Cobb County School Systems Corporate Classroom Teaching T

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Cobb County School System’s Corporate Classroom Teaching T. C. B. : Equipping students with

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

Goals of the Program: • The Corporate Classroom provides a pathway for our interns

Goals of the Program: • 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.

Phase 2: CCSD Locations: Spring 2014 Phase 1: Initial Start Up Summer/Fall 2013 Phase

Phase 2: CCSD Locations: Spring 2014 Phase 1: Initial Start Up Summer/Fall 2013 Phase 3: Community Businesses: Fall 2014 to Present

 • The Corporate Classroom serves young adults who have left high school with

• 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.

The interns are working in 6 CCSD locations. • Central Office : Coffee Service,

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

Work Related Behaviors Intern: ______________________________ Date: Yes/No Supervisor Initials: Properly dressed/groomed Responds appropriately to

Work Related Behaviors Intern: ______________________________ Date: Yes/No Supervisor Initials: Properly dressed/groomed Responds appropriately to verbal direction, correction or social comment Adheres to safety requirements Initiates appropriate social and work related conversations with site staff Attendance/ on time 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 Independence Scale U- Unwilling 0 -Unable 1 -Full Physical Guidance 2 -Physical Prompt 3 -Modeling with Consistent Verbal Direction 4 -Constant of Consistent Direction 5 - Intermittent verbal direction 6 -Verbal Prompt 7 - Cue/Gesture 8 -Shadowing 9 -Modified Independence 10 -Independent to site standards

Work Related Behaviors-Corporate Classroom 100 90 90 Legend: 88 83 86 77. 7 80

Work Related Behaviors-Corporate Classroom 100 90 90 Legend: 88 83 86 77. 7 80 70 1 -Responds appropriately to verbal direction, correction or social comment 60 2 -Initiates appropriate social and workrelated conversations 50 with site staff 3 -Exhibits appropriate interactions with interns and trainer 40 4 -Uses watch or other device to manage time throughout the day 5 -Gathers supplies and sets up 30 work area efficiently 6 -Remains on task 20 7 -Initiates moving from one task to another 10 8 -Monitors quality of work 9 -Cleans up work area at completion of task 0 10 -Manages hygiene 11 - Overall Average= 90 72 63 64 1 2 3 72 4 5 6 69 7 8 9 10 11

Coffee Sales - Corporate Classroom 100 90 90 90 83 81. 6 81 80

Coffee Sales - Corporate Classroom 100 90 90 90 83 81. 6 81 80 70 Overall Average 64 60 1 -Set up 2 -Makes coffee 50 3 -Customer Service Skills 4 -Runs cash register 40 5 -Tears down and cleans up 30 6 -Overall Average 20 10 0 1 2 3 4 5 6 7 8 9 10

Work Related Behaviors-Corporate Classroom 100 89 90 Legend: 80 70 1 -Responds appropriately to

Work Related Behaviors-Corporate Classroom 100 89 90 Legend: 80 70 1 -Responds appropriately to verbal direction, correction or social comment 60 2 -Initiates appropriate social and workrelated conversations 50 with site staff 3 -Exhibits appropriate interactions with interns and trainer 40 4 -Uses watch or other device to manage time throughout the day 5 -Gathers supplies and sets up 30 work area efficiently 6 -Remains on task 20 7 -Initiates moving from one task to another 10 8 -Monitors quality of work 9 -Cleans up work area at completion of task 0 10 -Manages hygiene 11 - Overall Average 78 78 2 3 82 81 80 80. 9 8 9 10 11 77 73 1 Overall Average= 87 84 4 5 6 7

Coffee Sales - Corporate Classroom 100 90 90 87 86 87. 2 Overall Average

Coffee Sales - Corporate Classroom 100 90 90 87 86 87. 2 Overall Average 80 70 60 1 -Set up 2 -Makes coffee 50 3 -Customer Service Skills 4 -Runs cash register 40 5 -Tears down and cleans up 30 6 -Overall Average 20 10 0 1 2 3 4 5 6 7 8 9 10

Prevalence and Impact of Learning Disabilities �National Institute of Health (2012) estimates that 15

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. aspx Wagner, 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 (NLTS 2). Menlo Park, CA: SRI International. Retrieved Sept. 29, 2015, from http: //www. nlts 2. org/reports/2005_04/nlts 2_report_2005)04_complete. pdf

Prevalence and Impact of Learning Disabilities �Although the dropout rate of young people with

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/wpcontent/uploads/2014/11/2014 -State-of-LD. pdf Reschly, 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

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 • Communication • Self-care • Self-Direction • Interpersonal Skills • Work Tolerance

Supporting Individuals with Learning Disabilities �Young adults with Learning Disabilities often leave high school

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 selfesteem, 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/learningdisabilities-and-psychological-problems/

Supporting Individuals with Learning Disabilities �According to Office of Disability Employment Policy, keys to

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, selfadvocacy, 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-Advocacy �Self-Determination: combines informed choice with “skills, knowledge, and beliefs to enable

Self-Determination & Self-Advocacy �Self-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

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 Boosting Vocational and Community Literacy: • Workplace Vocabulary •

Supporting Individuals with Learning Disabilities Boosting Vocational and Community Literacy: • Workplace Vocabulary • Financial Skills • Filling out Job Application • Writing a Resume • Technology • Time Management • Communication • Travel Training/Driver’s License

Corporate Classroom Rubric for Movement from CCSD location to Corporate Location Intern Name: Date:

Corporate Classroom Rubric for Movement from CCSD location to Corporate Location Intern Name: Date: 5 10 15 20 Intern has an overall Intern has as an overall WORK RELATED BEHAVIORS WRB score of below 70% WRB score of 70% to overall WRB score of 80% or SCORE 75% to 80% higher Intern has no desire to Intern has little desire to Intern has as a strong continue in this program continue in this desire to continue in this DESIRE TO CONTINUE IN PROGRAM AND BECOME and is not interested in and is interested in program and is program and obtain full EMPLOYED employment. obtaining some type of interested in some time employment with employment. type of employment. benefits Intern has more than 5 Intern has 3 to 5 Intern has 1 or 2 Intern has no unexcused ATTENDANCE/PUNCTUALITY unexcused absences and no and/or tardies unexcused tardies Intern consistently comes Intern sometimes comes Intern comes wellpoorly groomed, does not well groomed and follows follow required dress follows required dress code each code and displays code some of the most of the day/Consistently PROFESSIONAL BEHAVIOR AND APPEARANCE inappropriate behaviors time/Sometimes displays time/Usually displays appropriate for a corporate setting. appropriate behavior for a corporate setting for a corporate setting Intern does not display Intern displays independence skills some independence skills/Parents do not of the time/ Parents most of the time/ consistently/Parents/Gu encourage adult Parents encourage ardians encourage adult independence skills and independence skills some adult independence skills and have not been supportive of the time and have been skills most of the time have supported the ADULT INDEPENDENCE SKILLS in setting up a reliable somewhat supportive in and have been intern in setting up a DISPLAYED BY INTERN AND mode of transportation setting up reliable supportive in setting reliable mode of SUPPORTED BY PARENTS transportation up reliable transportation

Community Businesses: �Jim Ellis VW �Heritage Assisted Living Home �Southern Computer Warehouse �Classic Collision

Community Businesses: �Jim Ellis VW �Heritage Assisted Living Home �Southern Computer Warehouse �Classic Collision �The Galleria �Weaver Brake and Tire �Cobb County Public Library System

Case Study: Jacob �One of our first interns �Started in Spring 2014 �Began at

Case Study: Jacob �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

Jacob’s Data Work Related Behaviors-Corporate Classroom Jacob Puckett, February 2014 100 Overall Average= 90

Jacob’s Data Work Related Behaviors-Corporate Classroom Jacob Puckett, February 2014 100 Overall Average= 90 80 80 Legend: 70 1 -Responds appropriately to verbal direction, correction or social comment 60 2 -Initiates appropriate social and workrelated conversations with site staff 50 3 -Exhibits appropriate interactions with interns and trainer 4 -Uses watch or other device to 40 manage time throughout the day 5 -Gathers supplies and sets up work area efficiently 30 6 -Remains on task 7 -Initiates moving from one task 20 to another 8 -Monitors quality of work 9 -Cleans up work area at 10 completion of task 10 -Manages hygiene 54 58 62 69 65 64 59 57 56 6 7 62. 4 0 1 2 3 4 5 8 9 10 11

Jacob’s Data: 100 Work Related Behaviors-Corporate Classroom Jacob Puckett, October 2014 Overall Average= 90

Jacob’s Data: 100 Work Related Behaviors-Corporate Classroom Jacob Puckett, October 2014 Overall Average= 90 80 Legend: 77 79 80 77 80 72 70 80 80 79 77. 4 8 9 10 11 70 1 -Responds appropriately to verbal direction, correction or social comment 60 2 -Initiates appropriate social and workrelated conversations with site staff 50 3 -Exhibits appropriate interactions with interns and trainer 4 -Uses watch or other device to 40 manage time throughout the day 5 -Gathers supplies and sets up 30 work area efficiently 6 -Remains on task 7 -Initiates moving from one task 20 to another 8 -Monitors quality of work 10 9 -Cleans up work area at completion of task 0 1 2 3 4 5 6 7

Current Status of Corporate Classroom Participants, as of October 2015 Exited program for paid

Current Status of Corporate Classroom Participants, as of October 2015 Exited program for paid employment 31% 15% 39% 15% Still in program; have gained temporary paid employment through program Exited program for other transition services Still in program; no paid employment

Questions & Answers Thank you!

Questions & Answers Thank you!