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2. “Tools for the Toolbox” Job Coach Training For Community Based Career Education (CBCE) Part 1

3. Class Information Clock in and out for this training. Laura Mildenberger, CBCE Teacher, is your contact person for the following items. She can be reached at 323-4529 or laura_mildenberger@bismarckschools.org or via school mail to Hughes (HEC) You must have a Job Coach Training Manual before you begin. For questions on the material in this power point. Upon completion of this job coach training (Part 1 & 2) send para-educator training hours record to be initialed.

5. Understand some CBCE sites have dress code requirements you will have to follow.

6. Understand your training manual & use it as a guide

7. To provide consistent information and expectations specific to the area of job coaching students with disabilities.

9. To ensure student’s receive quality on-the-job training.

11. Through job coaching, a qualified individual (job coach) works directly with an individual with a disability in a training or placement site to help him/her learn the specific requirements of the job; learn work-related activities and requirements such as time and attendance rules; and learn appropriate work-related (including social) behaviors when dealing with supervisors and co-workers. By placing a student directly in a job with the hands-on assistance of a job coach, areas of vocational and personal strength and weakness become apparent early in the process and are based on actual, not projected or simulated experience; the consumer is able to receive immediate feedback, assistance, and follow-up from the support person; and an employer is able to take on and observe the progress of the consumer without a full commitment of personnel resources in the beginning of the process.

12. Introduction The primary goal of the CBCE program is to prepare students to become productive, valued members of the work force in the community in which they choose to live. THE CBCE PROGRAM IS BASED ON THE FOLLOWING BELIEFS: When given appropriately designed training and support, all students can successfully learn the skills necessary to perform meaningful work in integrated employment settings. Community Based Career Education cannot be duplicated in a classroom. All people have a right to work, which enables one to feel worthwhile. Inclusion into the CBCE program is not contingent upon communicative or social prerequisites.

13. Brief History & Philosophy of the CBCE Program Began with a grant over 20 years ago Philosophy is: “Pre” means NEVER For certain students, vocational skills need to be learned in the actual work setting

14. *Pause and read Section 3 Or click to listen Student Rights & Confidentiality

15. Examples of Job Related Rights for Students on CBCE Sites:  make choices  be informed  explore different jobs  be taught rather work in the be treated with than told community dignity & respect  express their feelings  be unsuccessful speak for themselves  be taught according  be treated age  be given the same to their individual appropriately rights as their peers learning style(s) have adequate time to  experience  be taken seriously, attempt a task before independence not disregarded next prompt is given

16. Private Family Information (i.e. any criminal record, finances, personal problems) Problem situations, including difficulties in school that are not pertinent to work Personal care needs, poor grooming issues Test scores, assessment results, counseling issues Gossip Information that would be embarrassing Anything else that may be demeaning to students or compromise their acceptance Types of information that CAN NOT be shared even when CBCE Agreement box is checked:

17. Job Coach Video **YOU HAVE AN AMAZINGLY EXCITING ROLE IN YOUR STUDENT’S LIFE AS A JOB COACH !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Click on square below to view video

18. Some Simple Reminders: Do not leave job binders unattended; you may have an agreed upon “secure spot” in which to keep it in the business. Do not talk about students to your spouse, friends, coworkers or relatives, who do not have a legitimate educational interest in needing such information. Discuss student issues in a private area to eliminate information being overheard. When writing about students, use their initials, rather than their first and last names, to assure their confidentiality. CLICK to watch video segment

19. Section 4 CBCE Teacher Communication

20. CBCE Teacher Communication from the CBCE site When do you, or a designated business person, contact the case manager or CBCE Teacher from the CBCE site? When you need immediate help When theft of property has occurred When destruction of property has occurred When you feel leaving the CBCE site early is necessary (i.e. you or the student becomes ill, clothing accident has occurred, student is unmanageable) *When calls need to be made from the CBCE site, please ask to use a business phone since you are not to use your personal cell phone on the CBCE site

21. CBCE Teacher Communication from school When do you contact the CBCE Teacher from school? When a student is going to be absent from their CBCE site When an injury takes place that is significant enough to report- (students follow the same workers comp reporting requirements as all other BPS employees if hurt at their CBCE site)  When a student receives, or needs to receive, a verbal or written warning or termination is warranted When you think it is time to fade out (it is then the CBCE Teacher’s role to discuss the plan with the business contact person) When you have a sub going in your place *PLEASE NOTE: Your substitute MUST be another school staff person who has had the job coach training  When a business asks you to leave early

22. Section 6 IMPORTANT Job Coach Information Pause here and read section 6 in your manual OR click on speaker icon to listen to first 3 pages of Section 6

23. Basic “Do’s” and “Don’ts” Always check with CBCE Teacher to see if there is a certain dress code Do not bring food or drinks to a site unless approved by CBCE Teacher Avoid lugging extra items such as purses, backpacks… You can not shop, use your cell phone or do other personal tasks while at a CBCE site Write a full job site description (ask for one first) Ask for paperwork when fading out Remember students are to use stipend pay to buy treats and a Thank You card for their last day

24. People First Language Here are several examples that might help you when you are modeling people first language: Insensitive languageSensitive, “People First” language *The Down’s kid * the person with Down Syndrome *She’s a midget * She’s of short stature *The blind guy * the man with blindness *Retard/she’s retarded * she has a developmental disability *The wheelchairs * the people who use wheelchairs *Confined to a wheelchair * Uses a wheelchair *A congenital defect * A congenital disability *A mongoloid * A person with Down Syndrome *A paraplegic * the young man whose arm’s are paralyzed *Handicapped Parking * Accessible Parking Remember, emphasize abilities, not limitations and talk about people first, don’t put their disability first. Some tend to forget that we have more in common than we are different.

25. Reference for definition of Job Coach: http://www.ocfs.state.ny.us/main/about/-job Recommended educational resource on topic of supported employment: See next slide

26. APSE: Advancing Employment. Connecting People. If you are interested in learning more about Employment of People in Supported jobs click on the link above. APSE (Association for Persons in Supported Employment) which is a professional organization that is innovative and makes positive changes for the people we job coach.

27. Finish section 1 training by reading Sections 7 and 8 of your Job Coach Training Manual then proceed to: “Tools for the Toolbox”Job Coach Training For Community Based Career Education (CBCE) Part 2