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Cobb County School System’s Corporate Classroom
Teaching T.C.B.: Equipping students with disabilities with
their own strategies of self-accommodation in a workplace
Lori Taylor & Katherine Stewart
• The Corporate Classroom provides a pathway for our interns to build a work experience resume for future employment and to increase confidence, work skills and independence through job immersion.
• The ultimate goal is for the interns to leave the program for full time employment.
• The Corporate Classroom provides businesses the opportunity to partner with CCSD to help our interns to become integral members of the community.
Goals of the Program:
Timeline:
Phase 1: Initial Start UpSummer/Fall 2013
Phase 2:CCSD Locations:Spring 2014
Phase 3:Community Businesses:Fall 2014 to Present
• The Corporate Classroom serves young adults who have left high school with an Employment Preparatory Diploma or who have not been successful in earning the required credits to graduate.
• Due to House Bill 91, we are currently working on a process to bring in interns during their senior year through Work Based Learning.
• Interns must go through an application and interview process to be accepted into the program. Specific criteria must be met in order to be accepted.
Students Served:
The interns are working in 6 CCSD locations.
• Central Office : Coffee Service, Custodial, Mailroom, Records Room
• Finance Building: Accounting, Payroll
• Transportation: Fleet, Clerical
• Kennesaw Warehouse: Coffee Service, Warehouse, Technology, Purchasing
• Oakwood Alternative Education Center: Custodial, Reception, Clerical
• Human Resources/Risk Management: Clerical
CCSD Locations:
Sample Data Sheet:Work Related Behaviors
Intern: ___________________________________________________________
Date:
Supervisor Initials:
Responds appropriately to verbal direction, correction or social comment
Initiates appropriate social and work related conversations with site staff
Exhibits appropriate interactions with peers and trainer
Uses watch or other device to manage time throughout day
Gathers supplies and sets up work area efficiently
Remains on task
Initiates moving from one task to another
Monitors quality of work
Cleans up work area at completion of task
Manages hygiene
Properly dressed/groomed
Adheres to safety requirements
Attendance/ on time
U- Unwilling0-Unable1-Full Physical Guidance2-Physical Prompt3-Modeling with Consistent Verbal Direction4-Constant of Consistent Direction5- Intermittent verbal direction6-Verbal Prompt7- Cue/Gesture8-Shadowing9-Modified Independence10-Independent to site standards
Independence Scale
What is our Data showing?
1 2 3 4 5 6 7 8 9 10 110
10
20
30
40
50
60
70
80
90
100
63 64
72
90 90
7269
8388 86
77.7
Work Related Behaviors-Corporate Classroom
1-Responds appropriately to verbal direction, correction or social comment2-Initiates appropriate social and workrelated conversations with site staff3-Exhibits appropriate interactionswith interns and trainer4-Uses watch or other device to manage time throughout the day5-Gathers supplies and sets up work area efficiently6-Remains on task7-Initiates moving from one task to another8-Monitors quality of work9-Cleans up work area at completion of task10-Manages hygiene11 - Overall Average
Overall Average=
Legend:
1 2 3 4 5 60
10
20
30
40
50
60
70
80
90
100
90
83
64
81
90
81.6
Coffee Sales - Corporate Classroom
1-Set up2-Makes coffee3-Customer Service Skills4-Runs cash register5-Tears down and cleans up6-Overall Average
Overall Average
Situational Data:
1 2 3 4 5 6 7 8 9 10 110
10
20
30
40
50
60
70
80
90
100
7873
78
8489
77
8782 81 80 80.9
Work Related Behaviors-Corporate Classroom
1-Responds appropriately to verbal direction, correction or social comment2-Initiates appropriate social and workrelated conversations with site staff3-Exhibits appropriate interactionswith interns and trainer4-Uses watch or other device to manage time throughout the day5-Gathers supplies and sets up work area efficiently6-Remains on task7-Initiates moving from one task to another8-Monitors quality of work9-Cleans up work area at completion of task10-Manages hygiene11 - Overall Average
Overall Average=
Legend:
Another intern:
Situational Data
1 2 3 4 5 60
10
20
30
40
50
60
70
80
90
100
9087 86 87 86 87.2
Coffee Sales - Corporate Classroom
1-Set up2-Makes coffee3-Customer Service Skills4-Runs cash register5-Tears down and cleans up6-Overall Average
Overall Average
Prevalence and Impact of Learning Disabilities
National Institute of Health (2012) estimates that 15-20% of the population has some sort of Learning Disability, many undiagnosed
The majority of individuals with Learning Disabilities have some type of reading deficits. Two-thirds of secondary students with Learning Disability are three or more grade levels behind; 20% are five or more behind
Sources:National Institute of Health. (2012). What are Learning Disabilities? Retrieved Sept. 29,
2015, from http://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages.risk.aspxWagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National
Longtitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved Sept. 29, 2015, from http://www.nlts2.org/reports/2005_04/nlts2_report_2005)04_complete.pdf
Prevalence and Impact of Learning Disabilities
Although the dropout rate of young people with disabilities has decreased, more than 24% of students with Learning Disabilities (ages 14 and older) drop out of high school, compared to 11% of the general student population.
People with Learning Disabilities are more likely than those without to be unemployed or underemployed. In 2010, 46% of adults with Learning Disabilities were employed compared to 71% of those without.
Sources:Cortiella, C. (2014). The state of learning disabilities 2014. New York: National Center for Learning
Disabilities. Retrieved September 29, 2015, from https://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdfReschly, A.L., & Christenson, S.L. (2006). Prediction of dropout rate among students with mild
disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27(5), 276-292.
Rehabilitation Act of 1973:Provides for services to individuals with disabilities to help them prepare for work or
find and keep a job
Recognizes seven functional capacities considered relevant for adults in the workplace:
• Mobility
• Self-care
• Interpersonal Skills
• Work Tolerance
• Communication
• Self-Direction
• Work Skills
Supporting Individuals with Learning Disabilities
Young adults with Learning Disabilities often leave high school with “strong feelings of frustration, anger, sadness, or shame [that] can lead to psychological difficulties such as anxiety, depression, or low self-esteem, as well as behavior problems such as substance abuse or juvenile delinquency.”
Source:Broatch, L. (n.d.). Learning Disabilities and Psychological Problems: An Overview. Retrieved October 5, 2015, from http://www.greatschools.org/gk/articles/learning- disabilities-and-psychological-problems/
Supporting Individuals with Learning Disabilities
According to Office of Disability Employment Policy, keys to postsecondary success for individuals with Learning Disabilities are self-awareness and acceptance of their disability, self-advocacy, and self-determination.
Throughout transition planning, youth should be encouraged to voice concerns and preferences in such a way that they learn to express their thoughts and opinions and persuade others.
Source:Timmons, J., Wills, J., Kemp, J., Basha, R., Rooney, M. (2010). Charting the Course: Supporting the Career Development if Youth with Learning Disabilities. Washington, DC: Institute for Educational Leadership, National Collaborative on Workforce Disability.
Self-Determination & Self-AdvocacySelf-Determination: combines informed choice with
“skills, knowledge, and beliefs to enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable…”
Self-Advocacy: Taking action on one’s own behalf, determining one’s rights and responsibilities, and knowing when and how to speak out.
Source:Timmons, J., Wills, J., Kemp, J., Basha, R., Rooney, M. (2010). Charting the Course: Supporting the Career Development if Youth with Learning Disabilities. Washington, DC: Institute for Educational Leadership, National Collaborative on Workforce Disability.
Strategies for Self-Determination and Self-Advocacy
Job Sampling
Self-Evaluations and Self-Reflections
Reviewing Data
Role Playing
Mock Interviews
Supportive Environment
Supporting Individuals with Learning Disabilities
• Workplace Vocabulary
• Filling out Job Application
• Writing a Resume
• Travel Training/Driver’s License
• Financial Skills
• Technology
• Time Management
• Communication
Boosting Vocational and Community Literacy:
Rubric for movement:Corporate Classroom Rubric for Movement from CCSD location to Corporate Location
Intern Name: Date:
5 10 15 20
WORK RELATED BEHAVIORS SCORE
Intern has an overall WRB score of below
70%
Intern has an overall WRB score of 70% to
75%
Intern has as an overall WRB score of
75% to 80%
Intern has as an overall WRB score of 80% or
higher
DESIRE TO CONTINUE IN PROGRAM AND BECOME EMPLOYED
Intern has no desire to continue in this program and is not interested in
employment.
Intern has little desire to continue in this program
and is interested in obtaining some type of
employment.
Intern has a desire to continue in this program and is
interested in some type of employment.
Intern has as a strong desire to continue in
this program and obtain full time employment
with benefits
ATTENDANCE/PUNCTUALITY
Intern has more than 5 unexcused absences
and/or tardies
Intern has 3 to 5 unexcused absences
and/or tardies
Intern has 1 or 2 unexcused absences
and/or tardies
Intern has no unexcused absences and no
unexcused tardies
PROFESSIONAL BEHAVIOR AND APPEARANCE
Intern consistently comes poorly groomed, does not
follow required dress code and displays
inappropriate behaviors for a corporate setting.
Intern sometimes comes well groomed and
follows required dress code some of the
time/Sometimes displays appropriate behavior for
a corporate setting
Intern comes well groomed and follows required dress code
most of the time/Usually displays appropriate behavior for a corporate setting
Intern comes well-groomed and follows required dress code
each day/Consistently displays appropriate
behavior for a corporate setting
ADULT INDEPENDENCE SKILLS DISPLAYED BY
INTERN AND SUPPORTED BY PARENTS
Intern does not display independence
skills/Parents do not encourage adult
independence skills and have not been supportive
in setting up a reliable mode of transportation
Intern displays independence skills
some of the time/ Parents encourage adult
independence skills some of the time and have been somewhat
supportive in setting up reliable transportation
Intern displays independence skills
most of the time/ Parents encourage adult independence skills most of the
time and have been supportive in setting
up reliable transportation
Intern displays independence skills
consistently/Parents/Guardians encourage adult independence skills and
have supported the intern in setting up a
reliable mode of transportation
Jim Ellis VW
Heritage Assisted Living Home
Southern Computer Warehouse
Classic Collision
The Galleria
Weaver Brake and Tire
Cobb County Public Library System
Community Businesses:
One of our first interns
Started in Spring 2014
Began at Central Office in the mailroom
Moved to Jim Ellis Volkswagen in October 2014
Offered employment at Jim Ellis in May 2015
Case Study: Jacob
Jacob’s Data
1 2 3 4 5 6 7 8 9 10 110
10
20
30
40
50
60
70
80
90
100
5458
6265
59 57 56
6469
80
62.4
Work Related Behaviors-Corporate Classroom Jacob Puckett, February 2014
1-Responds appropriately to verbal direction, correction or social comment2-Initiates appropriate social and workrelated conversations with site staff3-Exhibits appropriate interactionswith interns and trainer4-Uses watch or other device to manage time throughout the day5-Gathers supplies and sets up work area efficiently6-Remains on task7-Initiates moving from one task to another8-Monitors quality of work9-Cleans up work area at completion of task10-Manages hygiene11 - Overall Average
Overall Average=
Legend:
Jacob’s Data:
1 2 3 4 5 6 7 8 9 10 110
10
20
30
40
50
60
70
80
90
100
77 79 8077
80
72 70
80 80 79 77.4
Work Related Behaviors-Corporate Classroom Jacob Puckett, October 2014
1-Responds appropriately to verbal direction, correction or social comment2-Initiates appropriate social and workrelated conversations with site staff3-Exhibits appropriate interactionswith interns and trainer4-Uses watch or other device to manage time throughout the day5-Gathers supplies and sets up work area efficiently6-Remains on task7-Initiates moving from one task to another8-Monitors quality of work9-Cleans up work area at completion of task10-Manages hygiene11 - Overall Average
Overall Average=
Legend:
Current Status of Corporate Classroom Participants
39%
15%15%
31%
Current Status of Corporate Classroom Participants, as of October 2015
Exited program for paid em-ployment
Still in program; have gained temporary paid employment through program
Exited program for other transition services
Still in program; no paid em-ployment
Questions & Answers
Thank you!