Transcript Brandi Eagling Handout

Sierra Academy
of San Diego
Building student confidence and competence through personalized academic interventions.
Effective Life Skills for Successful Transitions
Brandi Eagling, M.S. Program Director
Sarah Spillett, Special Education Teacher
General School Information







CDE certified Non Public School
WASC Accredited
Located in San Carlos area of San Diego, CA
Approximately 45 students
Serving students age 5-22
Serving students with a wide variety of abilities and
needs
Serving students on both the diploma track and
certificate track
Sierra Program Includes:









Small Class Size (10-12 students)
4:1 student/teacher ratio
Small Group Instruction with highly structured
environment
School Wide Behavior Management System
Occupational Therapy/Sensory Integration
Speech/Language Therapy
Physical Therapy
Life Skills Training
Extended School Year
Continued…



1:1 Reading Instruction
Individual/Group Counseling
Social Skills Training (Review in detail later)
 SEEDS Program (Self Esteem Education
and Development in Sexuality)
 PEERS Program (Program for the
Evaluation and Enrichment of
Relational Skills
Technology












Four Student Computers in every classroom
Interactive Panosonic White Boards
Renaissance Assessment to track monthly progress
iPads for every classroom
iPod Touch
Design Center
Assistive Technology Programs
WordQ
Laptops
Bookshare
Typing Programs
Voyager Learning Computer Based Programs
School Activities









CAPSES Sports League
School Band
Sierra Strong Program
Presidential Fitness
Student Government
School Dances
Annual Harvest Festival
Annual Thanksgiving Feast
Theatre Productions









Annual Spaghetti Dinner
Industry Tours
Career Fair
On Campus Jobs
Spirit Week/Pep Rallies
School Wide Field trips
Camping Trip
Spirit Squad
Student Led Snack Shop
Program Transition Tiers



World Readiness Elective
5th to 6th Year High School Program
Academic Career Transition
Day at a Glance

Point Sheet





The Level system is made up of 4 levels. From lowest to highest they are: Red,
Yellow, Green, and Blue.
Students that move to a new classroom and students who are new to the program
always start on Blue Level.
Students can remain on level, move up their level, or decrease their level. It is
always the goal of the staff to help students maintain positive levels in order to
receive as many of the positive incentives associated with the level system.
Motivational Factor: Earning “Sierra Dollars” and Leveled Events
Sierra staff uses a particular language with our Point and Level System Model.
Staff gives the student a Prompt, then a Warning, and then a Consequence. We
want the students to earn their pluses, but they are responsible for the actions that
earn minuses.

For Example:



Prompt: Charlie you are not on task.
Warning: You need to get on task or you’ll earn a minus.
Consequence: You are not on task and have earned a minus.
Day at a Glance
Sample Point Sheet
Day at a Glance

Sierra Strong

Sierra Strong is Sierra Academy’s morning work-out program designed
to help students regulate their sensory systems and prepare each student
for the highest level of learning. Sierra Academy of San Diego uses a
“Strong Bodies Equals Strong Minds” philosophy. Here at Sierra
Academy, students sit strong, stand strong, and walk strong. In turn, the
students begin their first 30 minute rotation of the day with a sensory
based activity designed by our Occupational and Physical Therapist. It
is a great kick off to each student’s daily program.





Marathon Monday
Tuesday Yoga
Wednesday Fine and Gross Motor
Thursday Core Strength Circuit Training
Friday Team Building
By Date, Student will independently choose a self regulation strategy from a student/teacher derived list in order
to maintain attention to tasks and maintain appropriate behavior across all settings (school and community) with
80% accuracy on 3 consecutive trials as measured by OT records and observation.
By Date, using self-regulation curriculum, (i.e. Zones of Regulation), Student will implement a self-regulation
strategy from a student/teacher derived list and be able to assess the effectiveness of the strategy used with 80%
accuracy in 3 consecutive trials as measured by staff records.
Day at a Glance

Morning Procedures




Schedule
Daily Budget
Planner/Calendar/Homework
Journal
By Date, when given $800.00 a month in a simulation account, Student will create a simple monthly living budget
to include: deposits (with deposit slips), daily expenses, living expenses, food expenses, transportation expenses,
personal savings, and leisure activities (with attention to tracking money, word problems involving multiple steps,
and banking terminology) with 80% accuracy on 3 consecutive trials as measured by student records and teacher
observations.
By Date, after initial instruction and a visual checklist, Student will maintain his class binder (all subject sections
with monthly planner) and keep his cubby organized to be ready for his next task on 4 out of 5 days as measured
by teacher observation and data.
By Date, when given one verbal prompt and a visual countdown timer, Student will set the timer and complete his
assignment in the given amount of time and transition to the next activity when prompted by the timer with 80%
accuracy on 3 consecutive trials.
Day at a Glance
Daily Expense
Newspaper $3.00
Bus Fare $3.00
Donut $1.50
Bike Tire $15.00
Day at a Glance

Homework




Math Review
Emailing Summary
Phone Skills
Spelling
By Date, with the use of an 8-point checklist (talk clearly, maintain appropriate volume/loudness, write down
important information, ask pertinent questions (not repeating himself), request repetition when needed or at a
slower pace, repeat back what was heard, reframe his question when the listener does not understand, and/or hand
up the phone or hand it to the requested person in a timely manner) and rehearsal/modeling, Student will
demonstrate appropriate use of the telephone when speaking and listening, specifically when soliciting
information, schedules, costs, or placing an order with 80% accuracy on 3 consecutive trials as measured by
teacher records.
Day at a Glance
Day at a Glance
Day at a Glance

ILS English

Sample curriculum:
Read Naturally American Manners, Pacemaker: Practical English, AGS: English for the
World of Work, PCI Education Real World Reading, AGS Everyday Life Skills, Pacemaker: Skills for Independent Living, On your Own
(Simulation Life Skills Curriculum), AGS Life Skills English

Newsela Current Event (Video)
By Date, with the use of outlines, discussions, and graphic organizers, Student will write a variety of professional
letters/emails (i.e: asking for letters of recommendation, time off request thank you letters, etc.) with proper formatting to
be included in an email and correctly add attachments when necessary with 80% accuracy on 3 consecutive trials as
measured by teacher observations and student work samples.
By Date, Student will read various texts (informative, summaries, news, data, directions, forms, etc.) and pull out
specific information to be entered into Microsoft Excel spreadsheets with 80% accuracy on 3 consecutive trials as
measured by student work samples.
By Date, with the use of visualization and sequencing strategies and when given a variety of different passages (current
events, ILS texts, consumer related, etc.), Student will independently state the main idea of the text, answer
comprehension questions, and summarize the passage with the use of graphic organizers with 80% accuracy on 3
consecutive trials as measured by student work samples.
Day at a Glance

ILS Math

Sample curriculum: AGS Life Skills Math, AGS Consumer Mathematics, On your Own
(Simulation Life Skills Curriculum), AGS Math for the World of Work,, http://www.gcflearnfree.org/everydaylife

Shopping Comparison Video
By Date, when given different item(s), Student will estimate the cost of various items identified for a project, recipe,
or tool box and compare costs and relative value at various locations in the community with 80% accuracy on 3
consecutive trials as measured by student records and teacher observations.
By Date, during a role play and/or community activity, Student will correctly determine and count back the correct
amount of change using the count up method with 80% accuracy on 3 consecutive trials.
By Date, Student will be able to use a variety of ads to compare prices and determine cost based on weights/sizes,
coupons and/or discounts using teacher generated graphic organizers/shopping lists and worksheets that utilize
fractions and/or decimals at 80% accuracy on 3 consecutive trials as measured by teacher records and/or student work
samples.
Day at a Glance

World Readiness/Career Experience
Opportunity

Sample Curriculum: Person-Centered Planning Finding Directions for Change using
Personal Futures Planning (Dr. Beth Mount), Life Building Opening Windows to Change (Dr. Beth Mount), Model
Me (Video Modeling)- They have conversation, bullying, etc. PEERS Program out of UCLA , Life Skills
Activities for Secondary Students with Special Needs By Darlene Mannix, Building Life Skills by Nancy HenkeKonopasek, www.gclearnfree.org, www.careerkids.com, www.careercc.com

Planning out the week
By Date, with the use of a graphic/guide, the newspaper, a list of choices, and/or internet, Student will choose
and plan a classroom event/field trip to include: actual time/elapsed time, place, phone number, activity, and
items to bring with 80% accuracy once monthly as measured by teacher records and student’s work samples.
By Date, when given a research topic related to a classroom project or career planning assignment (data
collection, career research, travel, etc), Student will use resources such as the Internet to gather pertinent
information and paraphrase about the topic and then create a paper and/or PowerPoint/Excel presentation with
2-3 teacher prompts at 80% accuracy in 3 consecutive trials as measured by teacher observations and student
work samples.
Week at a Glance

Lunch Planning

Video of ordering/eating
By Date, when given word problems involving 3 mathematical procedures re: “real life” situations with money
(shopping, purchasing, banking, sales tax, sales tip, sales discount), Student will solve the problem, using a calculator
to verify his answer, with 80% accuracy on 3 consecutive trials as measured by student work samples.
Week at a Glance

Mobility Planning


Community Safety
Video of bus
By Date, with the use of strategy sheets, Student will pick a location (including locations pertinent to his home
community), find his route using Google Maps and/or an iDevice application, determine the fare, and state safety rules
(including personal space with others) he should follow when riding the bus at 90% accuracy on 3 consecutive trials as
measured by teacher observations and student work samples.
By Date, Student will distinguish features of safe vs. unsafe situations/people and their characteristics, when out in the
community, on the internet, and/or in role-play situations with the use of social behavior mapping, social scripting,
pictures/visuals, etc and seek the help of known staff, individuals in authority, or store personnel with 80% accuracy on 3
consecutive trials as measured by special education and counselor kept records.
Week at a Glance
Week at a Glance
Week at a Glance


Being Fit in the Community
Description of my class activities (yoga,
swimming, tennis, walking, hiking, Chuz Fitness)



Video of Chuz Fitness
Workout Plans to utilize in independent settings
Occupational Therapy involvement
By Date, Student will complete an individualized exercise program consisting of a series of 12 exercises and keep
track of daily participation with an exercise journal with 80% accuracy on 3 consecutive trials as measured by
PT/OT kept records.
Week at a Glance



Shopping Inventory
School Store
Sierra Stop ‘N’ Shop- Snack Shop
Week at a Glance

Cooking


Cooking Rubric
Food Handling Certification
By Date, Student will follow a 6 step cooking project pertaining to his diet using a checklist, proper measuring
devices to combine amounts, and recipe with 80% accuracy on 3 consecutive trials as measured by teacher records
and/or observations.
Week at a Glance

Gardening




Planning
Budgeting
Research
Cooking
By Date, Student will independently demonstrate increased visual attention, motor planning, impulse control, and
coordination by successfully participating in age appropriate 8-step leisure and work preparation activities (e.g.
woodworking. gardening, cooking/food service, team sports, etc.) with 80% accuracy on 3 consecutive trials, as
measured by OT observations and records.
Week at a Glance


PEERS/SEEDS
 PEERS: The Program for the Education & Enrichment of Relational Skills (PEERS),
developed at UCLA, provides an evidenced-based curriculum designed to teach
adolescents social skills in a small-group format.
 Target populations for the PEERS Program include students diagnosed with, among
other things, autism spectrum disorders (ASDs), ADHD, pervasive developmental
disabilities, and nonverbal learning disorders
 SEEDS: As part of our High School program, Sierra Academy offers the Self Esteem
Education and Development in Sexuality (SEEDS) class. SEEDS Educational Services is
a non-profit educational organization that supports people with developmental
disabilities by providing various services such as social-sexual classes and trainings. The
SEEDS program teaches students how to develop safe and appropriate boundaries in
relationships.
Multidisciplinary Approach
By Date, Student will correctly identify a safe vs. unsafe scenario when out in the community, on the internet, or
and in role-play situations and use social behavior mapping, social scripting, pictures/visuals, etc., if he is feeling
unsafe Student will be loud and move towards a safe staff or the group with 80% accuracy on 3 consecutive trials.
By Date, using a variety of sources (current events, news articles, movie reviews, joint areas of interest, consumer
reports, community events, etc.), a conversational topic; initiate and maintain a conversation with a peer for the
duration of the conversation as measured by SLP/ Teacher records/observations.
By Date, given a real life problem at school and in the community, Student will use a 5-step model for solving
problems by using the problem-solving model to: defining the problem, considering the options, evaluating the
pros/cons of each solution, executing the decision, evaluating if it worked with 80% accuracy on 3 consecutive
trials as measured by SLP records.
Week at a Glance
Year at a Glance

Vocational Assessment

Careers for me SN (Special needs)- for lower functioning kids. Has visuals.
Careers for me Junior (K-3)- visual inventory- good for non-readers
Career for Me II (grades 3-7)
Careers for me Plus (grades 6-9)- although can be used with high school students.
Transitions to Work Inventory- good for people with little or no work experience.
ONET- grades 9-adult- identify whether they like/dislike 180 activities to determine areas of career
interest
Career and Life Explorer-(middle-early high)
Transferable Skills Scale- 80 questions- students assess their own strengths and weaknesses.
Work Activities Matcher
PICS (Picture Interest Career Survey)- occupational interest assessment with pictures. Good for
lower functioning students.
www.careerkids.com










Enderle Severson Transition Rating Scale is a part of our ITP Process. This is a rating scale completed by teacher,
student, and parent. It rate students in the following areas: Employment, Post-Secondary, Home Living, Recreation
and Leisure, and Community. It is a great tool to help evaluate areas of need and measure growth over time.
Year at a Glance

Career Research



Project
Presentation
Tailored Employment
By Date, Student will write and/or collect no less than 3 career related documents (e.g., Resume, cover letter,
job application, letters of recommendation, etc.) as measured by teacher observations and student work
samples.
Year at a Glance


Industry Tours
College Tours
Year at a Glance
Year at a Glance
Year at a Glance
Work Hiring Process






On campus/Off campus/Internship
Development of Career Portfolio
Career Exploration, Resume, Sample Applications, mock interviews, etc.
Creative on-campus opportunities
Individualized Internships
WorkAbility Grant
By Date, Student will obtain/inquire an application from local businesses, neatly
complete the physical application and/or complete the online equivalent, and submit the
application to the business with attention to dress code, greetings/handshakes, asking
for appropriate person, etc. with 80% accuracy as measured by teacher observations
and student work samples.
By Date, with prior rehearsal for a job interview, using video feedback techniques,
Student will introduce himself appropriately, ask/answer relevant questions, stay on
topic, and maintain appropriate posture for the duration of the interview with 80%
accuracy on 3 consecutive trials as measured by teacher observations.
Year at a Glance

WorkAbility1 Grant


The WorkAbility grant provides comprehensive pre-employment training, employment
placement, and follow-up for young adults in special education who are making the
transition from school to work, to independent living and / or post-secondary education or
training. WorkAbility 1 is a program that promotes real work experiences for students.
Sierra Academy provides workers who are anxious to learn, whose interests and skills are
assessed, and matched to employers’ needs. Sierra Academy will provide on-going
employee support services and paid training wages through the WorkAbility grant.
Our students have extensive experiences in stocking, sorting/organizing, go-backs for
retail, sweeping, cleaning, data entry, design, and so forth from community companies
such as Petco, Fuddruckers, Smart & Final, Parkway Bowl, Wellness Dentistry, Panera,
REI, Dollar Tree, Subway, Marshalls, , and many other small businesses.
By Date, when given a work expectation at school or in the work environment, Student will use strategies (roleplaying, teacher modeling, checklists, etc.), to prioritize what is important, ask for help from a supervisor/job
coach, display proper customer service skills, ask for the next task when one is completed, and display a
positive attitude at work or in role-play situations with 80% accuracy on 3 consecutive trials as measured by
teacher records/observations.
By Date, Student will be exposed to and participate in 10 transferable employment skills (eg: office, stocking,
food service, retail, data entry, cleaning, restaurant set up/prep, customer service (introducing himself),
delivery, ordering, inventory, a plant nursery, cash register, etc.) to find jobs of interest at 80% accuracy on 3
consecutive trails as measured by teacher records, teacher observation, and student work samples.
Year at a Glance
Year at a Glance
WorkAbility1 Schedule
Year at a Glance
On Campus Job Schedule
Year at a Glance
Year at a Glance
Year at a Glance



Video Modeling of tasks (Folding a Shirt)
Visual Maps
Checklists
Year at a Glance

Person Centered Planning

Sample
By Date, with a PowerPoint outline guide, graphic organizers, and the Internet, Student will develop a Person
Centered Plan to include: personal information, preferences and interests, interest assessment results, work history,
references, strengths, supports that help him at work and in the classroom, individuals who will be involved in his
transition process, information on agencies that will be of service to him, college exploration/requirements, and
short term goals for his transition process for the next two years with 3-5 guiding prompts with 80% accuracy as
measured by teacher observations and student work samples.
Year at a Glance

Post Secondary Options


Based on student strengths, team meeting, preferences,
and interests
Agency Linkages



Regency Center
DOR
Family
Year at a Glance

Post Secondary Options






Independent Living
Independent Employment
Tailored Day Programs
Supported Employment
Supported Living
Day Program
Case Study – Employment and
Post-Secondary Education- Chuck

Chuck is a 21 year old student attending Sierra Academy through the Poway Unified
School District. He is part of the transition program. Chuck currently qualified for
Special Education services under the category of Autism. He receives specialized
academic instruction, DIS counseling, Speech and Language, Physical Therapy, Adapted
Physical Education, and Occupational Therapy services to support his program. Chuck
takes Lexipro daily. He is also a client of Regional Center of San Diego.

Parent Meeting: Parent, teacher, and Chuck reviewed prior employment and main goals
and interests for the his transition from his school program. Chuck needs to continue to
participate in his Mobility Training class at Sierra Academy, he is learning how to plan
for various routes using the MTS website, iPad application, and Google Maps. He
completes a planning guide to assist with time management. Chuck would like to live at
home for four years after his exit from Sierra Academy. Once he is ready to move out he
would like to live with his dog and a possible roommate in an apartment in Poway near
home. He is becoming more and more interested in college as his older brother started
college two years ago. The team is going to work with the Regional Center to assist
Chuck in applying for the College-2-Career (C2C) program offered at the local San Diego
Community Colleges. Chuck has always loved cooking and becoming a chef was a dream
of his. Chuck became very involved in the conversation when the team brought up this
topic. Chuck said he would like to work in a pizzeria, at Costco, or in a bakery. His
favorite cooking projects always involve baking and desserts. The team suggested
looking into the C2C pastry certification. Chuck was very excited about this.
Case Study-Chuck Continued

PCP Development

Chuck enjoys arcades, videogames, and theme parks. Chuck enjoys watching movies with friends, going on
outings with his family, spending time with his dog and bunny, and visiting his brother at the local college.

Chuck works best in a small environment, prefers working during the day, enjoys an active environment that
involves movement, needs the opportunity to have a model/demonstration when learning new tasks, and would like
the opportunity to work with a basic computer/register.

When Chuck thinks he has done something wrong he gets very anxious and upset. He stated that English/Writing
is very hard for him; he enjoys structure with a list of responsibilities. The teacher reported that Chuck benefits
from the use of checklists and written directions, real-life examples, visual representations, repetition in tasks, and
a calendar with times and deadlines. He enjoys a structured schedule with clear expectations. He is very detail
oriented.

Chuck does not do well when given too many verbal instructions and un-structured tasks. Chuck needs clear
hands-on instructions and rules/guidelines.

Chuck completed an interest inventory assessment known as the Work Activities Matcher (WAM) (Shatikin,
2008). The assessment is designed to help a student discover jobs they will enjoy. Chuck’s three highest scores
on the WAM were in the following categories: Learning and Analyzing, Communicating and Influencing, and
Repairing and Maintaining. Chuck was to find one job of interest in each of the top categories. After this we were
to pick two jobs and complete a career research project/essay. Chuck chose a photographer (Repairing and
Maintaining category) and Culinary Chef (Learning and Analyzing category).

Chuck and his teacher mapped out goals for employment. Chuck would like to get a part time job in food service.
He really enjoys desserts, but the team has agreed, that Chuck should practice food handling with items of lower
interest first as he tends to enjoy desserts and will often sneak a bite. The team has decided that this would not be
the best first step for Chuck. In turn, the job developer began looking for a part time position in the Scripps/Ranch
Poway area where Chuck can get some culinary experience in a smaller environment. There was a small Subway
that Chuck could ride the bus to and that the family has shown interest in. The job developer met with the owner
to obtain a detailed job description and discuss areas of need for her current business.
Case Study-Chuck Continued



Recipe Projects/Internship at Flower Power Bakery
Food Handling
Interview for Subway

Job Analysis:

Name of Worker: Chuck

Date initiated/date completed: 10/27/2014

Company: Subway

Person completing Job Analysis Record (JAR): Teacher

Proposed Job Title: Food Preparation and Management

Major tasks or projects: food preparation (vegetable chopping, baking preparation (bread),
dishwashing station, sandwich making (sandwich artist), register/money handling, customer service,
temperature checks, stocking, and cleaning.

Proposed work hours/days per week: Part time, 4 hours/day, 8:00am-12:00pm

Anticipated pay rate/benefits: Minimum wage, paid benefits available for full time, 401K available.

Job Accommodations/Helpful Tips:

Procedural checklists would be helpful (job coach can develop).

Visual pictures of steps included on checklist (job coach can develop).

Clear break schedule for employee.

Use of timer for tasks (job coach will bring).

Reminders of food handling safety techniques (not touching face, wearing gloves, etc.)

List of expectations per each work shift.

Work shift no more than 4 hours.

Role-model/supervisor working with employee that understands social skills of Chuck.

Use first/then statements with employee.
Case Study-Chuck continued

Exit
 Chuck is currently working at Subway!
 Chuck is doing an classroom project involving baking.
 Chuck had a referral for C2C and was interviewed in December.
 Chuck will continue to increase his independence with living
skills and mobility in his community.
 Chuck is looking at Xcite steps as a Tailored Day Program
Option.
 Chuck is currently taking an online Community College course
exploring careers. This is done while he is at Sierra Academy
and Sierra’s teaching staff are helping Chuck manage is college
coursework.
 Chuck will graduate Sierra in July of 2015.
Case Study - Charlie

Case Study – Independent Living






PCP Planning Process as described above, met in August of 2014 to review primary
goals for transition year.
Independent Living (supports/forms Sierra is providing)
 Cooking Checklist
 Budget Forms
 Grocery Planning
 Mobility Planning
 Social Stories
 College online exploration
Agency Linkages
 Better Life Together
Mobility-Student can now take the public bus home from school.
Volunteer Position at YMCA (set up by Sierra, this was a goal of the student).
Referral to C2C and interview completed in December
Exit Process

Sample Binder






What to know when you are 18
Agency linkages
Social events
Career documents
School to home documents (social stories, budget
forms, shopping lists, rubrics, etc)
Community resources
Exit Data and Statistics
Name
School
Follow-Up Year
Years Out
Comments
A
Sierra Academy
2013-14
2
Student is attending Southwestern Schooling, taking music classes, living at
home, not working.
B
Sierra Academy
2013-14
3
Student is with TERI (Regional Adult Agency), he lives through supported
living and is working with supported employment.
C
Sierra Academy
2013-14
3
Day Program through Regional Center. Living at home with family. Also,
Volunteering at Senior Home.
D
E
Sierra Academy
Sierra Academy
2013-14
2013-14
2
2
Student transferred to San Pasqual Transition Program (home district).
Student moved to San Francisco, the student is in a new transition program.
F
Sierra Academy
2013-14
2
Student is attending Southwestern College full time. He is taking computer
classes. Student is living at home, not working.
G
Sierra Academy
2013-14
3
Part time community college at Palomar, living at home, just got drivers
license. Working part time with family company.
H
Sierra Academy
2013-14
2
Student is attending an out of state college program (full-time), New Chapel
Haven. He lives and goes to school there, not working.
I
Sierra Academy
2013-14
2
Student is currently applying for Job Corps program. She is living at home.
J
Sierra Academy
2013-14
3
Student is living at home, working with Regional Center Adult Agency. She
is working with Supported Employment at Vons.
K
Sierra Academy
2013-14
3
Student is living at home. He is working with Supported Employment at
Carls Jr. Working with Towards Maximum Independence (Regional Center
Adult Agency).
L
Sierra Academy
2013-14
2
Student is in the full time College to Career Program (Regional Center
Program). He is living at home.
M
Sierra Academy
2012-13
4
Student is attending Grossmont College Full Time, he is living at home. No
DOR or RC services.
N
Sierra Academy
2011-12
5
Student has part time job at Deli (Prior WorkAbility job), Student is also
working with software testing. Living with family. Part time Community
College.
O
Sierra Academy
2013-14
1
Student is accepted to full time College to Career Program. Working with
Xcite Steps Tailored Day program (Regional Center Adult Agency). Direct
Hire from WorkAbility position at Panera. Volunteering at Fitness Quest
Gym (set up by Sierra).
P
Sierra Academy
2013-14
1
Student is accepted full time College to Career Program. Working with
Tailored Day Program (Xcite Steps). Volunteering at Democratic Party and
Local Library (set up by Sierra).
Q
Sierra Academy
2013-14
1
Student is applied for Subway/Fuddruckers. Choosing between two Adult
Tailored Day Programs, working with Regional Center.
In
de Tai
pe lor
nd ed
en D
t M ay
ob
Su
i
pp
C lit y
or
A
te V
o DL
d
Em l un
p te
D loy er
a
m
In y P en
de ro t
pe gr
nd am
U
nk
en
no
tJ
w
n/ Co ob
Tr
an Ind No ll e
g
e
sf
er pe Pro e
re nd gr
d
a
to ent m
L
N
ew ivi
n
Sc g
ho
ol
Number of Participants
Exit Data and Statistics
17 EXIT Students
9
8
7
6
5
4
3
2
1
0
Number of Participants
Sierra Academy Success
Type of Program
Student in a Program
Unknown/No Program
Contact Us!
Sierra Academy of San Diego
6460 Boulder Lake Ave
San Diego, CA 92119
619-460-5066
[email protected]
Website: sierra-school.com