Black Horse Pike Regional District's
Program for Vocational Education
Students ages 18-21 who qualify under IDEA.
JOB TRANSITION II
The focus of Job Transition II (JT2) is to provide our interns with the skills necessary to become independent members of the workforce through real-world vocational experiences, within their community.
The IEP team will identify the learner's post graduation goals and develop a plan to work towards those goals within the learner's time in the JT2 Program.
The JT2 program is made up of two components: Academics and Vocational Skills Training.
There are three academic courses:
Transition English: The focus of the Transition English course is on reading, writing, and communication skills; application and interviewing skills; and any other language based skills as they pertain to the workplace environment.
Transition Math: The Transition Math course focuses on functional daily mathematical skills such as: money, budgeting, maintaining a check book, understanding a paycheck, time recognition, time management and planning.
Independent Living: The independent living course focuses on all the soft skills that are necessary to obtain and maintain gainful employment such as social skills, emotional management, conflict management, self-advocacy, and building independence.
The Vocational Skills Training includes on-campus, in-district and off campus opportunities in and around the Black Horse Pike Communities. Structured Learning experiences* are provided in a variety of settings, focusing on a multitude of skills under the direct supervision of a SLE Coordinator trained job coach. The goal of these opportunities is to maximize employability upon graduation by:
-Exposing the intern to a diverse set of environments in order to identify the type of environment that best suits the learner's needs.
-Expanding the learner's experiences across these environments to maximize their learning opportunities.
-Providing the opportunity to engage in a plethora of work appropriate social interactions to ensure they know how to navigate the social nuances in the work-place.
-Systematically fading supports, in order to build independence, increasing the likelihood that the intern can work with minimal supervision.
-Building a repertoire of a wide variety of skills and tasks that can be transferred to multiple environments.
This multifaceted approach gives the learners their best chance of building independence, a repertoire of skills and the ability to generalize those skills across environments, maximizing their employability upon graduation.