Supported Education Sample Clauses

Supported Education. Supported education is a collaborative process among teachers, parents, paraprofessionals and administrators. This process involves frequent planning and problem‐solving to effectively meet the needs of a student with supported education. (For purposes of this section, a student with supported education is a student who is eligible for and receives special education services as set forth in an IEP and/or age appropriately placed in the least restrictive environment.) All core team members as defined above, who provide direct services to students with supported education will be invited to meetings scheduled to resolve issues and discuss provided services. If scheduling prohibits the paraprofessional from attending a meeting, the Case Manager will provide directly to the paraprofessional the notes from the meeting with those identified students within 24 hours. If a problem cannot be resolved through this process, the following procedure will be followed:

Supported Education o. Supported Employment;

Supported Education. TAY supported education services will be provided only when this service is a part of the comprehensive action plan. Referrals will not be accepted for non-enrollees. Supported education will be funded with MHSA FSP funds and managed through an agreement with another contractor. Contractor shall collaborate with the College of San Mateo to gain enrollee access for existing programs. Contractor shall also provide the following services to assist enrollees to become involved in supported education:

Supported Education. Supported education helps consumers develop a vocational goal which may involve finding employment or pursuing further education. Support may be delivered through a range of activities, such as providing instruction in English as a Second Language, academic upgrading and/or remediation, and sessions on career planning. • Leadership Training Leadership training teaches mental health consumers the skills they need to take on a leadership role in creating and running a consumer- operated alternative business, or an agency-sponsored business. This may involve mentoring and job shadowing, or training consumers/survivors in community development techniques. The expertise of local employers represents a vital resource for leadership training.  Supported Employment Supported employment and other employment-related services are offered by a variety of agencies and businesses in the community that focus on meeting the needs of people with serious mental illness. Agency- sponsored businesses are owned and operated by mental health agencies to provide rehabilitation and employment for people with serious mental illness. These kinds of businesses offer employment opportunities which pay employees minimum wage or higher. As well, some community agencies focus exclusively on providing employment supports to people with mental illness while other agencies offer additional services such as case management, which may include an employment support component. The overall objective of these programs is to increase employability by helping individuals to prepare for, obtain and maintain employment. 2013-14 activities:  2093 clients participated in programs and services;  461 of these clients completed the program where there was a specific start and end point to the intervention;  485 of these clients were employed as a result of program participation; and  269 of these clients were helped by the program to maintain employment.  Supported Education Supported education programs operate within the community college system. The programs are offered to people with serious mental illness who are interested in furthering their education and/or finding employment. Services include providing instruction in English as a Second Language, academic upgrading, career planning and on-site support. The objective is to help individuals develop a vocational goal. 2013-14 activities:  328 clients participated in programs and services;  152 of these clients completed a program or service ...

Supported Education. Supported education helps consumers develop a vocational goal which may involve finding employment or pursuing further education. Support may be delivered through a range of activities, such as providing instruction in English as a Second Language, academic upgrading and/or remediation, and sessions on career planning. • Leadership Training Leadership training teaches mental health consumers the skills they need to take on a leadership role in creating and running a consumer- operated alternative business, or an agency-sponsored business. This may involve mentoring and job shadowing, or training consumers/survivors in community development techniques. The expertise of local employers represents a vital resource for leadership training. ▪ Employment-Related Programs in Provincial Psychiatric Hospitals Inpatient and outpatient programs in psychiatric hospitals offer the following services: skills development/training, job placement, job development/creation, employment planning/career counselling and skills training on the job, as per the above descriptions. The objective of these programs is to assist people with serious mental illness to prepare for, obtain and maintain employment. 2005-2006 activities: ✓ These programs served 1,247 clients. ✓ 475 clients completed programs or services. ✓ 219 clients were able to obtain employment. ✓ 231 clients were able to maintain employment. ▪ Supported Employment‌ Supported employment and other employment-related services are offered by a variety of agencies and businesses in the community that focus on meeting the needs of people with serious mental illness. Agency-sponsored businesses are owned and operated by mental health agencies to provide rehabilitation and employment for people with serious mental illness. These kinds of businesses offer employment opportunities which pay employees minimum wage or higher. As well, some community agencies focus exclusively on providing employment supports to people with mental illness while other agencies offer additional services such as case management, which may include an employment support component. The overall objective of these programs is to increase employability by helping individuals to prepare for, obtain and maintain employment. 2005-2006 activities: ✓ Supported employment served 5,826 clients. ✓ 1,688 clients completed the program. ✓ 2,053 clients were able to obtain employment. ✓ 1,146 were able to maintain employment. ▪ Supported Education Supported education p...

Supported Education. Our Supported Education team provide educational and progression opportunities for those with learning disabilities and will work with a range of partners to ensure that learners with profound and complex needs continue to participate in programmes which enhance their knowledge, skills and employment prospects. The College currently works closely with the Social Work Departments of both Dundee City and Angus Councils, alongside a range of other partner organisations such as Gowrie Care and Enable to ensure that individual support is available prior to a learner embarking on a programme. The team have developed an innovative Social and Ethical Enterprise model of delivery, giving the students a real life business experience and establishing good employability skills. An example of excellent inclusive practice and partnership working is the Aim Forward School link project. This 3 hours a week collaborative project offers an effective teaching model to support long term absence from school due to severe mental health issues including Autistic Spectrum Disorder. It is delivered in partnership with Dundee City Council’s AIM (Anxiety in Motion) Project. The classes are all based around ICT project working, including digital imaging and animation. This partnership opportunity has been operating for 2 years now and we have seen 16 young people progress onto full time study within Supported Education. The staff in the area have identified a number of key strengths in their approach which facilities access and inclusion.  Strong college wide support for all supported education courses – vocational areas offer serviced opportunities for all students on full and part time courses.  Infill opportunities for students who are preparing to move on to mainstream courses  Current courses in Supported Education delivered by skilled and experienced lecturers  Multi- level delivery in all classes  Adapted curriculum to suit individual need  Wider community achievement opportunities – volunteering and local citizenship opportunities.  Use of Supported Education FLO to ensure transition information is accurate. All student information is recorded in FLO and ongoing development issues are recorded and shared with all appropriate staff. This allows a healthy and robust review process to be carried out.  Supported Education FLO includes personal learning targets and goals set by students with group tutor  Dedicated weekly guidance and support time for every year group  De...

Supported Education. It is hereby recognized that the Board of Education has implemented a special education program known as Supported Education. The board embraces and supports inclusive instructional practices to best address the individual needs of students with disabilities. This philosophy serves as the foundation for supported education programming and services and requires the collaborative efforts of general educators and special educators. A spirit of trust, professionalism, and open communication is inherent in the process. All individuals involved must respectfully strive to fulfill mutual objectives while maintaining individual standards and expectations with the given constraints of the inclusive system. The Board and the Association recognize that members of the IEP teams need collaborative planning time for those students with significant needs that require more than 50% of their day in special education services. The needs of the student as dictated by the Individual Educational Plan determine the make-up of the collaborative team. This team will meet to discuss the appropriate adaptations and modifications of the specific services provided and the essential training. The frequency of the collaboration team meetings should remain flexible and responsible to individual student needs. These meetings may occur with greater frequency at the beginning and the end of the school year to facilitate transition. In an effort to maintain the effectiveness of this time, the following factors will receive careful evaluation: The amount of time necessary for collaborative planning of the daily classroom implementation as defined by the IEP The impact of this extra time on affected individuals' current schedules and existing planning time needs The development of specific and scheduled times when the collaborative planning will occur. To provide adequate time, the administration will attempt to schedule through one of the following options: During instructional student/teacher contact time using internal or external substitutes During team, grade, or departmental planning time During non-instructional or on-call supervisory time During individual planning time Outside the student hours In addition, regular education teachers shall be paid in accordance with Appendix B3 for required attendance at IEP and Section 504 meetings for which parental notice is mandated, when such attendance results in any reduction of the teacher's individual weekly preparation time, provided that a...

Supported Education. It is hereby recognized that the Board of Education has implemented a special education program known as Supported Education. The board embraces and supports inclusive instructional practices to best address the individual needs of students with disabilities. This philosophy serves as the foundation for supported education programming and services and requires the collaborative efforts of general educators and special educators. A spirit of trust, professionalism, and open communication is inherent in the process. All individuals involved must respectfully strive to fulfill mutual objectives while maintaining individual standards and expectations with the given constraints of the inclusive system. In support of this commitment, the district will establish a District Service Delivery Team, composed of administrators and certified staff, which will provide systemic direction and support to the district and building level teams on the structure of these services. This team will meet a minimum of once each semester, or more frequently as needed. The Board and the Association recognize that for students with significant needs, who require more than 60% of their day in special education services, the members of the student’s team need opportunities for collaborative planning. The needs of the student as dictated by the Individual Educational Plan determine the make-up of the collaborative student team. The team may include the regular education teacher(s), the special education teacher, and related service staff (as needed). This team will meet to discuss the appropriate adaptations and modifications of the specific services provided and the essential training needed to implement the IEP services and supports. The frequency of the collaborative team meetings should remain flexible and responsive to individual student needs. For example, these meetings may occur with greater frequency at the beginning and the end of the school year to facilitate transition. In an effort to maintain the effectiveness of this collaborative time, the following factors will receive careful monitoring. The amount of time necessary for collaborative planning of the daily classroom implementation as defined by the IEP The impact of this extra time on affected individuals' current schedules and existing planning time needs The development of specific and scheduled times when the collaborative planning will occur. To provide adequate time, the administration will attempt to schedule throu...

Supported Education. Supported education helps consumers develop a vocational goal which may involve finding employment or pursuing further education. Support may be delivered through a range of activities, such as providing instruction in English as a Second Language, academic upgrading and/or remediation, and sessions on career planning.  Leadership Training Leadership training teaches mental health consumers the skills they need to take on a leadership role in creating and running a consumer- operated alternative business, or an agency-sponsored business. This may involve mentoring and job shadowing, or training consumers/survivors in community development techniques. The expertise of local employers represents a vital resource for leadership training.  Supported Employment Supported employment and other employment-related services are offered by a variety of agencies and businesses in the community that focus on meeting the needs of people with serious mental illness. Agency- sponsored businesses are owned and operated by mental health agencies to provide rehabilitation and employment for people with serious mental illness. These kinds of businesses offer employment opportunities which pay employees minimum wage or higher. As well, some community agencies focus exclusively on providing employment supports to people with mental illness while other agencies offer additional services such as case management, which may include an employment support component. The overall objective of these programs is to increase employability by helping individuals to prepare for, obtain and maintain employment. 2011-2012 activities:  2,006 clients participated in programs and services.  455 clients completed a program or service, where there was a specific start and end point to the intervention.  643 clients obtained employment and 412 clients maintained employment. An evaluation of supported employment programs is currently underway. Phase 1 (an environmental scan summary of current supportive employment projects and a literature review) was completed in spring 2012. Findings for Phase 2 (gap analysis and recommendations for future program standards) are anticipated in spring 2013.  Supported Education Supported education programs operate within the community college system. The programs are offered to people with serious mental illness who are interested in furthering their education and/or finding employment. Services include providing instruction in English as a Second Language, a...