• Black Horse Pike Regional District's

    Program for Vocational Education

    Students ages 18-21 who qualify under IDEA.

    Vocational Training


    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 two academic courses:

    Fundamental Academics: The focus of the fundamental 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.  Also, 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.  



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  • Video List
    Equal Opportunity Support Services: Transition to Adulthood  - Monique Lewis-Hawkins, Executive Director of Equal Opportunity Support Services

    Equal Opportunity Support Services: Transition to Adulthood

    Equal Opportunity Support Services: Transition to Adulthood 

    Ms. Lewis-Hawkins  will walk us through the overwhelming process of transitioning individuals with developmental/ intellectual and/or behavioral disabilities  into the Division of Developmental Disabilities (DDD) upon aging out or graduating. Monique will provide proactive tips to help caregivers  support the person to live their best life after turning 21. 

    Once individuals "age out" of CSOC, families must select an agency to provide support or one will automatically be assigned by the State. Caregivers and faculty are wise to be informed and proactive in enlisting help to identify the needs, strengths, and goals needed to develop a personalized plan to attain those goals.

    She will also answer questions regarding:

    *Transition to Adult Services:  Timeline for Students exiting school and turning 21

    *DDD application process 

    *Online Adult Disability Application

    *Medicaid Application

    *Support Coordination Agency

    Equal Opportunity Support Services: Transition To Adulthood Video

    Author: Monique Lewis-Hawkins, Executive Director of Equal Opportunity Support Services   
    Length: 72 minutes
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