Purpose

  • Mission

    To provide individualized instruction and comprehensive services to students so that they achieve success in their transition to adult life.

    Executive Summary

    The Occupational Training Center provides community based Special Education services to students who are classified by the Committee for Special Education as having a developmental disability.  The program is designed to prepare students to perform skills needed to function successfully within a variety of community environments.  These environments include but are not limited to their place of residence, employment settings, consumer/service settings, and social/recreational activity.  Each student has an Individualized Education Plan with goals based on specific transitional targets.  This approach is congruent with our school theme of  “Training for Tomorrow.”

    Quick Facts

    Instruction of English Language Arts includes functional vocabulary and community literacy.  Mathematics instruction includes personal finance of money, time management, schedule and map reading.  Career Development focuses on employment application process, developing employability skills through work-based learning and career exploration.   Instructional planning is aligned to the essential elements of the common core standards and based upon the developmental level of the student.

    Core Academics

    The unique learning program is used has the core curriculum. It contains specific lessons that target the development of English language arts skills, mathematics, and integration into the general community. The focus is on preparing students to be independent and contributing members of society. Teachers use the progress monitoring method or the units to develop goals and objectives specific to each student. 

    Self-Management/Home Living  

    Students are taught personal budgeting, housekeeping, and meal preparation skills.

    General Community Functioning

    Students are taught to use practical academics in generalized community environments. This includes community travel training, shopping, accessing community services (Post Office, Social Services, Banking using ATM cards, savings and checking, public telephones and calling cards).

    Recreation/Leisure

    Students are exposed to extra curricular activities, home entertainment, and public entertainment so they can develop appropriate social skills. 

    Work-Based Learning

    Students are scheduled for work-based learning at least two times per week so they can develop employability skills.  These experiences in group & individual vocational training sites provide the opportunity to gather data that is recorded on an individualized Employibilty Profile and Career Plan.  Students are given the opportunity to engage in service coordination, ACCES-VR, and OPWDD as part their transition to supported employment. 

    Transition Planning

    Transition Planning is a continual process that is a major focus of every student program.  Transitions are difficult for all people, but especially for students with moderate disabilities. Active transition plans which plan for life after school begin to be generated by age 14 and modified throughout the student’s school experience.  Transition Plans include, and inclusive of  areas of Instructional Needs, Community Experiences, Employment, Post Secondary Adult Living and Adult Daily Living.