The document describes a community classroom program that provides inclusive job training and life skills education to students with disabilities. The program is housed at a regional market and allows students to learn skills through internships with local businesses. The goal is to support students' transition from school to meaningful employment and independent adult living. Students take academic and vocational courses focused on life skills, daily living, and career exploration and preparation. The program aims to facilitate seamless transitions by providing training in real-world settings.

1. Holy Childhood
COMMUNITY CLASSROOM

2. A Community Classroom is a classroom that is
housed outside of the school building at a local
business or organization.
Students access this classroom as part of connecting
their learning from job related experiences to life skills
and/ or academics. Community Classrooms allow
students to learn and work with non-disabled peers in
inclusive settings and provide students with transitional
supports for student’s future life plans.

3. Mission Statement
The mission of the community classroom is to support
the national movement that states that all people,
including those with disabilities, are capable of using
their talents to contribute to their communities through
employment and community participation. It is the belief
of the RESULTS program that by providing training in
living, learning and earning in the settings in which they
are most likely to occur, will lead to a seamless
transition from school to adulthood as well as the ability
to access a successful and meaningful life in one’s
community

4. Pursuit of Life Skills and Job Training in
the Community
Possibility of Future Employment in Community
Inclusive Settings
Increased Morale for Staff at Community Businesses

5. LOCATION
GENESEE VALLEY REGIONAL MARKET
AUTHORITY
120 Mushroom BLVD
Henrietta
160 + businesses

6. STAFF:
1 NYS Certified Special Education Teacher with a background in Transition
1 Full Time Classroom Aide
Per Diem Job Coaches
Transition Coordinator
Certified Rehabilitation Counselor/Transition Evaluator
Related Service Providers as needed

7. CRITERIA for Inclusion:
· Can state first and last name (or use an alternate mode of
communication)
· Can state home address and phone number (or use an alternate
mode of communication)
· Is able to use a cell phone to call home (may use speed dial)
· Is independent in self-help skills: can identify the correct restroom
in which to use; dresses appropriately for the weather, has good
hygiene skills
· Has completed the Alternate Assessment
· The goal is to become employed
· Has appropriate social behavior: shows respect to others, knows
how and when to adjust the volume of their voice, gets along with
others, has no aggressive/acting out behaviors
· Is able to follow directions with minimal assistance.
· Is able to self-medicate if medicine is needed during the day.

8. Desired Outcomes:
The last day of school will look no different than first day after graduation

Students will be connected with adult vocational services .
Students will be in the job in which they will be working prior to graduation.
Students will have transportation for work and have been trained to use them
Students will have received assessments in: Community Safety and Awareness,
Living Skills, and Vocational Skills

Students will leave with both an Electronic Portfolio and a Transition Notebook which
they will be able to take to any meetings they need to attend.

Students will be knowledgeable about the supports they need to be successful and
will know how to advocate for them.

Parents will have received the necessary training and information to become
comfortable with their child’s independence in a variety of settings.

9. PROGRAM COMPONENTS:
 Life Long Physical Fitness: Will be promoted by working out in a local Gym at least
one time a week.
Students will meet twice daily as a whole group
Community Based Instruction/experiences will take place with no more than 1-3
students. Large groups will be discouraged.
Students will choose internships based on their interests. Information from prior
assessments will be used to assist in this process.
As students become more independent as shown by a variety of assessments, , their
freedom will be increased: this will be as gradual process and the final decision will be
decided by the transition team.
Academic skills will be taught and practiced within the environment that they will be
used.
Vocational skills: work behavior, transferable job skills, social skills at work.
Job Preparation skills: Resume Writing, Interviewing Skills
Every student will have a schedule that is individualized to meet their preferences
and needs.
Students will have the chance to interact with same age peers who will be volunteers
from the local colleges.

10. CURRICULUM
Life Centered Career Education (LCCE)

11. The Main Components
of the LCCE:
PERSONAL SOCIAL SKILLS –
Helps students develop self-awareness, self-confidence, socially
responsible behavior,
good interpersonal skills, independence, decision-making, and
communication skills
DAILY LIVING SKILLS –
Teaches students to manage personal finances
(including using Slide 13 credit cards, check cards, etc.),
household management,
personal needs, family responsibilities,
food preparation, citizenship responsibility, and leisure activities
OCCUPATIONAL GUIDANCE AND PREPARATION –
Opens the door to occupational possibilities and choices in the 21st
century,
including appropriate work habits,
seeking and maintaining employment,
physical/manual skills, and specific job competencies

12. PERSONAL-SOCIAL
SKILLS
Acqu
i ring
Self-
Iden
tity
Exhibiting Socially
Responsible Behavior
nt
e pende Communicating Making Informed
ng Ind
iti with Others Decisions
Exhib or
vi
Beha

13. Eating at Getting around in
home and in
the
the community
DAILY LIVING SKILLS
community
Leisure/recreational
activities
y Living
M one
Environments
ls
Skil
Cleaning and
Purchasing clothing
Personal
Health

14. OCCUPATIONAL GUIDANCE
AND
PREPARATION
Developing and
Applying for and maintaining
Maintaining Appropriate
Occupational training and job
Work Skills and
placements
Making Occupational Behaviors
and Job Placement
Choices
Explore and locate
to
tc hing Skills Training and Occupational Training and
Ma nual ining
a ra Occupational Choices Job Placement Opportunities
si c al-M onal T ent
i
Phy cupat ploym
Oc d Em
an

15. Self-Determination
 Who am I?
 What supports do I need
 What is my disability and what and
to whom do I disclose?

18. Work-Based Learning
 Improves self esteem
 Identify career interests, skills, and abilities
 Explore career goals
 Identify on-the-job support needs
 Develop employability skills and good work habits
 Gain an understanding of employer expectations
 Link specific classroom instruction with related work expectations and
knowledge requirements
 Develop an understanding of the workplace and connection between learning
and earning
 Gain general work experience, as well as experience connected to a specific job
function, that can be added to a work portfolio or resume
 develop a network for future job searches

19. Types of Work Experiences
•Volunteer experiences in •Responsibility and follow
Community Service the community through
Community •Taking directions
Service •Community Involvement
•Work experience in a •Exposure to a job and
Internships community business workplace
•Learn employer
expectations
•Develop job skills
•Build occupational
•Part-time jobs skills related to job
Paid Employment
•Full-time jobs goal
•Related to transition •Building a resume
plan •Earn money
•After-school, weekend, •Identify workplace
and vocational
preferences

20. Community Service

21. Internships

22. Students Work Too
 After school, weekend & summer
employment
 Students with developmental disabilities,
ages 17-21 who are still in high school
 Jobs same as those that any high school
student would typically pursue (ex. Retail,
fast food, etc.)
 Focus is on-the-job training to gain work
experience, not on extended job/career
development

23. Students Work Too
 Partnership between school, employer,
employment specialist, individual/family and
DDSO.
 Student is enrolled in OPWDD supported
employment service and receives job coaching
supports.
 Students are responsible for providing their own
transportation to and from work.

24. Students Work Too
Expected Outcome:
Student gains real work experiences
which will contribute to successful
job development, job placement and
career development upon gradation,
with VR and OPWDD employment
supports as needed.

25. LIFE LONG FITNESS

26. Monday Tuesday Wednesday Thursday Friday
Students
Arrive
8:30-8:45
E
Prepare for day
(whole group)
8:45-9:45
PL Transition Skills
(Whole group)
A M
Individual schedules Individual schedules Individual
Internships Internships Individual schedules Individual schedules Schedules
S
9:45-11:15 internships
Internships Internships
LUNCH
Individual schedules Individual schedules Individual schedules Individual schedules Individual schedules
12:30-2:00
Internships Internships Internships Internships Internships
2:00-2:30 Wrap Up discussion
Note: Individual Schedules/Internships denotes times when there may be instruction with students with
similar IEP goals; some students will be on an internship. Everything will be individualized as much as possible

27. Summer 2012
Monday Tuesday Wednesday Thursday Friday
Students arrive
Work on individual work
8:30-9:00 socialize
LCCE Curriculum
9:00-10:00
Daily Living Skills
LCCE Curriculum
10:00-11:00
Personal Social Skills
11:00-11:30 LUNCH
11:30-12:30 Vocabulary
LCCE Curriculum
12:30-1:30
Occupational and Guidance and Preparation
Student Reflection
1:30-2:00 Rubrics
Dismissal

28. ASSESSMENTS
 Interest
 Community Safety
 Vocational
 Transition Skills

29. It Takes a Village
Adult Service
Families
Providers
OOL
SC H
COMMUNITY

30. Contact Information:
Diane Gyle, Community Classroom
359-3710 x141
dgyle@holychildhood.org
Joan Michaelree, Work Program
359-3710 x141
jmichaelree@holychildhood.org
Blog:
http://letstalktransition.blogspot.com/

31. QUESTIONS