School-to-Work Outreach Project 1996 Exemplary Model/Practice/Strategy

Project TASSEL Shelby City Schools North Carolina

Mission

The aim of Project TASSEL is to provide quality and comprehensive transition services to students with disabilities in order to assist them in a smooth transition from school to the community. The success of this transition will be related to measurable objectives in each school.

Organization/Program Context

Project TASSEL is an integral part of the special education program of Shelby City Schools and Cleveland County Schools. The project continues to be developed in Shelby City and replicated by Cleveland County Schools. Key to TASSEL's success is collaboration, both within the school and with outside organizations and agencies. A school level transition team meets regularly to help parents and students project post-school needs, identify areas of responsibility, share information, and develop transition plans. A community interagency team meets quarterly to address administrative issues and delivery of services. The schools work closely with area adult agencies to provide appropriate services, thus ensuring the successful transition of graduates into the community.

Community Setting

Small city. Shelby city is the largest city of a rural county. The county is home to 20- 25 large manufacturing industries.

Population Served

Program/Organization
The Shelby City School District serves 3,000 students K-12, 250 of whom are in special education. There is one high school in the school district and one special purpose school serving students from three school systems.

Model/Practice/Strategy
Project TASSEL serves 120 students in Shelby City Schools. The majority of students are of the ages 14 to 18 years, while some are of the ages 19 to 22 years. The nature of the students' disabilities are as follows: more than half are persons with mental retardation; less than half are persons with specific learning disabilities; and the remaining are students with the following disabilities as their primary diagnosis: deaf or hard of hearing, orthopedic impairments, and traumatic brain injury.

Model/Practice/Strategy Description

Project TASSEL provides training in academics, vocational skills and life skills. All students with disabilities at the secondary level are involved with some aspect of Project TASSEL. Students with severe disabilities begin the project at age 14, while others start in the 9th grade. Initially, students learn work skills through vocational training, such as job boxes and classroom jobs; they then actively use these skills in the workplace. A functional curriculum is used, providing adult outcomes and many opportunities for integration with peers. For example, students engage in on-campus vocational training in workplace habits and behaviors, alongside classroom instruction which combines academic subjects with employment skills.

Each student, along with his/her parent, chooses an instructional option, keeping in mind his/her post-high school goals; the two courses of study to choose between are academic and occupational. The academic course of study includes both mainstream classes and special curriculum and instruction classes. Tutoring is available to students, and some may choose to participate in career preparation and/or vocational training/classes as electives. The occupational course of study allows students to gain functional and transferable skills through on- and off-campus vocational training. Students can participate in one or all of the following work experiences: the school factory, on-campus jobs, job shadowing, paid community-based training, and/or individual jobs. Students who have successfully completed the occupational course of study (including vocational training, individual job placement, and completion of academic and job placement portfolios) receive an occupational diploma which is approved by the local school board and recognized by local employers. Those who pursue the academic option receive a high school diploma.

Extensive interagency planning is integral to Project TASSEL in providing transition services which lead to a successful transition into adult life. Local businesses are also involved in many ways, including factory contracts, job shadowing sites, paid community-based contracts, and individual job placements. The result of this collaborative effort is comprehensive education and training for students with disabilities. This program's measure of success is the ability of students to gain and maintain employment after graduation.

Exemplary School-to-Work Components

Student Focused Planning - School-based Learning
Each student, along with his/her family, makes future work and adult life goals, and then chooses a course of study to help attain those goals. The curriculum is student-centered, providing a variety of activities and experiences according to individual student needs. Students evaluate the program through satisfaction surveys and discussion groups, the results of which are considered in project modification.

Collaboration - Connecting Activity
Project TASSEL is noted for its connections with community agencies and services, businesses, and civic organizations. Collaboration is facilitated by the school-level transition team and community interagency team. These teams focus on the provision of services and supports to youth in transition from school to the workplace and to adult life in general.

What Makes it Work?

Functional Curriculum
The Functional Curriculum is implemented in the occupational course of study. It offers a wide array of vocational training options, both on- and off-campus, and in paid and unpaid jobs. Courses include Employment English, Job Skills Math, Life Skills Science, and Career Preparation. The curriculum is organized into a course of study that terminates with an occupational diploma.

Student & Parent Involvement
Students and parents are involved with student mapping, student dream sheets, and natural support surveys, in addition to being active participants at planning meetings. Students receive self-advocacy training, and parents receive information on how they can help their young adult find employment.

School and Community Level Transition Teams
The transition teams facilitate coordination among school staff and between the school and adult service providers. This coordination is essential to ensure that each student receives needed services after graduation.

Vocational Education and Special Education Collaboration
The collaboration between vocational and special education is effective in providing creative training opportunities. This collaboration also decreases duplication of services and increases planning coordination, thus ensuring student success in vocational education courses.

Staff

• Transition Teacher
  2 full-time
  * Obtains appropriate student information for vocational training and job placement
  * Develops job sites and job duties
  * Communicates with businesses involved in training and job placements
  * Oversees collaboration/communication with vocational education and special education
  * Coordinates services with adult agencies
  * Conducts student evaluations of job performance

• Transition Coordinator
  1 part-time
  * Assesses the vocational and transition needs of the students
  * Provides transition information to teachers and families
  * Develops Individual Transition Plans (ITP) with students
  * Promotes the employment of persons with disabilities in the business community

• Transition Assistant
  7 full-time
  * Provides supervision and instruction on community training sites
  * Assists with student evaluation

• Functional Academic Teacher
  6 full-time
  * Conducts Curriculum & Instruction classes
  * Assists students in preparing academic portfolios and provides self advocacy training
  * Participates in individual transition planning

Jerry Moss graduated on May 24, 1995 from Shelby City Schools as the first recipient of an Occupational Diploma. Jerry was an honor student demonstrating leadership skills. For example, during his senior year at North Shelby School he served as president of the student body and participated in Special Olympics at the state level in bowling, softball, basketball, and soccer. He was an active member of the Honor's Chorus and African Drumming special music groups. Also, he received the Dr. Lasunita Proctor Vocational Award, the Carlos Young Athlete Award, and the Principal's Award. Jerry's participation in the occupational course of study included classes and activities in Career Preparation, Community Services, Family Life, Health, Life Skills Science, Job Skills Math, Physical Education, and Vocational Education. In addition, Jerry participated in community-based instruction in recreation, daily living skills, consumer issues, and money management. The functional curriculum used in his studies allowed him to develop communication skills, basic math, and daily living skills, and helped him maintain a physical fitness program. These skills were transferable to work behaviors and skills necessary in competitive employment and the community. Jerry also had community-based vocational training on and off campus. His career preparation courses allowed him to gain work experience in custodial cleaning, restaurant preparation, retail, and industrial/grounds keeping. As part of the class, Career Preparation IV, Jerry developed a job placement portfolio. This portfolio was presented to employers as part of the application and interview process. During his senior year he was employed as a work station supervisor in the school factory. This position was funded through a school-to-work grant from the Job Training Partnership Act (JTPA). He was also employed part-time at the YMCA. Project TASSEL assisted Jerry with making a smooth transition from school to work. This involved planning which was supported by the transition team at the school level. This team provided a link to adult services, employment, and successful transition within the community. Through interagency planning Jerry was linked with Cleveland Vocational Industries and Vocational Rehabilitation who provided supported employment. They also gave Jerry on-the-job training and continue to provide follow-up services. Jerry is truly a success story. He is employed in textiles with good pay and benefits. He has maintained excellent attendance and has received positive work evaluations. According to his supervisor, Jerry is well liked by co-workers who state that he is one of the best cloth doffers ever. Doran Textiles, Inc. has been very supportive of Jerry, welcoming him to their team.

In the functional curriculum, Jerry learned skills to use both in the workplace and in the community. According to his supervisor, coworkers have stated that, "Jerry is one of the best cloth doffers ever."

You can visit the Project TASELL website at http://www.uncc.edu/tassel.
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This profile was generated by the School-to-Work Outreach Project at the Institute on Community Integration (UAP), University of Minnesota. The development and dissemination of these profiles was supported in part by grant #H029B30142 from the U.S. Department of Education.

For further information, contact the School-to-Work Outreach Project, Institute on Community Integration (UAP), University of Minnesota, 101D Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455.

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