We ask students to bring their own lunch. This is a chance for students to practice being involved with packing their own lunch in preparation for when they leave public school and get a paid job, or go to college.
Many community outings include opportunities to purchase lunch. If your student plans on buying lunch on an outing, please send about $15.00 or let teachers know what their budget is.
The CBTP is a Shoreline School District program. The community college has graciously allowed our district to rent rooms and use facilities at the college to support the transition out of high school to post-secondary opportunities.
Students will still get services in all eligible areas listed in their IEP.
***Service minutes are likely to be adjusted because the of the difference in total minutes between high school and CBTP, and how .
The CBTP continues to follow each student's medical plan, so it will be important to have the nurse continue to update the plan and provide input and/or be part of IEP meetings. Medical plans are written so that staff have clear guidelines to follow at all times, including when students are in a location where a nurse may not be on-site.
In the CBTP, we relate what students learned in elementary, middle, and high school to life after leaving high school. The focus is on applied academic and independent adult living skills.
we do not put aside academic development. Instead, we focus on teaching students how to apply academic skills they have learned in their school career to their life, leisure, and work.
Students in the CBTP spend part of their time in the classroom, where they are taught how to apply their academic skills to life, leisure, and work skills through hands-on activities. Students spend the remainder of their time participating in semester-long volunteer internships and community outings where they practice their academic skills in a “real world” setting.
Students change worksites every semester to gain experience and discover interests in multiple types of work. We focus less on “apprenticeship” style worksites (learning to do a certain job), and more on universal employability skills - skills needed in any type of work environment (managing time, communicating with boss and co-workers, following a multi-step task or schedule, expected work behavior, etc.). This will help them be better equipped for any job that will have in the future. We have worksites that are, by design, more well-suited to students new to vocational experiences. Then we think about how to place them each semester/assign tasks that reflect the student's growth and relative independence.
Things we take into account are:
- Student's sensory needs within the work environment (noise levels, public/customer traffic, etc.)
- Student skill level and worksite needs (whether the student perform the task to the worksite's standards in a reasonable amount of time, given reasonable accommodations)
- Student population of the program and type of support needed within each work setting.
- We sometimes try to accommodate particular employment interests (like if they want to work with kids we try to get them in a child care setting for one semester)
- Availability of spots at the worksite and job tasks available to us at that time (this is always up to the discretion of the community worksite employer)