Debary Elementary School – SUPPORTED COMPETITIVE EMPLOYMENT

Apr 2026 · 2nd Semester

The purpose of this course is to enable students with moderate and severe disabilities who are functioning at supported levels to acquire skills necessary for successful individual supported competitive employment. Supported employment refers to competitive work in an integrated work setting with ongoing support services for individuals with moderate and severe handicaps for whom competitive employment has not traditionally occurred. Features of supported employment include intensive onsite training, fade-off, ongoing monitoring, and onsite advocacy. Students will receive one-to-one intensive training by a job coach or employment specialist. The students will be paid at or above minimum wage. A weekly work hour goal is to be established for each individual that would maximize employment potential at the time of transition. The weekly work hour goal will be identified in the student’s Transition Individual Educational Plan. Students will receive ongoing support with at least one hour of follow-along services per week at the job site after stabilization has been attained. Stabilization refers to the point at which onsite training and support services in an individual employment situation has been $20 %$ or less of normal work hours for at least 60 calendar days. The content of the course is expected to be provided as part of employment activities, not as pre-employment. The content should include, but not be limited to, the following: positive work attitudes and habits, appropriate hygiene and grooming skills, related safety procedures, appropriate decision-making skills, specific job-related skills, and self-reliance and initiative. This entire course may not be mastered in one year. | | | | | | --- | --- | --- | --- | | ScheduleA 2023-2024 | ScheduleB 2024-2025 | ScheduleC 2025-2026 | ScheduleD 2026-2027 | | Access Geometry7912065 | Access Algebra 17912075 | Access Geometry7912065 | Access Algebra 17912075 | | Access Physical Science7920022 | Access Biology7920015 | Unique Skills or electivecourse, as needed | Access Earth/SpaceScience 7920020 | | Access World History7921027 | Access US History7921025 | (1/2) Access Economics7921020 | Access HOPE (Health Opp.Through Phys. Ed.)7915015 | | (1/2) Access US Government7921015 | | Self Determination7963140 | | Self Determination7963140 | Self Determination7963140 | (1/2) Financial Literacy7919\*\*\* (TBD) | Self Determination7963140 | | Access English 1 -7910120 (9) Access English 3 7910130(11)Access English 2-7910125 (10)Access English 4 -7910135(12) | | One of the following:Career Preparation - 7980110Career Experience - 7980120Supported Competitive Employment - 7980150 | | One or more of the following:Unique Skills: Independent Functioning 9-12-7963160 Unique Skills: Social & Emotional 9-12 -7963070 Unique Skills: Communication 9-12 -7963150Fine/Performing Arts course (Access or general education course)General Ed Elective(s) | | TRANSITION Schedule(for students who have met diploma requirements and are deferring receipt of the diploma) | | Preparation for Adult Living (3-4 periods) - 7963010 | | Career Experience - 7980120 orSupported Competitive Employment (3-4 periods) - 7980150 | tudents with disabilities who are not eligible for alternate assessment must enroll in general education courses. 01. Utilize UDL strategies when planning lessons for all students. 02. Ensure that students have accessible instructional materials. 03. Ensure that students read text that varies in length and complexity. 04. Provide graphic organizers and instruct students on how to use them properly to support understanding of concepts. 05. Use rubrics for assignments that clearly outline expectations for students. 06. Make close reading and rereading of texts central to lessons and provide guided practice and immediate feedback on how to do this. 07. Provide multiple opportunities to practice new vocabulary. 08. Provide explicit instruction on how students can locate evidence from text to support their answers. 09. Provide extensive research and writing opportunities (claims and evidence) based on student interest. 10. Provide students with outlines that assist them in note taking during teacher-led instruction. 11. Teach students to utilize appropriate graphic organizers or organize thoughts when planning for writing assignments.