When three amazing programs combine, beautiful opportunities are created. That’s exactly what is happening at Wheeling Park High School with the help of Russell Nesbitt Services, Inc. and the West Virginia Division of Rehabilitation Services, also known as DRS. Through their grouping, a unique option is now available at WPHS.
This program came to fruition when Special Education Director for Ohio County Schools, Leah Stout, worked closely with Russell Nesbitt. Russell Nesbitt notably works with adults with disabilities. “This was a way for both parents and students to feel supported in post-secondary options after students leave Wheeling Park High School,” Stout states.
During the week, WPHS special education teachers Ashlee Kuca, Dionne Cox, and department chair Amy Rice send students on a rotating basis to a variety of courses led by Russell Nesbitt’s team through DRS. The initial course, Instructional Self Advocacy, also known as ISA, builds soft skills. Emily Doyle, Employment Services Manager for the program states, “Students focus on understanding the differences between wants and needs, and they learn about different programs that apply to them and will support them including ADA, IDEA, and 504s.” The laws, like the Americans with Disabilities Act, ensure that people with disabilities do not face workplace discrimination. Understanding these laws is vital to employees knowing their rights.
With class sizes small enough for customization, students receive personalized information to help enable learners for successful employment after graduation. Janet Judy, speaking for DRS, adds, “ISA provides participants with information about self-awareness. We review centers for independent living, college accessibility offices, accommodations, and communication skills.”
In addition to ISA, Career Exploration Opportunity, or CEO, follows. Doyle states, “CEO is geared to get students thinking about post-high school options and leads into our work curriculum. Students focus on routines, time management, resume building, and interview skills.” Students also focus on conflict resolution in the workplace, complete interest inventories, explore hobbies vs. jobs, and meet with a variety of guest speakers.
The final piece of this program is the Work Style Assessment. This piece covers four entry-level positions in the workplace and puts the previously learned skills into action. Students have the ability to experience hands-on-training in concessions, bakery, retail, and greenhouse work. The skills focused on include food safety, work safety, cash handling, machinery, cleaning, and customer service.
DRS is able to help these students long after graduation. Judy states, “Right now, students are in their pre-transitional plan phase. Once they graduate, we will follow each student until they’ve reached full-time employment for as long as needed. We can also provide job coaching, supportive employment training, and even set up tutoring and training opportunities.” For WV students outside of this program, DRS still has many options available for assistance. Qualifying students can receive financial sponsorship, assistive technology and software, guidance with the college or post-secondary training process, and even adaptive technology.
As this cohort enters its second full year, the Special Education Department at Wheeling Park High School has noticed definitive success in each student involved.
Ashlee Kuca states, “This program is a nice bridge between what students do at Park, and what they will ultimately do for employment.”
Dionne Cox adds, “It’s increased excitement and attitude regarding attendance, and I’m also able to share these amazing moments, including their strengths and social interactions, with parents. Being able to see their success means so much.”
Amy Rice notes the individual strength in each student: “I see them becoming more independent and more excited for the future.”
As students continue in this opportunity, they see some of their post-graduate options, but more importantly, the community sees what an asset these future workers are. “It gives our students and our community perspective on what they CAN do,” Kuca states.
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