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Camden Orientation for Fall 2023

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required to get a job or to even have a patient or some kind of Engagement in a vocation as they grow older and then as an adult roll the program also supports students to take Community College classes and you would probably say but my student is not interested in taking Community classes that's fine the program offers workshops where in the students will learn more of those adult skills and lastly the student also we would like for them to become independent as possible so the program provides community-based instruction when I say community-based the students are actually taught in the community those are skills because research has shown that when students are taught in the actual setting students learn a lot faster so then I'm saying if you want to teach the students how to grocery shopping then you teach the students in a grocery setting so in that sense the student drinks more okay next light please okay so this is the vision of the program and we would everybody to be on the same page with this this is what we would like to have during the next four years or the last four years however you say it of the student in the school system we would like to support adult students create a meaningful future for themselves but what does a meaningful future mean that exactly is what we have to Define who actually find that the student and the family so Mom and Dad is the time when we really have to start thinking about the future for our students I know in the past some parents really didn't want to think about it but sometimes this orientation program sort of forces them to not think about this because those four years no just like go go quickly and by the time when we look back we say what did we do right so please I hope that you take this for years to really come up with a meaningful future for the student so next light please so then the question is where do you start you probably have not seen this but your I-80 is really a very important documents in the IEP there's a page that says individual transition plan that's the blueprint for the future what actually is in the I don't know if you have seen this individual transition plan or you probably just like or whatever is that it when you come to the Camden post secondary program this page is very critical it almost drives the entire IED okay this itpr next next page please pull this is the IPP you will find this is VIP page 60 in your IEP it has three oh yes in there the first one is it ask you what for the training that the student need so what skills do you want the student to have and this is where we find students wanting to take classes at the made it to college or wanting to like go into culinary arts they also would like to learn more about computers and so forth that's further learning right and then the second box. Also tells you well what was the student in terms of employment what kind of a job does the student want to have when they say that the students have this would also involve you Mom and Dad in the sense that what is the job that you envision your student to have right answer our teachers will explain this every piece of this so and then the last one is where will your student be living with your you see do you see your student living with the fam play for the rest of his or her life do you see your student living in his her own apartment with some friends or family members or do you see your ears student living in a group home but again those are gross what do we do in order to prepare them for those goals that is the business of the entire four years okay okay so this is the focus of transition planning is employment vocational goal perhaps you and actually thought about this for your student but this is the time when we really have to start seriously thinking about what will my student be doing your your student is now is 30 years old 45 what can you see your student doing so let us prepare him this during this last for years and then post-secondary education and independent living skills against these are the areas that you will be sitting in individual transition plan next okay no Mom and Dad into our high school students were here at this time when you have gone through K to 12 okay this is the time when you have to start looking at the student strengths preferences interests and needs this program is very strength Bass if you notice from K to 12 mostly it's sort of kind of that's what is oriented process when you attend the I-80 it tells you the student needs this that student is that's not had that is not adequate in this the student locksmith and so forth right when you reach this point is you can start saying the student can do this that student can do this can the student council in partnership with the program we would like for the families to start looking at the sky Sprint preferences internet Cindy okay so because we will be using that to plan for his or her future next flight please okay and when we say planning for the future this is the Matrix that we used so base of the students of strength preferences and interests we try to put them okay book a Chanel training right what is the strength of the student that would actually help her identify a job or vocational training and what is the price mr. Can probably continue to like expand his skills but you know by way of taking those classes at the community college are you even by way of some workshops and then of course the independent living skills but if you notice we look at the needs of the students because we know that our students will still need support in terms of those States so we are not really ignoring those need it is almost like what is the student good at what are the needs of the students so that we put this to be and then the individual like the support so that's the logic behind this so next slide please okay so this is like now is no longer my slide I'm turning this over to Gina who is Aurora Beauty coordinator transition Specialists and she will talk to you all about the job skills training Sheena your program at Camden Camden post secondary program works very closely with the district's ability program which is a transition program for job vocational training for the district we have about 5 to 6 job developers that work within the program and they coordinate with the teachers or individually with your students on the aspect of job skill training that is appropriate for and also I'm just kind of see you guys have a little background to workability program is a state-funded grants for students in special and special education and this is so we can assist them in gaining so at Camden when students start out the year in August they new incoming students are assessed by the by the top coaches and what with this assessment does is it helps to determine what the best area is like the interest of the student as far as work there is a variety of ways that we assess students which he will expand on during a student articulations and then as a team all the information that we've gathered based on the spin Sprint Sprint preferences if it's at needs from that information were able to fight as a team with the best placement would be to start your student in terms of job application students are placed on and off campus in a variety of settings that again fit into their spin at what their abilities are and this again allow students to work on needed skills but also be able to work in the area or work towards the area of their interest you know if a student if they're icy pieces that are employment laws that they want to work with animals someday then we're going to look at that and try to give them used to move them toward that goal of working with animals but again like you said looking at their their skin to make sure that it is in line with their abilities so this here is our training levels chart that we use it's our basic of levels and each level I'm not going to read each one but I just briefly level one with a most students start out this is on campus volunteering and this could be a variety of tasks which the next couple spies will show that but on-campus volunteering is unpaid and then level is moving students to off-campus volunteer out in the community that again a variety of settings and this level is also a unpaid and then moving on to the post is workability paid job placement for students who have shown the appropriate scale level four B Independence and they're in a place where getting a paycheck is going to be more of a motivating factor for them to show them what it would be like to be at a level 4 which is in an independent part time job again we strive to help students as much as you can to reach level 40 we have a few this year who who are who are on that road you have already gotten to a level four they're pretty excited when they get there they get that first paycheck you know the kind of wave it around everybody so these are like these are basic for levels that we go off of Everybody moves at a different pace everybody starts with a different Apple ID one-size-fits-all students at times can skip levels pending on how quickly they pick up their job duties or the task that they're given to do we actually have a lot of students that go from a how to do level four and they skip level 30 but again if it comes down to what the appropriate for the students next light please so these next three slides are just kind of some examples have some of our training the types of training site so this is examples of on-campus training so we have a recycling Club the students gather various recycling items around campus over at the district office. operation of Transportation yard they practice going into office with volume control officers get what they need and let them leave and then they also take this to the the the recycling center as well so that they get to see the the money that they make off of it and then it goes back into the what we also have a cat cafeteria Pizza crew that works the lunchtime and they actually do practice at their social skills to be able to to enter with students and to kind of get them used to what it's going to be like to go out into the community and this was something that one of our teachers started up and that you know we've continued because it's such a great great opportunity for a lot of our students are on is currently right now they're not on campus yet and then also we have individual more individualized training right here with like one of our students because she really enjoyed art and she we kind of got her started doing greeting card I have a couple of his students doing this as well and then they get to sell them at the farmers market. Some of the classes at end during the month I please so off campus training so just again of radius enzyme art district office which is very close to us it's walking distance we have students that do go out there and they have a variety of tests that they do again depending on what the student is able to do some students are the plants at the district office some will help with copying with with Jackson. Scanning and sending po things like that to various ones in the district sometimes stopping thing. It just depends on whatever they need help with out there we have students who do volunteer work at Petco at Sports Basement at the 49ers fit gym at Westgate Mall and also a within our own District we have students that gets a volunteer in the food service department for the are interested in going into food I didn't have any examples of students doing paid work ability so I went ahead and jump to the part and if you notice on here to of the Flies are the same students that were on the last flight that was done on purpose to show you guys that students start in certain levels and they jump to the next one so the student at 49ers fit gym and the student at the cafeteria at our Westmont High School within the district both of those students were hired permanently by the job site and I love the one that was hired within our own District cuz it's going to make things go. And then we also have a student that works at Home Depot at Target at Spaghetti Factory in these are all part-time jobs that they were able to attain working with a play please integrated employment also known as Dia this is something that I just like to touch on it make parents aware of it it's actually it's a real choice for people with developmental disabilities to help them get a job at or above minimum wage and usually this also includes receiving benefits as well just like any other person with integrated employment is working at a job that was common in the community where those with disabilities would work alongside those without disabilities and then competitive employment is when individuals with disabilities are paid a way away too consistent with the wage paid to a to their non-disabled peers for the same tasks so again trying to time out put them together and show that show these businesses that you know our students can do just as much as as any other person out there they might need some small combinations here and there but you know they have the willingness to do the work so this is something that we really pushed on with her students happy we make every effort. train and prepare our students to be able to obtain CI you when they are looking for that part-time job okay so final thoughts workability again focuses on the student's strengths in a day are you so we can continually help them to grow we do make every attempt to assist appropriate students to secure a part time job but unfortunately we can't guarantee a job for every single stupid our program seeing Jasmine the CD mandate is for a transition program to train students in a job skills workability is a resource to supplement not to supplant bouquet non educational services so we helped out the teachers with doing transition and we kind of Estes them and doing transition services for the students it is not the legal mandate for transition programs to place students in jobs if a student has shown the appropriate skills needed to work in a in the community we make every effort to assist a try to to try to help them to get a job and we have two big goals which is to teach every student job skills whether that be when are off campus again based on what the propriate for them and to help them to become as independent as possible next so I'm a manager, right I am one of the teachers here at Camden or did you want to do that part Tina now I got in so so not all students are going to be interested or have the skills needed to get an outside job so we worked into the crafts and Entrepreneurship Stop & Stop employment at Pathways so that we have a few different programs that have started so in my classroom and my classroom we we collect flowers from a stores are you can the next flight from grocery stores that will throw them away and then the students will make different craft we make a potpourri greeting card a Visa so we may call me tonight tell them at the Princeton Plaza Farmers Market we sell it twice a month at our class and goes to the month Miss Fields class and goes twice a month as well and then I should go to the next slide added some of the other teachers and we also have a we got all these garden boxes donated by different organizations and so we have the students learn how to draw and then what day have the decorated pots that they use these are the plants that we used to be cut down with the cuttings in them and then the soonest will go and we'll sell those as well and then I can go to the next flight didn't participate depending on their abilities for some students that's really just plucking sorting planting things and then some people from students will do all the work I'll really be involved in those card making or in the money aspect so and then we've had some students who once they graduated you know we've had them they had a hook up with their own plan so they can keep going and the idea is that some students and same thing to see his classroom student with big they'll keep selling with us to the farmer's market but they'll make their own Creations once they graduate and you can go to the next song and then if you look so these are some of the things so the flower things on the left those are from our classroom the other pictures are from Mischief costume where they make lanyards and they make decorated clothes and what are the next flight and then the next time you'll see some of the candles that Miss Lewis has been making and then that's the other classroom at the farmers market and like I said once in a while to go to a craft fair outside of school hours what kind of meat do you put our faces out there and and then all the money that we used that we make that all the funds go back into the program and then we use those two fun things like grocery shopping or we'll practice ordering at restaurants and buying more materials to continue crafting and yeah that's what I have you go ahead sorry chords is that a question I miss that sorry so I might Dicky and I I'm the teacher over at West Valley College through Camden we have a site over their classroom over there and so I'm going to speak a little bit about just the idea of our students and how they can be involved and taking college classes and the different levels of being involved some students at the main Camp Insight take class this at Community College is pretty common and big might take one or two classes and along with lot of the other activities you're hearing about you can also do I set my classroom which next year the session two classrooms or West Valley College and that's it program that some more immersive where the kids are actually on the campus they're taking 34 classes in the college they are all certificate base with little more intense into the college kind of thing so I guess I'll just try to cover both of those things so if you want to next slide I think there's way too many slides going on here I'll try to go quick but she ideas is why would they when our students take classes at the college reasons one of those could be a student be working towards certificate most of those students are going to be at the West Valley program in my particular class we were looking at some examples of some of these things that they're working on and we just listed office kids programs that my students are working on right now so you can see it like that list of those there and they're all working on these certificate programs taking the classes working on them some of them are going to be finished up and some my my sneakers they're finishing up this year others do you know we're starting earlier in the program but we have a whole list of certificates that are good good options to get into horses soon and go for anything you want but we kind of like kind of created a list of ones we think that are really accessible for group in the end seems to work really well next flight but there's other things you can do it at when it comes to taking college classes you can potentially take classes to prepare you for a job so if you're looking to do it like an office job maybe you just taking classes to learn to type for to use a computer or in that sense so you could just take classes like that you can just do classes based on your college interest your interest I should be able to say like you're interested in art or Pottery or music that I kind of things you can take classes based on interest to students can take academic classes like he he's a pretty common class and middle compy in college but the different kind of physical activity classes you can jump into and classes for a Beat social inclusion is to be a part of the their their peers of the same age. Taking classes and being part of that too I think that actually kind of overlaps and all of that cuz all the classes you can it really helps with his Soulful Blues all right now slide who can take college classes so we're still going to go in the idea who they able to do this taking colleges at a college is this not a mandate so your students coming in your child's coming in next year do not think that old boy I have to have my student take college classes that is not something you have to do is just an option if you want to do it yeah if your student one wants to do that that would be a no students people who take classes typically are more independent because oftentimes a student is not going to be with a man and a door with a a teacher during that the classroom time so they really have to be able to kind of that bill more independent that sense if you're doing the the West Valley classes that would be a definite thing to happen independent students to Baskin College if they don't have severe challenging behaviors so again the idea is that if you're if you can see your student your child on campus and navigating through that without having a lot of behaviors is the what's a good chance to give it a shot and see how it goes and again with these kind of things and if it if it's something it doesn't work out we can always drop classes and pulling back but that's Jen with the kind of stuff that we seem to work well in the take me to classes next flight I'm so students who are not independent about bored through a 1-2-3 staff to to your ratio there are staff that can help we have myself I have two other cash for maids that can that help him in the class and we I have about about 14 students and so there's definitely not a one-on-one situation there and my program we in fact makeup not to do the one-on-one situation because the students really are in the van at the West Valley site supposed to be more independent so we don't talk to their teachers we don't take them to class these are all things that they do in Japan we were more like a structure that helps support them in the weather doing that kind of stuff but their staff they're so they're not completely abandoned they have a they have a home base and it also like I said at the campsite got students off and we'll go to yeah the community college classes and cannot be taken there with an eight or not I just really depends on the situation I think we're good there go to next slide so what does the program do so again I'll speak to the West Valley classes what we do a lot in that in that class is a weird kind of a resource room which is a type of special ed where we don't necessarily do a lot I'm standing in front of class and teaching and like you remember in high school it's more of a classroom where the students are taking classes throughout the college was with different professors and they come back to our room all throughout the day. like a revolving door seems coming and going and then our room they find a safe spots with a familiar people and friends and and staff and what and if they want to they can just have a quiet space to work on their homework if they want some they reach out to us and we said hey can you help writing this essay I'm doing some this assignment I need some help and we sit down with them and we help them out with that some kind of help at home or should we a group of students taking public transportation has a lot of training all the similar stuff that you're singing all the classes when it comes to Independent Living happens in in in the in the college program like West Valley going to be added to a different degree though been our program public transportation in getting Independence like that we definitely helped in that situation the enrollment process for sure we helping that want to see the list of things that we're doing huge but in general the ideas we help the student really just access College where it might have been a little overwhelming without that kind of help and that level of help is really not part of any Community College in California they don't have that kind of support that you would have seen seen in the high school level like special and a special needs class they don't have that and so this is kind of a unique thing that we're able to offer that a way of helping to an access some of these classes Mandy's programs I wish I could have seen that before so wide and a note to parents is a sound really aggressive but basically it's if you're if you're interested in having your student jump into college classes next year in the program we would just ask that you kind of let us leave the enrollment process it gets complicated when parents choosing classes with the student without us being involved partly because of the scheduling probably cuz we know a lot of teachers we know the programs we know what's good so we would just said hold on to registration process will to help that help with that when they get here and so then that's out that's the key idea and we're here for more questions if you have that pass it off hi I'm Chia and I'm one of the teachers located at Camden and I've been there this is my 5th Year there now so I'm just going to talk to you a little bit about community construction this is a big piece of our program that a lot of the students get excited for and I think some parents they go home and you know you asked them how was your day where did you go a lot of the students. Just say oh we went to the mall but we want to tell you there's a lot more than just going to the mall a lot of it is the community is our classroom and so we teach a lot of these things in the natural environment we teach them how to ride the bus to get there to and from we will go to the grocery store we teach them how to do grocery shopping on their own how do you even make that list to begin with and then go and find that involves Mobility training we do end up going to the malls a lot because a lot of the students just like to walk around but the main goals might be how did I get there did you know did I take this bus do I need to walk here did I take route to get there this time which student gets to be the leader to take us there and so the students are the ones who are leading us there were there to support but we try to have our students leave the group so that they're learning how to ride the VTA and that's a huge part of our program here to teaching them how to go around town and things like that get where they need to go and this especially comes in handy when they start working off-site or volunteering off site or even going to the farmers markets with us next slide please so we teach it very systematically a lot of the training comes from the classroom first and they and we go out into the community but most of our students it sometimes it takes a long time to learn a certain skill I have some students who can learn how to ride the VTA to and from their home to their their new volunteer job Within month or two other students we take to up to two years so it just really depends on the level of the student and how comfortable they feel on the VTA so it really depends on the studio of course but we have a very systematic training on teaching them how to do these things so that they can become independent because this will be their mode of transportation when they leave camp and then of course I'm we continue to other things so I'm going to touch base on the grocery scale since it's listed here will teach him things like you know what you should do at home we looked first we find out what we want to make you know for dinner then we make our we find a recipe we make a grocery list and we see what we already have we don't have to buy things then we set a budget and then there comes the budgeting skill and then then we take the bus there or we walk there whatever however we need to get there then did we make sure we stayed within the budget and we have to go find all of these items in the store so it might be something that's very easy for us to do but for our students it's something new that they have to do on their own and it's very exciting when they are excited they found something all by themselves and that they went through self-checkout and paid for it by themselves so I'm deserve a huge skills that our community helps us to use for them to learn all these skills slide please these are just pictures that I've created on even though we go out and do some fun things we went to Christmas in the Park of course lots of our classrooms always go every Christmas time it's kind of nice and then I'm on the bottom picture some of these students they went to by Stadium but it wasn't just to go to Levi's Stadium they were learning how to go to the end of the of the line for the light rail they they went from start to finish to see where does it go where does it end how far does it go you know how do I know I'm luckily Levi's Stadium is just at the end we got to go out take a picture so it's kind of nice but then they're really learning the end of the line what is the light rail versus the bus and things like that how many lines do we have we have three colors are we taking you know how do we read the to make sure we're getting on the right one because that line happens to have the blue and the green line going so these are all things that my students and other students and other classes are very familiar with they know the bus routes the roundabouts they know what you know it comes every 30 minutes comes every 15 minutes has become something very exciting for them that they know about in their parents don't and we encourage parents to go with them to you know on a bus route one day on the weekends cuz you are able to get the V the access card then that's something that you guys can go on with them you guys can go on for free so we highly encourage that families apply for the BT access card prior to coming I'm it's really helpful when we already have the bus passes ready for want to go we can hit the ground running for a stay some classes go out first day I first week so it's really nice to have their access card they can use it on the weekends they can use it to go to work I'm it's just it's a great thing to have so few guy don't already have one please sign up and you can just get the application on the VTA website in the top right corner we have to students over at City Hall that group of students they went to City Hall to learn about what is it why is this here what are some of the things you can do here at City Hall sometimes we take her students to DMV to get their real California ID card or renew it so it's really helpful that we take them out to the community so that they know where some of these buildings are what look like and what is available for them if they need it to ever go there next slide and then of course this is I'm some of our students riding the bus and waiting from the bus and we teach them how to read the signs for the bus route the kitchen etiquette for the bus and things like that how to make sure they know how to pull the cord read the signs on how to get help from the bus driver so lots of training goes into I think next slide I think that might be a one more of course we do independent living skills such as purchasing eating out at the restaurants like Maria Julie was talking about you know they earned their money that they get to go use it or to buy our groceries and go to just go and get things on both it's a little cheaper to it's it's nice when they can do all of these things and they get really excited to go out and do it next slide and then of course we bring it all back and we cook we have a full clip Camden it's really nice to have the students have everything available to them we cook in the classroom and in the kitchen so we have these lots of tools and we usually end up borrowing lots of different machines with each other in different classrooms I'm so this is mainly at the Camden site so if you're at the West Valley College you're not doing as much cooking explain and then of course we also have a laundry machine here and there is a students who Iron as well so we have lots of different skills that we can teach them and that student particular was actually doing her laundry that day so we do allow them to bring their laundry to do and we teach them how to fold it and they have to take care of all their stuff so it's a very great Independence killed. WYD and then we have Workshop I think this is an introduction slide for the next 14 Miss Danielle so I'm going to introduce Miss Danielle she can talk about the workshops thank you I am Daniel Gutierrez one of the teachers at Camden I'm going to be talking a little bit about self-determination workshop and career development Workshop so itself determine a Jen is a pork chop super super important and I show my students this quote and this image as I feel they are very powerful the only person you are destined to become is the person you decide to be we teach the students that they are the masters of their Destiny essentially right you know we're here to support them they are going to be the one no steps and then this person looking out into the bright future you know there's this path ahead and we are there to support them on that road as well as all of you next line please so the definition of self-determination is the process by which a person controls their own life next by please so insult determination Workshop a lot of the things that basically are part of self-determination that our students learn our choice and decision making all setting self advocacy self-awareness and self-knowledge and a lot of the ways that our students learn these are for sure out in the community but teaching them in the classroom I know in my classroom we do a lot of role-playing and that could be students so I didn't couldn't find any pictures of my students but we have one of those directors Clapper things will get really into it and a student might be the the director I are one of the other staff might be in the the scene where we might have to advocate for herself either at work or you know with friends or family and so the students will act out how they think they would advocate for themselves but not situation self-awareness is another big thing you know that also kind of goes into the questionnaires and interest in inventories that work ability does I'm getting to know what their interests are why they like them next slide please so basically in the self-determination Workshop students house and answer these questions what am I good at what is my plan of action what is my dream to accept me who am I who loves me what is my story who will help me and what do I need and again we support them while they answer and next life now onto Career Development Workshop so students learn about their interests Hobbies abilities that basically about that what are they passionate about what can they do what are they good at what are they not good at and then we do interview prep which again I don't have pictures but a lot of that is roleplay some of my co-workers of awesome project that they do with the students for example my students just last week we were doing where they had to practice how to introduce themselves and how to give a good handshake and they practice with each other they practice with myself or staff we teach them how to fill out a job application online and on paper appropriate dress for an interview or four at work and appropriate communication is huge next slide please so some of the ways that students learn this again is role-playing so being out in the community and being able to practice as many skills as possible is awesome sometimes you have to kind of just create the empire which we do so on campus so this could be mock interviews practicing self-advocacy skills the role-playing practicing a communicating with employers and co-worker problem solving skills also watching videos activities on rcpi so like Chia was mentioning community-based instruction so for example in my classroom I give out TASC card so it's just a little square sheet of paper and it has kind of a to-do list that they need to do wherever they're going so for example targets they have to find an outfit that's appropriate an interview I might also be more specific and safe or appropriate appropriate clothing for wearing to work at Safeway or you know do they know appropriate Footwear for going to the gym so those are some examples of ways that students practice these skills at Camden and I think that's it it's my turn now hi everyone my name is Rowe and Louis and I'm the teacher in room C and I'll be giving you an overview of functional academics and as we all know Reading Writing Matthew often considered as the basics of the curriculum especially when your students were in Elementary and high school so as our students transition to the post-secondary program we will still be working on a demux but we will be looking at if using a different lens we will be Oregon teaching them like useful are functional academic skills that will allow them to become more independent and when we provide instruction we always ask ourselves as teachers he now will will our instructions do a meaningful outcome for a student so to assist us teachers in teaching functional academics the district has acquired this curriculum called the unique learning system or you LL and it's actually South Bay so it's online program and it allows us to deliver differentiated instruction that needs to state standards for the national transition standards so for The Unique Learning System has built-in assessments that we use with their students it has benchmark assessments monthly checkpoints and it can be easily accessed by t-shirts online we can also assign work mail to our students so even if they're out for a week I'm able to let the parents know okay you can still see what we're doing in the classroom in terms of functional academic so we can push up lessons like that and it's also based on the studio something so it has four students who have excellent reading skills to coding skills State they are able to kind of like customized to the work for the we have students who need pictures of course we will be providing that so it depends on the functioning of the student next light please no you'll see there those are just examples of the topics that we've covered so far this as you can see this curriculum is thematic so every month we have a difference of theme so the beginning of the school year it's a bit was about self-advocacy dressing for success with Danielle just called her earlier about health December will you reward than tradition January is about to can I trust who are your go-to person and then we also talked about just last month or topic was about what's keeping all about cleaning how to make a cleaning plan what are some tools that we need and and so forth so that's just like a snapshot of what we've been working on this year and of course the focus is functional reading mass and writing next light please and for functional reading these are just some examples we do a lot but so I just had to pick you know a few of the things that we do so for example of this month or seem is about communication skills using a cell phone so we learned about leaving a voicemail so those are the stories that we read and that you can see their very age-appropriate and it also comes with comprehension checks for a student so that's ample Ricci kapricci there has some symbols in our picture symbol support we also read the recipe so she had mentioned earlier we cook in Camden and we do our grocery list we will you read the recipe and so that the student can learn how to practice the skill at home as well and we also work on job application form so these are just some examples for reading next light please and then for the functional math lesson we have banking Basics do students learn how to balance a sample check register or what's a deposit what's a withdrawal so what's the difference it mean that they learn all about money so that was her to focus money time and also how to use a calculator how do you manage your time how do you stay on task to be on schedule when you go to your jaw so we also have a program that we use called IXL math which the district also acquired for us so it's practice on math skills first next flight please and the last area of functional academics is functional writing lesson so we like what I said earlier we looked at practicing how to fill out that reforms job application forms we also use a program called Paxil Explorer which used to be the virtualjobshadow where our students can access some lessons about Career Development all about writing their resume cover better setting goals that are and then we also have typing webs or students get some practice in typing this right now in a currently a lot of applications are now online so they need to learn how to type and enter information that matter and we still do and I'll turn on the writing so that they still get to practice actual handwriting and at the same time also we we create our grocery list for cooking so these are just a few of the and I think that's it for functional academics great thank you Rowan and and I am going to go ahead and cover the remaining Workshop as well as some of the program Basics and so we're guarding social skills quickly preview the circles curriculum some social emotional strategies that come into play in our classrooms and the some of the ways that we allow students to practice dialogue which can often be a challenge for a number of students so there we go so first the circles curriculum just a brief overview this is one of the foundational curriculums that we use in order to introduce students to the idea of social skills through the lens of appropriate boundaries and so we we take everybody that they could possibly meet her be connected with and we we we we give them the framework of placing and placing them with enough specifics so the purple circle refers to the student themselves that is my circle and that's the the most private Circle that we have and at the other end of the spectrum a red circle would represent strangers that they've never met before and that they may encounter in the community in the grocery store Etc and so with each of those different colored circles we we teach students what what kind of conversation are appropriate how how they can and should approach people within these different circles and then also what might happen if you meet someone is a stranger but then you might want to become their friend for example and we we coached them through the social conventions for how to engage in in dialogue and conversation with those people in an appropriate Manner and in a way that respects everyone's boundaries and so then as part of continuing to build those skills we we we do dialogue practice often in our classroom so that students actually practiced at role play as other I've mentioned how to go through these dialogues what scripts might help them start those conversations and this is particularly helpful for students that have difficulty navigating those are social interaction so we make sure to role-play and give them plenty of practice with that dialogue this is an example of what a script might look like that we give a student if they're just starting to learn these skills getting them used to the back-and-forth nature of having a conversation with with a friend or or perhaps someone that they need to talk to you if they are ordering food at a restaurant for example and and gradually over time as they get more comfortable we extend the conversation and encourage students to not just ask more follow-up questions ask open-ended questions ask questions that can't just be answered with a yes or a no but something that offers a little a little more open this like what are you doing this weekend and and also training students giving them practice and how to respond to a question like that in a socially appropriate manner and you can see an exam an example here and N again a lot of r students who who who struggle in the social interactions we provide plenty of prompting plenty of support and then plenty of practice in the classroom so that they can get increasingly comfortable and independent with that kind of dialogue and then we also recognize that there are students who might need some support in learning emotional self-regulation and so we absolutely train them in specific strategies training them in how to recognize when emotions are starting to become intense for them how to listen to their bodies to indicate when they might be getting overwhelmed and then also giving them some some strategies introducing them to yoga different breathing techniques for instance so that they can learn to calm themselves and avoid that sense of overwhelm her panic and this is just one example of a couple of examples of some of the tips that we offered to students for if they think they're about to get overwhelmed or or or deeply frustrated you know teach them how to advocate for themselves ask for a quick quiet brake and also how to use the resources around them like headphones like sunglasses or other tools if there's a sensory overload that's happening or about to occur so as you can see your students are learning quite a bit here in the post-secondary program and we're nearing the end you'll be able to ask some specific questions and some areas but I will quickly walk through some of the ways that we show students how to access Community Resources public transportation has already been send a couple of times so our program does provide monthly passes to the students at no cost during the length of the school year August through May and we provide those we also help students apply for a couple of different public transit resources that are available one is is the RTC discount Clipper card this is paired with a monthly past and provides adult students with a discount because they're adults with is abilities and as you can see it's up it's a pretty substantial discount and adults monthly past my regularly be $90 but and adults with disabilities pass would only be $30 if a student has this discount Clipper card come and we help students go through the application process our district nurse actually can help certify the students disability so that's one way we try to help streamline that process and this card is applicable go to all Bay Area Transit agencies you can see the logos on the slide it's not just VTA in our County but it's Caltrain it's Bart it's Muni if they're up in San Francisco and if you can see the card that's pictured here actually does expire until 2027 so once the student gets the cards if they card at last at least a year Beyond when they would exit the program so that's one way we try to set them up with a public transit resource that can last with them Beyond the time they leave Camden another Mischief mentioned the VTA access card and that's strictly through VTA in Santa Clara County it is it does provide students with a Paratransit service that's that's actually a car that can pick them up and take them to their destination once they've applied and and and a TV access card it also asthma she had mentioned does get them free rides on VTA buses and Light Rail so that's another card that we coached students in applying for and help them open get that resource and classes are also visiting the public library showing students how to apply for and get a public library card and also as Chia mentioned going to the DMV to get there they're California ID card setup so we do try to connect students to a wide variety of Community Resources that way I also want to emphasize to our families you have if you have not yet connected with the San Andreas Regional Center Stark sarc this is a very vital Hub of resources I encourage you to make a call to them sooner rather than later they are they are the One Stop Shop a beyond our post-secondary program so once your student graduates from Camden sarc can connect you to many similar resources that can continue a number of supports for your students after they leave Camden but starts can also help you immediately if you are interested in establishing conservatorship once a student turns 18 in the state of California that student takes on all of their educational rights so legally. student becomes the one who makes all of the decision if you are interested in retaining at least a partial guardianship so that you have authority over some of those decisions once your student turns 18 I need to go through the legal process of establishing a conservatorship that is something you need to apply through the courts or and it is a judge that would issue an order that establishes the conservatorship and so Sark the San Andreas Regional Center is a place where you can get help through the process they can show you exactly which forms you need to fill out how how the timelines work etc. So again highly highly encouraged all our families to get to know the ball at us Ark the San Andreas Regional Center and I just put at the bottom here going to our website the Camden post secondary website there is a tab right up at the top where you can that's more details about all of these resources and some others that are available for you in the community all right and then the the last couple of details or just the simple Logistics of the Camden Post second reprogram our bell schedule is 8:30 to 2 p.m. Monday through Thursday we have an early dismissal at 1 on Friday so that our staff can have a regular weekly meetings we do follow the Campbell Union High District school calendar however the exception to that is that if your student is at our West Valley classroom and taking predominantly West Valley classes their academic calendar does Dipper our district in some key ways and so students in that classroom tend to follow the West Valley calendar and there might be some differences in when spring break occurs and and other days as well student attendance has is extremely vital but but please if students are sick we we do want them to stay home and get well and you would call our our Camden office to record absence any kind the the phone number and email address for a missdia are phenomenal clerk is right there and if if your student is absent from Camden because they are already engaged in any part time jobs or volunteering know that we will not count that as an absence from our program if they're working in volunteering they're doing exactly what we're preparing them to do so we would not count that as an absence for the day we do offer transportation service and that will be discussed in you are regular i e p meetings it might have already been discussed and in the articulation process that's upcoming will continue to offer transportation you're welcome to transport your student as well are drop-off and pick-up times tend to be 15 minutes prior to the start or the end of classes and we are a dish run program so we are are not a separate School in the traditional sense we are a program run under the district and once your students enrolled at camp in the IEP process does continue is there will be annual rib use if a triennial assessment comes up on the same three-year cycle we conduct triennial assessments and reviews with students and the IP process will certainly focus on your students transition plan is there a drug services in the IP such a speech and language for example of those Services continue at Camden as well this was mentioned previously next year we anticipate hosting C classrooms of students four of them placed at the Camden Campus and two on the West Valley College campus and in each classroom you will have a dedicated team with a teacher typically have 2 / educators are instructional aides and a dedicated job developer for that class and each class has a maximum of 14 students typically it is closer to 10 or 11 students in in most of our classes we communicate with parents and families as well as students in a variety of ways email is the primary communication so it is important that we have an email address where that is that is checked regularly so that we can stay in touch course you can call the eye best and in some instances we might be able to connect you to the classroom if it's not right in the middle of instruction you know we we we are open to scheduling conferences even outside of the regular IEP meetings teachers typically send out a newsletter every so often to keep you regularly updated on what's going on in the classroom and Wii U an internal platform called parentsquare that's what what I'll use from the administration office to send out periodically updates and those can go out by email text and or phone want to have some control over how you receive messages including a language that you wish to receive messages in then I highly encourage you to download the parent Square app that makes it much much easier to modify the settings and really customized how those Communications are received and then we are we have partnered in the past with the best buddies program at San Jose State University so that your students can connect with other adult students in the community as to provide more age-appropriate social opportunities and and connect them with some some potential new friends and new peers to get to know so the best buddies program at San Jose State is a is a partner that's been very valuable for us in the past and we that continuing and so we have a great team here in the post-secondary program at the district level Cara Butler is our special education director she oversaw cease all things for students with disability you met at the top of the program Ophelia Gomez she is the special programs manager and and she manages the Camden a secondary program as well and again I'm Paul I'm the site administrator who is on the Camden Campus each and every day you've met most of our teachers as they each were part of the presentation except Miss Jansen unfortunately she couldn't join us this evening and they the teachers also serve as the case managers for your students you met Gina Rodriguez who is the transition specialist in you see her team of job developers again each job developer is assigned to a dedicated classroom of students I mentioned earlier as our office Clerk and our designated instruction support team you can see we have to speech and language pathologist to work with our students we have an occupational therapist we have Debbie peel and who works across the district but she's our our go to nurse and then we also have a school psychologist that your student may interact with especially if they're being assessed for a triennial review so a large team here to support your students and we can't forget about our classroom paraeducators are special education AIDS this is our car current team right now and it does average at least two her classroom so we have a nice network of adults support for your students and then that's the front office number that's how you can reach me is Dia you have our web address Camden cuhsd. Org where you can stay up-to-date and a throughout the spring will be sure to post updated information especially around the registration and articulation hey speaking of the next steps so now that you've been oriented to our program and and introduce to it and you've absorbed a lot of information tonight thank you for your patience and your persistence so we have set up a website where you can schedule a a tour of the Camden Campus that's happening next week on Monday Tuesday Wednesday the 13th 14th and 15th you'll have the times available when you visit that a website and and you'll see that website published shortly and we also just didn't get into the slide but we will have a toy I'm on Tuesday the 14th at 1 for any families that are interested in visiting the West Valley classroom that will be available on the pick Time website for you to select I'll be at 1 Tuesday the 14th so you have an opportunity next week to tour one of the campuses then an articulation meeting will be scheduled at your high school through your current case manager so they will be reaching out to you to schedule the articulation meeting you might also hear from is Gomez and or myself around scheduling that meeting so expect articulation meetings through the second half of March beginning of April please do make sure you have a couple of key documents prepared for us if you have gotten a legal conservatorship for your student bringing a copy of that court order would be very helpful for the articulation meeting and if you also I have a DMV identification for your student that would be helpful as well and then in May were planning to host an open house where you you will be able to meet your probable teacher and Paceman next year when your student comes to Camden and again I can't stress this enough during do please over the next couple of months make sure you connect with the San Andreas Regional Center they're going to provide a host of resources and support for you

Listed in Orientation (for new students)