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    Resource Staff
       
     
    Severe Staff
     
     StephensS  0010 FAWCETT RACHEL 01                            Chidester BethAnne   

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    Resource Chair
    Special Ed.Teacher

    Ext. 312

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    Special Ed. Teacher

    Ext. 312

     

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    Severe Chair 
    Special Ed. Teacher

    Ext 313

     
    Faatz Mindy image 67238145                                      Mason Sylvia Leatham Marvin

    Mindy Faatz
    Para-Educator

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    Para-Educator
     
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    Para-Educator
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    Para-Educator
    GubeliS HOST PORTAL 1 ba0eb668 2d05 4806 a0f3 12280a5f430c    Frischknecht Jennifer image 67238913
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    Para-Educator
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    Para-Educator
     
    JThis email address is being protected from spambots. You need JavaScript enabled to view it.This email address is being protected from spambots. You need JavaScript enabled to view it.chknecht
    Para-Educator
    Para-Educator
             
     
     
     
     
     
     
     
     
     
      
     
     
     
     
     
     
     
     
     
     
      
     

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  • South Sanpete School District is proud to be partnered with Sanpete Community Training. Sanpete Community Training provides supports to people who have developmental disabilities. One of the several supports they provide specifically to our high school/post high students is supported employment.

    When a student with disabilities turns 16 years old and if their IEP team determines the student is eligible for supported employment services they can begin their job. A job coach that is hired through Sanpete Community Training will transport the student to the work site, assist them with learning the details of the job and transport them back to school/home. Their objectives are:

    • Finding jobs to match abilities and goals.
    • Learning skills needed to maintain employment.
    • Developing natural supports from co-workers, employers, family and friends, to help individuals integrate more successfully in the workplace and the community.

    Supported employment is available to the student until they exit the high school whether that be when they take their diploma/certificate of completion or age out (age 22). For more information about the supports provided by Sanpete Community Training and who qualifies please contact them at (435) 283-4718.

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  • Along with the academics, physical therapy, occupational therapy, speech therapy and social skills that are provided at MHS, students with severe disabilities are also taught work skills through different jobs they perform within the high school and the local community. At the high school they perform jobs such as sweeping floors, wiping down tables and chairs, cleaning white boards, dusting, vacuuming and shredding papers.

    SPED SweepSPED Carts

    At the preschool students help supervise playtime, assist the children with hand washing and help serve snacks.
    At Manti Market students push shopping carts and park them in the store.

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    Templar PrideTessCharlieAlaynaErinPaulNoel

     

     

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  •  

    CBTC 

    Newsletter for April 2021
    Theme: Interviewing/Job Skills

    Parents,

    We are down to the last two months of school with still lots of useful skills we need to learn, so we will be busy at the transition school.

    This month we’re focusing on interviewing and job skills.  As with anything we teach at school, the students will better generalize what they learn if they are encouraged to do these things at home with their family and while they are out in the community as well. The skills we want students to generalize are: 

    • Has reasonable idea of jobs available to him/her.
    • Knows what minimum wage is.
    • Can fill out a standard job application form.
    • Can read the want ads & find appropriate leads.
    • Can complete a mock interview giving appropriate answers to potential questions.
    • Can make an appointment for a job interview. 
    • Knows appropriate clothing to wear for the interview.
    • Can write a resume.
    • Has completed a job application/fact sheet to take to job interview.
    • Knows how to prepare for and complete a job interview.
    • Has a resume.
    • Can follow up an interview with a letter.
    • Knows the function of and can contact Vocational Rehabilitation.
    • Is able to maturely weigh the advantages of one job over another.




    Vocabulary Words

    Wage – Money paid or received for work or services, by the hour, day or week.

    Minimum Wage – the lowest wage payable to employees in general or to designated employees as fixed by law or by union agreement.

    Application – a form to be filled out by an applicant.

    Want Ads – a classified advertisement in a newspaper for something wanted such as employment.

    Interview – a formal meeting in which one or more persons question, consult or evaluate another person.

    Appointment – a meeting set for a specific time or place.

    Resume – a brief written account of personal. Educational and professional qualifications and experience, as that prepared by an applicant for a job.

    Vocational Rehabilitation – a program that helps eligible citizens with disabilities to maintain, regain, or enter competitive employment.

    Salary – a fixed compensation periodically paid to a person for work or services.

    Hourly – hired to work for wages by the hour.

    Benefits – a payment or gift, as one made to help someone or given by an employer, an insurance company or a public agency.

    Calendar

    Apr. 5th – No Transition School

    Apr. 6th – Volunteer at Manti Library

    Apr. 7th – Clean @ MHS

    Apr. 8th – City building/ Shred, talk about reasonable jobs

    Apr. 12th – No CBTC due to teacher training

    Apr. 13th – City building/ Knows about minimum wage

    Apr. 14th – Clean @ MHS

    Apr. 15th – City building/ Shred, fill out job application

    Apr. 19th – Volunteer at Manti Library

    Apr. 20th – City building/ Want ads

    Apr. 21st – Clean @ MHS/ Pro’s & con’s of jobs

    Apr. 22nd – City building/ shred, writing a resume

    Apr. 26th – Volunteer at Manti Library

    Apr. 27th – City building/ mock interview, appropriate clothing

    Apr. 28th – Clean @ MHS/ Meet with Nicole Ristine from Workforce Services

    Apr. 29th – City building/ shred, meet with Aaron Matthews from Voc Rehab



    CBTC Teachers:

    MHS BethAnne Chidester 

    MHS Maria Pearson 

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  • Is your annual IEP coming up? Here are some terms and acronyms that will be useful to know

    504………………………………Section 504 of the Rehabilitation Act
    ADA……………………………..Americans with Disabilities Act
    ASL……………………………...American Sign Language
    AT………………………………..Assistive Technology
    BIP……………………………...Behavioral Intervention Plan
    EI…………………………….….Early Intervention
    ELL………………………….….English Language Learner
    ESL……………………………..English as a Second Language
    ESY………………………..…...Extended School Year
    FAPE……………………………Free & Appropriate Public Education
    FBA………………………….....Functional Behavioral Assessment
    FERPA………………………....Family Educational Rights & Privacy Act
    IDEA………………….……..…Individual with Disabilities Education Act
    IEP………………..…........…Individual Education Program
    LEA………………………..……Local Education Agency
    LRE………………..……...……Least Restrictive Environment

    Related Services (RS):
    HCP…………………………...Health Care Plan
    OT………………………………Occupational Therapy
    PT……………….……………...Physical Therapy
    SLP……………………………...Speech Language Pathologist
    VR………………………………..Vocational Rehabilitation

    Disabilities:
    ADD………………………..Attention Deficit Disorder
    ADHD……………..……..Attention-Deficit Hyperactivity Disorder
    ASD……………….……….Autism Spectrum Disorder
    CF…………………………..Cystic Fibrosis
    CP………………………..…Cerebral Palsy
    DS…………………………..Down Syndrome
    FAS………………….……..Fetal Alcohol Syndrome
    HI/D…………………….….Hearing Impairment/Deafness
    LD……………………………Learning Disability
    MD………………………….Muscular Dystrophy
    OCD………………….…...Obsessive-Compulsive Disorder
    ODD………………….……Oppositional Defiant Disorder
    SB……………………..…..Spina Bifida
    TS……………………….….Tourette Syndrome

    Disability Classifications (13):
    ASD…………………………….Autism Spectrum Disorder
    DB………………………….…..Deaf-Blind
    DD……………………………...Developmental Delay (ages 3-7 only)
    ED………………………..……..Emotional Disturbance
    HI/D…………………………….Hearing Impairment/Deafness
    ID………………………………..Intellectual Disability
    MD………………………….….Multiple Disabilities
    OI………………………….…….Orthopedic Impairment
    OHI………………………..…...Other Health Impairment (such as asthma, ADD, ADHD, Diabetes, Epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome, and some kinds of acquired brain injuries)
    SLD……………………………..Specific Learning Disability
    SLI………………………….…...Speech-Language Impairment
    TBI…………………………..….Traumatic Brain Injury
    VI……………………………..….Visual Impairment (including blindness)

    To qualify for special education services, a student must meet three criteria:

    1. The student has one of the identified disability categories as outlined in the Utah Special Education Rules.  (The requirements and methods for determination under each category are extensively defined in the Rules and vary from category to category.)
    2. The disability must adversely affect the student’s educational performance.  (Remember that educational performance includes all of the school program and not just academics.)
    3. The student requires special education and related services.

     

     

    If the student doesn’t meet the criteria, then the student is not eligible for special education. 

    If the student requires only accommodations, and not special education (specifically designed instruction), that student is not a student with a disability under IDEA.  Such a student may be eligible for an accommodation plan under Section 504 of the Vocational Rehabilitation Act.  Additional information is also available on the website of the Utah State Office of Education at www.schools.utah.gov/equity/section504/default.html

    For a more detailed comprehensive list visit: parentcenterhub.org/acronyms/

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