Heritage High School – Making Connections IV (0.5 credits) 9th

Mar 2026 · 2nd Semester

Students will research how collaborative problem solving skills may impact an individual's education and employment success. Students will identify aspects of their own behavior and belief system which may need to be modified to successfully engae in collaborative problem solving and develop a plan to effectively employ collaborative problem solving strategies in various circumstances. # Prerequisite: ARD Committee Recommendation Occupational Preparation I is a transition course designed to provide students with opportunities in career exploration, vocational interest experiences, and integrated career development activities based on post-secondary goals. This course involves career preparatory curriculum, programs, and activities that align with labor market trends and specific job requirements. With the guidance of school and community professionals, students will use a career planning process (i.e., assessments, evaluations, career portfolios, etc.) based on career goals, interests, and abilities. # Prerequisite: Occupational Prep I / Committee Recommendation Occupational Preparation II is a transition course designed to provide students opportunities to organize and select career based experience based on their career interests, goals, and present skills. Students will have multiple opportunities to develop traditional job preparation skills through jobreadiness curricula and training. Within the Occupational II Preparation course, students will participate in various on-the-job training experiences, including community service, specifically linked to school credit and/or program content. Students will demonstrate appropriate job-seeking and maintenance skills. Students must secure a minimum of ten hours per week of community based volunteer or paid employment. Vocational Adjustment Class I is a transition educational experience that provides students with meaningful school based and community based work experiences based on his/her individualized post-secondary vocational goals. The Vocational Adjustment Class I program targets student’s future goal planning and adult world transitions. Students participate in quality work experiences that are offered to them prior to exiting school (i.e., apprenticeships, mentoring, paid and unpaid employment, service learning, school-based enterprises, on-the job training, and internships). Student must maintain a minimum of fifteen hours per week of paid or volunteer employment. Student must be enrolled in a CTE vocationally focused course or career prep course while participating in VAC. Vocational Adjustment Class II is an intensive vocational experience that provides preparatory activities that lead to student’s acquisition of employability and technical skills, knowledge, and behaviors based on his/her individualized post-secondary vocational goals. Students will practice selfmanagement and responsible decision-making that reflects appropriate work-based choices. Students will demonstrate independent advocacy, interpersonal, and vocational skills. Student is independent/interdependent at job site, maintaining appropriate time-management skills, behaviors, and communication skills. Students must secure a minimum of fifteen hours per week of competitive paid employment. Student must be enrolled in a CTE vocationally focused course or career prep course while participating in VAC. Students are eligible for $1 8 +$ services if, as seniors in high school, they receive special education services and their ARD committee determine a need for continued support and transition services in order to meet goals and objectives related to a successful transition to his/her post-secondary goals. $^ { 1 8 + }$ services provide individualized instructional activities based on person-centered planning and reflect transitional outcomes leading to the student’s individualized post-secondary goals in the areas of education and training, independent living, and vocational skills. Student instruction is engaged within a variety of environments, including community based recreation and leisure, work sites, public transportation, and adult learning institutes. Instruction emphasizes skills in supporting communication, socialization personal management, vocational, personal care, safety, selfadvocacy, interpersonal, and self-help. Frisco ISD provides campus-based and community-based $^ { 1 8 + }$ transition services for students aged 18-22 that best fit the needs of all students within the district. Campus based services are provided within centralized programs at the high school campuses. Community-based programs are provided in the Aspire program. The Aspire program encompasses five varying pods of services: Connect: Students in the Connect service program focuses primarily on sensorimotor learning within the classroom and community environment, the use of functional communication to obtain wants and needs, participation in basic personal care, and engagement in cause and effect connections. Connect students retain post- secondary goals including assisted living with full time assistance and/or care and prevocational skills focused on personal self-help care and in-home or supported tasks within a group home or day rehabilitation environment. Embark: Students in the Embark service program engage in curriculum targeted to pre-vocational skills, functional communication to articulate needs, wants, ideas, and thoughts, emotional and behavioral regulation, independent living skills and adult daily living abilities, and self-advocacy and selfdetermination. Embark students typically develop post-secondary goals in assisted living with pre vocational skills focused on in-home or supported tasks within a group home or day rehabilitation environment. Elevate: Students in the Elevate service program engage in targeted pre- vocational to vocational curriculum for basic work behaviors and skills, functional communication for community engagement, independent living skills and adult daily living abilities, and self- advocacy and self-determination. Elevate programming balances vocational training in integrated business sites with targeted skills training in independent adult daily living skills. Students involved in the Elevate program retain post-secondary goals in on-the-job training for competitive employment (through work-site training and community agency supports) and supported living in a variety of environments. Launch: Students in the Launch service program engages students in adult world related skills of social and behavioral skills, self-advocacy and self determination, and vocational skills focused on independent competitive employment. Students maintain fully integrated internships in community business sites throughout the school year, immersed in the world of work, learning from co- workers and supervisors, with support from job coaches trained to teach independence and self-reliance. Launch students retain post- secondary goals of on-the-job training for competitive employment and supported to independent living. Bridge: Students in the Bridge service program engage in self-advocacy and self-determination skills to complete goals of independent or interdependent adult living and/or pre-vocational to vocational postsecondary goals. Students accessing the Bridge program typically are within their final weeks to months of programming and have life-long supports within the community resources. Bridge is provided to “bridge” the final gap between public schooling and adult life directly from high school. 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