can help parents to understand what is being done in school to prepare their child for adulthood and what components must still be addressed.

 

Adapted from: http://www.cde.state.co.us/cdesped/TK.asp

vocational training

Southeast Texas Cooperative for Special Services

 Cooperative Employment Experience and Employer Partnerships
 
Vocational Adjustment Coordinator
Lee Waldrop
1600 Grand Avenue
Liberty, Texas  77575
936-336-8701, ext. 7043
 
Course Description:
Students earn credit toward high school graduation through the Cooperative Employment Experience course.  Students will participate in vocational training through paid training sites.  Students are at least 16 years of age to begin the program.  Students will be evaluation in the following areas:
      -Initiative, attendance, and punctuality
      -Communication and judgement
      -Cooperation with others
      -Productivity and quality of work
      -Adaptability
      
Student Responsibilities:
-Provide documentation of eligibility of work.
-Demonstrate ability to take ownership in the job search process.
-Secure and maintain employment at a work site approved by the VAC.
-Demonstrate work ethic by observing workplace rules, exhibiting social skills behaviors appropriate for the work environment and performing assigned duties as directed by the employer.
-Maintain contact regarding changes in work schedules and employment situation.
-Demonstrate acceptable performance on the job and in classes at school.
-Participate in the development of goals and objectives for success in CEE.
-Follow rules while in school and on the job.
 
Employer Responsibilities:
-Assure the student's workstation is a learning situation.
-Outline the job the student is to perform.
-Discuss the basic rules the student is to follow.
-Discuss the student's workload and any limitations with the student's immediate supervisor.
-When the student has shown he/she can remember and complete initial tasks, add more responsibilities.
-Compliment the student as he/she learns and does well, but do not hesitate to correct the student whenever necessary.
-Alert the VAC teacher when necessary to help the student maintain success.
-Provide evaluations that will be calculated into the student's grade at the end of each grading period.
-Pay the student comparable to other employees and based on duties and responsibilities performed by the student. 
 
Advantages of Hiring Students:
-Students know they must do a good job in order to qualify for high school graduation.
-The employer can call the VAC for assistance at any time.
-It is good business to train and hire students.
-Businesses may be eligible to receive financial incentives for hiring students through state and federal agencies.
-Business will receive community recognition for hiring students. 
 
Goals of the Cooperative Employment Experience:
-To ensure student growth and development by identifying/developing job opportunities and related academic skills.
-To promote high quality instruction in the areas of vocational, employability and independent living skills.
-To promote collaboration with parents by providing information to parents and students regarding expected outcomes of work-based learning.
-To increase student and family awareness of services available from community and educational agencies after graduation.
-To provide a continuum of supports and services to employers of CEE students that foster a positive employer relationship.
-To promote positive public relations by networking with local businesses and community leaders.
-To provide a coordinated support system for employers and school staff.

Co-op Businesses

We would like to give a special Thank You! to the following businesses who support the Cooperative Employment Experience Class:

McDonald's

Wal-Mart

Casa Don Boni

Potetz Home Center

Cleveland Regional Medical Center

Crothall Services Group

City of Liberty

Liberty Senior Activity Center

Cleveland Chamber of Commerce

graduation information

Graduation Options: Every student in Texas graduates with a regular diploma.

Regular Graduation with TAKS or TAKS Accommodated

-Received all instruction in general education curriculum (TEKS)

-On grade level, no content modifications

-Passed all classes with at least 70%

-Passed TAKS or TAKS Accommodated

-Graduation under Recommended or Distinguished Program

Regular Graduation Participation on Exit Level Assessment

-Received all instruction in general education curriculum (TEKS)

-All instruction on grade level, no content modification

-Passed all classes with at least 70%

-Participation in state and district-wide assessments (TAKS or TAKS Accommodated)

-ARD Committee decision whether passing assessment is requirement for graduation

-Graduation under Minimum Program

Graduation by IEP

Student successfully completes IEP as shown when:

-IEP goals are mastered

-Curriculum and credit requirements completed/mastered at 70%

-Participation in state and district assessments

-Demonstration of one of the three conditions:

  • Full time Employment
  • Specific Employability and Self-Help skills
  • Access to Services not Provided by School
A) Full Time Employment
     -Full time employment as defined by ARD committee
     -Individualized according to the needs of the student
     -Not intended to replace academic instruction in core curriculum

B) Specific Employability and Self-help Skills
    Demonstration of:
     -Skills directly related to preparation of employment
     -Includes general skills to obtain/retain employment
     -ARD identifies skills and how student attains them
     -Could include academic, Career Technology Education, general career vocational skills,      community-based vocation instruction, etc.

C) Access to Services Not Provided by School
    Demonstration of:
     -Access to services from identified service provider
     -Providing (at time of graduation/will provide) services
     -Invited service provider to ARD
     -Provide documentation of approved access to services

Graduation by End of Age Eligibility

-Student no longer meets age eligibility (age 21 on September 1)

-Mastered IEP goals/objectives

-Participated in state/district assessments

ADA Compliance Errors 0