Community Based Work
Research indicates that students with disabilities that engage in career planning and exploration and participate in community-based work based learning programs are much more likely to remain in school and be employed after high school. These experiences help students to identify their career interests, assess their training needs, and develop 21st century employability skills and attitudes necessary to enter the workforce.
For students with disabilities who do not meet the requirements for participation in the state-approved work based learning programs, the U.S. Departments of Labor and Education have jointly developed specific guidelines for school districts to use when providing community-based work programs for students with disabilities aged 14 or older. NYS Department of Labor and Workers’ Compensation also have guidelines schools must follow when implementing work experiences and internships.
In general, community-based work programs should be designed as a continuum of learning and permit students to engage in:
· Vocational exploration – 5 hours per job experience
· Vocational assessment – 90 hours per job experience
· Vocational training – 120 hours per job experience
The IEP, for students with disabilities ages 15 and older, must identify the students post school goals and the coordinated set of transition activities designed to assist the student in attaining those goals. The coordinated set of activities, many of which can be provided in community-based work experiences, include, instruction, related services, community experiences, employment and other post school living objectives, and if appropriate activities of daily living and functional vocational assessment. To fully participate in community-based work programs, students may require services and accommodations, which would be specified in their IEP. Examples of such services may include but are not limited to: job coach, interpreter services, orientation and mobility training, physical modifications to a work station, and assistive technology.
Students with significant disabilities should also have the opportunity to participate in community based work programs. Beginning with the 2013-14 school year, students taking the New York State Alternate Assessment (NYSAA) and exiting school after attending at least 12 years, excluding kindergarten, will be eligible to obtain a Skills and Achievement Commencement Credential. This credential documents the student’s achievement of the CDOS learning standards and includes documentation of any career exploration and training and work based learning programs in which the student participated.
For further information about work based learning programs, including guidelines for developing such programs and addressing the needs of students with disabilities, refer to www.ncset.org.
The essential components of work based learning programs (identified in: Section I: Introduction to Work Based Learning) provide parameters that will be useful when establishing community-based work programs. Progress should be monitored and reported, and modifications to the program and services made as needed.
Teacher Certification and Job Coach Training
For individuals supervising a community-based work program, it is highly recommended that they complete the certification requirements for Coordinator of Work Based Learning Programs for Career Awareness – extension #8981 See: Section I: Introduction to Work Based Learning
Teaching assistants often fulfill the role of job coach, provide ongoing on-site coaching for students that have more intense needs and require more direct supervision and training in order to work at a job site. It is recommended that job coaches complete a job coach training program.
Collaborative Efforts between Work Based Learning Coordinators and Special Education Staff
CTE teachers, special education teachers, related service providers, work-based learning coordinators and/or administrators should work together to coordinate these community-based work programs. Those responsible for implementing a student’s community-based work program should have an understanding of the students goals, transition activities, services and accommodations (as documented in the student’s IEP), that are necessary for successful participation in these programs. The special education teacher is most familiar with the IEP and can discuss accommodations, supports, and the best method for meeting the student’s needs to enable the student to participate to the greatest extent possible in the work based learning program.
The WBL coordinator provides the range of opportunities and choices for the student and the supporting documentation to implement the student’s work experiences. The special education staff defines the WBL needs and evaluates the student’s progress.
For students with disabilities who do not meet the requirements for participation in the state-approved work based learning programs, the U.S. Departments of Labor and Education have jointly developed specific guidelines for school districts to use when providing community-based work programs for students with disabilities aged 14 or older. NYS Department of Labor and Workers’ Compensation also have guidelines schools must follow when implementing work experiences and internships.
In general, community-based work programs should be designed as a continuum of learning and permit students to engage in:
· Vocational exploration – 5 hours per job experience
· Vocational assessment – 90 hours per job experience
· Vocational training – 120 hours per job experience
The IEP, for students with disabilities ages 15 and older, must identify the students post school goals and the coordinated set of transition activities designed to assist the student in attaining those goals. The coordinated set of activities, many of which can be provided in community-based work experiences, include, instruction, related services, community experiences, employment and other post school living objectives, and if appropriate activities of daily living and functional vocational assessment. To fully participate in community-based work programs, students may require services and accommodations, which would be specified in their IEP. Examples of such services may include but are not limited to: job coach, interpreter services, orientation and mobility training, physical modifications to a work station, and assistive technology.
Students with significant disabilities should also have the opportunity to participate in community based work programs. Beginning with the 2013-14 school year, students taking the New York State Alternate Assessment (NYSAA) and exiting school after attending at least 12 years, excluding kindergarten, will be eligible to obtain a Skills and Achievement Commencement Credential. This credential documents the student’s achievement of the CDOS learning standards and includes documentation of any career exploration and training and work based learning programs in which the student participated.
For further information about work based learning programs, including guidelines for developing such programs and addressing the needs of students with disabilities, refer to www.ncset.org.
The essential components of work based learning programs (identified in: Section I: Introduction to Work Based Learning) provide parameters that will be useful when establishing community-based work programs. Progress should be monitored and reported, and modifications to the program and services made as needed.
Teacher Certification and Job Coach Training
For individuals supervising a community-based work program, it is highly recommended that they complete the certification requirements for Coordinator of Work Based Learning Programs for Career Awareness – extension #8981 See: Section I: Introduction to Work Based Learning
Teaching assistants often fulfill the role of job coach, provide ongoing on-site coaching for students that have more intense needs and require more direct supervision and training in order to work at a job site. It is recommended that job coaches complete a job coach training program.
Collaborative Efforts between Work Based Learning Coordinators and Special Education Staff
CTE teachers, special education teachers, related service providers, work-based learning coordinators and/or administrators should work together to coordinate these community-based work programs. Those responsible for implementing a student’s community-based work program should have an understanding of the students goals, transition activities, services and accommodations (as documented in the student’s IEP), that are necessary for successful participation in these programs. The special education teacher is most familiar with the IEP and can discuss accommodations, supports, and the best method for meeting the student’s needs to enable the student to participate to the greatest extent possible in the work based learning program.
The WBL coordinator provides the range of opportunities and choices for the student and the supporting documentation to implement the student’s work experiences. The special education staff defines the WBL needs and evaluates the student’s progress.