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!