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Tuesday, May 17, 2016

Fort Thomas Adds 'Job Coach' to Help Special Education Students Transition to Careers

Highlands High School. FTM file. 
By Jennifer Summer

Fort Thomas Independent Schools takes readying their students for the next phase in life seriously, regardless of where that next level may be.

At the Board of Education meeting held on May 9, 2016, Ms. Donna Schulte presented a request for a new position of "Job Coach."

“We have really been focusing this year on giving the students some real life, learning experiences because we want all students to be independent when they graduate, and to acquire job skills and life skills that will lead them to success in whatever level they’re able to attain,” said Ms. Schulte.

This position would work with the Special Education Director and Special Education instructors to coordinate services and placements for the special education students in the Community Work Transition Program.
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The person in this position would report to the Director of Special Education, High School Principal, and High School Special Education Department Chairperson.

According to the job description, the new hire would work a flexible schedule with days and hours dependent on community/business/students, at a maximum of 3.5 hours per day, not to exceed 75 days per year.

Superintendent Gene Kirchner reminded the Board that this was not a position that would be coming from the general funds, but rather it would come from the funds allocated for Special Education.

Approval to establish the position of Job Coach passed with a motion by Mrs. Lisa Duckworth and a second by Mrs. Karen Allen (with Brad Fennell’s absence).

According to Federal law, the Fort Thomas Independent School District must provide children with disabilities aged three to 21 residing within its district’s boundaries, including children with disabilities who have been suspended or expelled for more than ten school days in a school year and have not graduated with a general education diploma.

The FTISD provides and uses local, state, federal, and other fiscal resources as needed to provide the specially designed instruction and related services needed by children with disabilities. The resources may include interagency agreements and use of third party payments including insurances and Medicaid.

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