Admin

Berlin Transition Academy

Mission Statement: 


Mission StatmentOur mission is to support students in transition from high school to adult life through classroom and community-based experiences that build on a student’s interests and abilities, with the goal of independence to the degree possible in work and daily living.

The Berlin Transition Academy (BTA) welcomes students who have been identified through the PPT process as having needs in the areas of activities of daily living, vocational and post-secondary education/employment.



Hours/Location

Berlin Transition Academy (Housed in the YMCA building)

362 Main Street

Berlin, CT 06037


Hours:

Student Hours: 8 am-2 pm

Teacher: 7:15 am - 2:35 pm


Calendar

CalendarBTA students and job coaches will follow the Berlin district calendar for holidays and professional development.  There are no early release days for exams or conferences at the BTA. In the event of inclement weather, the BTA complies with announcements released by Berlin Public Schools. 








Student Resources

As part of BTA programming, students are encouraged to begin utilizing and transitioning to services they will access upon program completion.  However, students attending BTA may have access to the following district services if deemed necessary through their IEP.

  • Counseling/Psychological Services
  • Speech/Language Services
  • Occupational Therapy
  • Physical Therapy
  • Health & Nursing Services

Instructional Components of the Programs

Schedules vary according to day and student. However, all students participate to some degree in the following program components.


Vocational Experiences

Vocational ExperiencesThe focus of this experience is developing appropriate work behaviors and job readiness skills in a real work environment. Students work at various local worksites according to their individual capabilities and interests. In general, students are in work experiences from 9:30-1:30, Monday through Thursday. Students and job coaches take van transportation to and from worksites. The level of support provided to the student is based on student independence on the job site. There will be on-going communication between the teacher, job coach, supervisor at the worksite and student/parent. 

Vocational Experiences Vocational Experiences Vocational Experiences



Community Experiences

The purpose of the community experiences is varied and often is designed to support generalization of taught skills and student interest.  On Fridays, students are involved in opportunities to expand leisure-time options, given opportunities to utilize banking and budgeting skills, engage in public transportation practice and increase knowledge of state vocational services. At times, students remain at the BTA for continued lessons and reinforcement of activities of daily living, appropriate social skills and independent living skills or join other transition programs for an increased and varied peer group.  Some examples of community experiences are: Durham Fair, American Job Center for Disability Awareness Day, Chapter 126, Trampoline Park, Dave and Buster’s and Meriden/Manchester Malls.

Community Experiences Community Experiences






Activities of Daily Living

All students contribute to the regular cleaning and maintenance of the BTA and it’s grounds. Instructors will rotate kitchen, bathroom and living room chores and support students in reaching independence with routine household tasks. In addition, students are responsible for making their snacks and lunches for the day from the food purchased during the weekly shopping trip.  Individual instruction supports student needs in planning adequate nutrition, preparation of simple meals and use of kitchen tools and appliances. 


Curriculum and Assessment

Students at the BTA participate in elements of curriculum based on individual goals and objectives and transition assessment results. The following are examples of curriculum and assessment tools used by the Berlin Transition Academy:

  • Life Centered Education curriculum, published by the Council for Exceptional Children
  • Positive Choices curriculum, a program published by The Center for Relationships and Sexuality Education program at Oak Hill (Hartford, CT)
  • The Transition Planning Inventory-2, published by pro ed
  • The Assessment of Functional Living Skills, Essential Skills For Independence at Home, School, and in the Community, published by Stimulus Publications

Program Stipend and Bank Account

Students enrolled in the Berlin Transition Academy receive a bi-weekly stipend which is designed to enhance and simulate various adult skills. It is not payment or wages for work.

Students use the stipend to open an account in their name, and in the name of the school district.  The account is only to be accessed as a tool of the BTA, debit cards and checks will remain at the Transition Academy. Some of the skills students practice using the stipend and bank account are:

Bank Account

  • Depositing paychecks in person and at an ATM
  • Withdrawing funds in person and at an ATM
  • Checking balance
  • Budgeting
  • Accessing accounts through online banking or mobile apps
  • Paying for purchases with debit cards and cash
  • Leaving a tip using a debit card and cash


Evaluation

In order to monitor student progress at work sites and at the transition academy, students will receive daily feedback. Job coaches complete a rubric for each job site, each day. The rubric is based on preparedness, social skills and work skills. Evaluations will be shared with BTA students at the end of each week. Rubric data is compiled and shared at PPT in order to help direct support/instruction. 



All Berlin Board of Education Policies apply at the Berlin Transition Academy.





Transition Resources:

Resources

 











BTA Informational Video