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Tehachapi Unified School District Contact Information

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Tehachapi Unified School District Contact Information

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Tehachapi Unified School District:

District Office
300 S. Robinson
Tehachapi, CA 93561
(661) 822-2100

Superintendent
Stacey Larson-Everson
(661) 822-2700

Director of Special Education
Dennis Ferrell
(661) 822-2103

Tehachapi High School
801 S. Dennison
Tehachapi, CA
(661) 822-2130

WorkAbility I Director
Brittany McCalman
(661) 822-2130
Email: bmccalman@teh.k12.ca.us

WorkAbility I High School Technician
(661) 822-2150
Email:

Jacobsen MIddle School
711 Anita Drive
Tehachapi, CA 93561
(661) 822-2150

WorkAbility I Middle School Technician
Leaha Ward
(661) 822-2150
Email: Iward@teh.k12.ca.us

WIOA Coordinator
Natalia Moessner
(661) 822-2112

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Southern Kern District Contact Information

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Southern Kern District Contact Information

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Sheryl Taylor:
Director of Special Education staylor@skusd.k12.ca.us

Southern Kern Unified School District

2601 Rosamond Blvd.

Rosamond, CA  93560
(661) 256-5060

Olivia Knoble:
Workability Technician and Job Coach

oknoble@skusd.k12.ca.us

Paul Tondreau:
WorkAbility Liaison, Rosamond High School Early College Campus, Teacher SDC M/S ptondreau@skusd.k12.ca.us

(661) 256-5020 ext. 415

WIOA Coordinator
Natalia Moessner
(661) 822-2112

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Mojave Unified School District
3500 Douglas Ave
Mojave, CA 93501

Special Education Office

Richard Little, Director of Special Education
richardlittle@mojave.k12.ca.us
661-824-4337
3228 Douglas Ave
Mojave, CA 93501

Stephanie Estrada
WorkAbility Liaison
stephanieestrada@mojave.k12.ca.us

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Community Partners

Department Of Rehabilitation
4925 Commerce Drive
Suite 150
Bakersfield, CA 93309

DOR Student Services Counselor
Ismael DeLeon
(661) 388-8577
Email: Ismael.DeLeon@dor.ca.gov

DOR Student Services Coordinator
Cynthia Herrera
(661) 678-5931
Email: Cynthia.Herrera@dor.ca.gov

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Interview Skills- Why should we hire you?

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Interview Skills- Why should we hire you?

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No work experience? Why should we hire you? Teen job interviews with no work experience (Part 1)

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Interview skills- Tell me about yourself

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Interview skills- Tell me about yourself

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No work experience? Tell me about yourself: Teen job interviews with no experience (Part 2)

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No work experience? Tell me about yourself. Teen job interviewing with no experience (Part 2) Receive daily job alerts in your inbox http://www.snagajob.com/job-seeker/registration/jbe?ref=soc_yt This series we're going to be talking about how to interview for your first job. It's tricky and can be scary...we know. We've all been there.

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Teen Workers : Real Jobs, Real Risks - Washington State Dept. of Labor and Industries 2005 - Video V1312 - Gives teens essential information about their rights and responsibilities on the job. One teen tells of her life changing serious injury form her first job. A must see for all working teens.

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The Employment Development Department (EDD) provides a comprehensive range of employment and training services in partnership with state and local agencies and organizations. These services benefit job seekers, laid off workers, youth, individuals currently working, veterans, and people with disabilities.
EDD Related Programs: Jobs and Training | Labor Market Information

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The Employment Development Department (EDD) provides a comprehensive range of employment and training services in partnership with state and local agencies and organizations. These services benefit job seekers, laid off workers, youth, individuals currently working, veterans, and people with disabilities. EDD Related Programs: Jobs and Training | Labor Market Information

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Other Featured Sites

California's internet system for linking employer job listing and job seeker résumés.

Government and Education Sites

Commercial/Business Sites

Bakersfield Californian Newspaper

Los Angeles Times Classified Ads

San Joaquin Community Hospital

Job Search Sites

Features college and international sections

Specializes in high tech jobs

Jobs, Employment, & Careers

Search jobs from over 20,000 job sites, newspapers and company career pages

Over 100,000 job openings

Directory of Internet and Web career and employment resources, selected and organized for your quick and easy use

Search 2,000 pages of career advice, résumés and salary info

Search engine that indexes jobs directly from companies' career websites, placement agencies and job boards

The #1 source for hourly employment and part-time jobs

Search Hundreds of Job Boards at Once.

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Job Openings: America's Job Center of California

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Other Featured Sites California's internet system for linking employer job listing and job seeker résumés.

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Careers Begin here

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Job Corps is the largest free residential education and job training program for young adults ages 16-24. We connect you with the skills and education you need to get the career you want!

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High School Resume: How To Write Your First Resume (Plus Template)

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Find a job

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www.indeed.com needs to review the security of your connection before proceeding.

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Job search engine

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https://ca.db101.org/

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Kern Regional Center for Developmentally Disabled

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Kern Regional Center for Developmentally Disabled

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https://www.kernrc.org/

Kern Regional Center For Disabled 20031 W Valley Blvd, Tehachapi, CA 93561Phone: (661) 822-1288

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Independent Living Center of Kern County

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Independent Living Center of Kern County

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ILCKC has a new initiative to support people with disabilities and older adults during the activation of a Public Safety Power Shutoff (PSPS) event or other emergency. The goal is to enable you to remain safe while independent in your residence and community. ILCKC is coordinating various programs for all who depend on power for durable medical equipment or livelihood.

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Independent Living Center of Kern County

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ILCKC has a new initiative to support people with disabilities and older adults during the activation of a Public Safety Power Shutoff (PSPS) event or other emergency. The goal is to enable you to remain safe while independent in your residence and community.

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Array of Services Definitions

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | Project WorkAbility Funding

WorkAbility I (WAI) is a model transition program for youth with disabilities. The following activities are critical elements of an effective delivery system for transition services as mandated by the Individuals with Disabilities Education Act (IDEA) and stated in the California Education Code ( EC) Sections 56470-56474.

The WAI funding model is based on the number of students "served." To qualify as served, a student must be provided career/vocational assessment, career counseling and guidance in the School-Based Component, and one or more services in the Connecting Activities and Work-Based Learning Component. At least one of these services must be directly provided by the WAI Program, or documentation must exist of WAI's role in the indirect provision of the service.

Each site is required to place 25 percent of the students they serve in paid competitive, integrated employment (CIE) experiences. These placements may be either subsidized by WAI or other sources, or employer-paid.

The following definitions of terms and activities are intended to provide consistency in program implementation and documentation of the Array of Services. The references used to compile the definitions are the National School to Work Glossary of Terms, Work-Based Learning Guide, Fair Labor Standards Act, School to Work Opportunities Act, and National Standards and Quality Indicators for Transition.

School-Based Component

The integration of school-based and work-based learning is identified as a best practice for transition by the National Transition Standards, Office of Disability Employment Policy, and the reauthorized Carl Perkins Career and Technology Act. This incorporates academic and occupational learning and links elementary schools, middle schools, high schools, and postsecondary education. The elements are as follows:

1. Career/Vocational Assessment: Assessments that evaluate the student's interests, skills, and abilities. The results are utilized to assist students to choose a satisfying, lasting career that will culminate in competitive, integrated employment and to evaluate transition needs. Assessments may be formal or informal and include:

1. Self-Assessment: a self-inventory that requires students to reflect on their personal traits, skills, interests, and aptitudes to identify their natural talents and abilities.

2. Aptitude/Ability Tests: measure overall abilities, general intelligence, achievement, and aptitude.

3. Interest Inventories: help individuals identify their preferences for a particular activity.

4. Personality Surveys: match types of interests to possible career paths, for example, the Holland Code (Self Directed Search) or Myers Briggs Test.

5. Values Assessments: assist individuals to identify characteristics of occupations of value to them.

6. Career Development Assessments: determine where a person is in the career-development process.

7. Computerized Information Systems: match data assessment, data for research, and exploration.

8. Special Vocational Assessment: may include a diagnostic process to identify learning styles, vocational interests, skills, talents and aptitudes, and/or the student's need for accommodation in order to participate for CIE.

2. Career Counseling and Guidance: Services that guide students through a process to make and implement educational and occupational plans based on informed choices; services should assist students in exploring career options with attention to surmounting gender, race, ethnic, disability, language, or socioeconomic impediments to career options and encourage nontraditional career choices when appropriate. Services may be delivered individually or through group or class activities. The National Career Development Guidelines (NCDG) and National School Counseling Standards provide an extensive list of age-and grade-appropriate competencies that will lead to CIE.

3. Youth Development and Leadership: Training to assist students to understand their rights and responsibilities, express themselves and their ideas, state their needs, and know where to go for assistance and support (self-advocacy skills). Disability awareness, awareness of learning styles, and needed accommodations are encompassed in youth development and leadership.

4. Curriculum Integration of Work-Readiness Skills: Academic and work-readiness skills, as reflected in the Secretary's Commission on Achieving Necessary Skills (SCANS) Competencies, are taught in a manner that emphasizes the relationship and application of skills in the workplace.

5. Career/Transition Portfolio: A collection of a student's transition-related documents and assessment results. An age-appropriate career or transition portfolio may contain:

1. Academic information (e.g., transcripts, awards)

2. Exhibits of personal accomplishments

3. Career-assessment information (e.g., interest, aptitude, values, learning styles and/or personality survey assessment results)

4. Career-exploration results

5. Documentation of career technical skills

6. Work-related documents (e.g., resume, master job application, list of references, letters of recommendation, and copies of important documents like driver's license, certificates, etc.)

7. The student's Individualized Education Program (IEP), dreams and goals, and career plan

8. The student's Summary of Performance for students exiting high school

6. Vocational/Career Technical Classes: Classes that provide introduction to job skills in the areas of agriculture, business, home economics, industrial technology, and health care; also included are Regional Occupational Centers Programs (ROCP) that provide students occupational training and certification in entry-level positions through a community classroom model or school-based classes.

7. Independent Living/Functional Skills: Activities and curricula that teach the use of community resources and help develop domestic skills, money-management skills and other skills required for independent living and CIE.

Connecting Activities

Connecting Activities are programs and services that help link school and work-based learning opportunities. The elements are as follows:

1. Partnership/Collaboration: Cooperative relationships with entities within the school system or in the community that provide students work readiness and life skills or assist in their transition from school to life after high school. The following relationships are included:

1. Interdisciplinary: collaboration among departments, services, and programs within a school

2. Interagency: partnerships/collaboration with agencies that provide support for student transitions

3. Community: facilitating access to community resources for students

4. Business: partnerships with business community members who provide career resources for youth, serve as advisors, and offer employment and training opportunities for youth

2. Parent Participation: WAI requires that parents provide support for their children to be involved in work-based learning opportunities and permission for student involvement in off-campus opportunities or work experience. WAI encourages parental involvement and recognizes the role of the family as essential to assisting students to become economically self-sufficient individuals working in CIE.

Work-Based Learning Component

The Work-Based Learning Component includes activities that involve actual work-site learning experiences or connect classroom learning to work and help the student to achieve CIE. All community-based placements, paid and unpaid, are in compliance with the Fair Labor Standards Act (FLSA). Key elements of this component include:

1. Career Awareness Activities: On or off-campus activities designed to make students aware of the broad range of careers or occupations in the world of work. These activities are typically occasional experiences that may include field trips, guest speakers, career fairs, conducting interviews with employees or employers and career research using career information, internet or computer information systems.

2. Career Exploration Activities: Activities designed to provide more in-depth exposure to career options for students. They are of longer duration, two hours to one semester. These activities may include:

1. Job Shadows: student follows an employee at a work site to learn about a particular occupation of interest. The activity is designed to assist the student to explore a range of career/occupational choices and to select a career/occupational goal as they advance into the latter part of high school.

2. School-Based Project/Business: enterprise in which goods or services are produced by students as part of their school program. Project-Based Learning is a type of integrated school-based project that provides an opportunity for students to tackle a "real world" problem and identify potential solutions by applying academic skills, social skills, life skills, and problem-solving and creative-thinking skills.

3. Service Learning: method of instruction that combines community service with a structured school-based opportunity for reflection about that service, emphasizing the connections between service experiences and academic learning. Most programs are balanced between students' needs to learn and the recipients' need for service. Students benefit from acquiring skills and knowledge, and learning civic responsibility.

3. Career Preparation: Community-based activities that provide the opportunity to develop work-readiness skills and career-related technical skills. These activities may include:

1. Internship: provides students an opportunity to participate in unpaid, work-based learning in an integrated setting for a specified period of time to learn about a particular industry or occupation. In most internship situations, a workplace mentor instructs the student, critiques the performance, challenges, and encourages the student to do well. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience - not employment, or mock sheltered workshop activities.

2. Apprenticeship: youth apprenticeship programs are formal, multi-year programs that combine school and work-based learning at a competitive wage in a specific occupational area or cluster and are designed to lead directly into either a postsecondary program, entry-level job or registered apprenticeship program. Most apprenticeship programs are developed in collaboration with the State Apprenticeship Standards Board.

3. Community Classroom: method of instruction which utilizes unpaid on-the-job training experiences at business, industry, or public agency sites to assist students in acquiring those competencies needed to acquire entry-level, competitive, integrated employment. The intent of the community classroom experience is to augment classroom instruction that can be extended into the community. It is most typically associated with ROCP. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience - not employment.

4. Community-Based Vocational Instruction: the development of learning experiences in the community through WAI and in compliance with all FLSA requirements for a work-based learning experience. FLSA requirements for Unpaid Training:

1. A comprehensive training plan

2. Activity involving the performance of work

3. Planned, sequential learning occurs, resulting in skills documentation

4. Youth are exposed to all aspects of the industry

5. Placement provides challenging real or simulated tasks

5. Preparation for the Work Site: activities that develop awareness of employer requirements in a specific work-based learning opportunity, or work experience placement in the areas of duties to be performed, appropriate attire, workplace rules and other expectations.

6. Job Search: curriculum and activities that provide students with the needed skills to find a job such as interview skills, use of a portfolio in a job search, where to find job listings, how to make use of resources and networking, and how to contact employers.

7. Placement Services: WAI staff develop jobs in the community or connect students with other placement opportunities. The typical placement process involves contacting employers, developing training plans, securing a training agreement, arranging schedules, and scheduling the student interview or orientation. A training plan includes the following elements:

1. Clear statement of student hours and wages

2. Name of worker's compensation insurance company

3. Statement of related goals and interests

4. Statement of employment skills addressed in work experience

5. Statement of how performance will be evaluated

6. Designation of a work site supervisor and a school coordinator/supervisor

8. Employment: students are productive employees, receiving at least minimum wage for performing tasks independently. The work experience education component encourages a connection between school and work.

9. Job Retention: curricula and activities that reinforce the skills that a student needs to maintain or upgrade a job, and the appropriate way to leave a job.

10. Work Site Mentor: mentor serves as an advocate and role model for the student. A workplace mentor instructs the student, critiques the performance, challenges, and encourages the student to do well, and works in consultation with the classroom teacher.

11. Job Coach: works in consultation with the classroom teacher to provide direct supervision and training to individuals or groups of students. The coach trains students to perform job tasks independently and advocate for themselves at the work site, assists with mobility training and assists students to develop the personal qualities, communication skills, and interpersonal skills required to maintain employment.

12. Mobility Training: students may require mobility training to utilize public transportation or to cope with a sensory deficit. Another aspect of mobility training is community orientation to learn the community and to travel from various points within the community independently.

13. Work-Based Follow-Along: routine contact with the student and the work site during the placement to evaluate, trouble-shoot, coach, and monitor the implementation of the workplace training plan.

14. Follow-Up: contact with the student after graduation for collection of WAI data.

Last Reviewed: Thursday, September 05, 2019

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WorkAbility I Array of Services Definitions

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WorkAbility I (WAI) Home | WAI Meeting Agendas | WAI Regions and Contact Information | WAI Resources | WAI Mentoring Frequently Asked Questions | Project WorkAbility Funding WorkAbility I (WAI) is a model transition program for youth with disabilities.

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Day Programs for Adults

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Community Support Options (CSO) Kern County

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Mountain Pathways offers adults with intellectual/developmental disabilities the opportunity to develop cognitive, self-help, social, and leisure skills in Tehachapi and surrounding communities. Our staff to client ratio is one to five. Program hours are 9:00 AM - 3:00 PM, Monday through Friday.

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Mountain Pathways | Community Support Options (CSO) Kern County

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Mountain Pathways offers adults with intellectual/developmental disabilities the opportunity to develop cognitive, self-help, social, and leisure skills in Tehachapi and surrounding communities. Our staff to client ratio is one to five. Program hours are 9:00 AM - 3:00 PM, Monday through Friday.

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“BARC’s Mission is to build a stronger community by helping people with intellectual and developmental disabilities achieve individual goals for a better life.”

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Our programs are designed to provide a full circle of support for adults with intellectual and developmental disabilities in the areas of work, advocacy, home, family and recreation. Every program is designed to meet the specific needs of the individual while integrating with and/or complementing other programs. BARC's training, vocational and educational programs enhance the lives of the Clients and help them meet the goals established in their Person-Centered Plan. We work with each Client to help them achieve their highest level of vocational functioning possible so that they can take part in community employment opportunities, allowing them to earn a paycheck and gain confidence in the workplace.

By participating in our programs, our Clients discover empowerment in the workforce as well as in their daily lives. Earning an income makes them feel more successful and independent. In return, the businesses that hire our Clients realize they have employees with outstanding work ethics, qualified performance, reliable attendance and enviable safety records. They reduce recruiting costs and improve employee turnover. It's a win-win for both parties.

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Our programs are designed to provide a full circle of support for adults with intellectual and developmental disabilities in the areas of work, advocacy, home, family and recreation. Every program is designed to meet the specific needs of the individual while integrating with and/or complementing other programs. BARC's training, vocational and educational programs enhance the lives of the Clients and help them meet the goals established in their Person-Centered Plan.

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New Advances for People with Disabilities

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New Advances for People with Disabilities

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New Advances for People with Disabilities (NAPD)

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New Advances for People with Disabilities (NAPD) is a local 501c3 non-profit that provides services to some of the most vulnerable of Kern County's citizens. In existence since 1973. NAPD provides a safe and nurturing environment for over 400 adults with intellectual and developmental disabilities on a daily basis. We offer programs, advocacy and skills that empower our clients to live more productive, rewarding and independent lives.

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New Advances for People with Disabilities (NAPD)

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New Advances for People with Disabilities (NAPD) is a local 501c3 non-profit that provides services to some of the most vulnerable of Kern County's citizens. In existence since 1973. NAPD provides a safe and nurturing environment for over 400 adults with intellectual and developmental disabilities on a daily basis.

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Help
Encourage
Advocate
Resources
Training
Support

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H.E.A.R.T.S. Connection Family Resource Center provides emotional and educational support to parents of children who have or are at risk of having a disability. Our caring staff help parents to understand their children's future which may include hospitalizations, physical therapy, speech therapy and special education.

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Home Page - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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Building Bright Futures for
Youth & Adults with Special Needs

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.

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Skip to content

This online driver license and ID card application saves you time by letting you complete the application before visiting a DMV field office. When you arrive, DMV employees can quickly access your completed form and begin to process it.

This form may be used to apply for a new driver license (standard, commercial, motorcycle, or REAL ID), a new identification card (standard or REAL ID), or to apply for license endorsements.

Before you begin...

1. Be prepared to create a DMV online account, if you have never done so previously. If you have, be prepared to log in to your DMV online account. (DMV uses two-factor authentication to prove your digital identity; it requires an email address and a way to receive a phone call or text message.)

2. Have your social security number handy, in addition to basic information such as name, address, and date of birth.

3. If you cannot complete the application in one sitting, don't worry; you may log in to your DMV account and finish it later. (Applications are stored up to one year, and are only processed when you visit a DMV field office.)

4. After completing the application, you will need to visit a field office to finish the rest of the driver license/ID card application process.

Frequently Asked Questions

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Google™ Translate Disclaimer

The Department of Motor Vehicles (DMV) website uses Google™ Translate to provide automatic translation of its web pages. This translation application tool is provided for purposes of information and convenience only. Google™ Translate is a free third-party service, which is not controlled by the DMV. The DMV is unable to guarantee the accuracy of any translation provided by Google™ Translate and is therefore not liable for any inaccurate information or changes in the formatting of the pages resulting from the use of the translation application tool.

The web pages currently in English on the DMV website are the official and accurate source for the program information and services the DMV provides. Any discrepancies or differences created in the translation are not binding and have no legal effect for compliance or enforcement purposes. If any questions arise related to the information contained in the translated website, please refer to the English version.

The following pages provided on the DMV website cannot be translated using Google™ Translate:

Forms

Publications

Field Office Locations

Online Applications

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Apply Online for a Driver License or ID Card - California DMV

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Skip to content This online driver license and ID card application saves you time by letting you complete the application before visiting a DMV field office. When you arrive, DMV employees can quickly access your completed form and begin to process it.

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1-800-772-1213

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The United States Social Security Administration | SSA

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Official website of the U.S. Social Security Administration.

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WorkAbility I - Admin Overview Presentation link: https://docs.google.com/presentation/d/1VEBjYBCuTqzZECa6tyxya1m42DNJGvPu4Ok81uEk1es/edit#slide=id.g19b3021664_1_26 **This presentation is geared toward school board, administration, etc. WorkAbility I Fast Facts are available to print. Local items you may also consider sharing: brochures, policies & procedures, business cards, list of business partners, etc. _____ WorkAbility I - Teacher Presentation link: https://docs.google.com/presentation/d/111nX5WthKKqrcz8dPMaW8ASErKqo25LHxsXmPx-DPQg/edit#slide=id.p3 **This presentation is geared toward teachers.

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We'll help you find the services you need.

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Callers seeking assistance dial 2-1-1 and are connected with Information and Referral Specialists who utilize the same resource directory we make available here on our website. By responding to clients' information and referral needs by phone or through our website, we ensure the information sought is provided in the most customer-friendly way possible depending on the client.

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DR200

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DR200 Fact Sheet - DOR Student Services (1)

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Servicios Estudiantiles del DOR: Hoja Informariva de la Escuela

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Servicios Estudiantiles del DOR: Hoja Informariva de la Escuela

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DR200

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DR200 DOR Student Services Fact Sheet - Spanish (1)

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DR205A

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Opciones de Servicios Estudiantiles del DOR

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Opciones de Servicios Estudiantiles del DOR

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DR205A

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DR205A DOR Student Services Options - Spanish

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Consent to Release and Obtain Information

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Consent to Release and Obtain Information

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DR260

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DR260 Consent to Release and Obtain Information

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Consent to Release and Obtain Information (Spanish)

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Consent to Release and Obtain Information (Spanish)

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DR260

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DR260 Consent to Release and Obtain Information - Spanish

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DR203

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Solicitud de Servicios Estudiantiles del DOR

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Solicitud de Servicios Estudiantiles del DOR

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DR 203

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DR203 DOR Student Services Request - Spanish

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West Bakersfield- (661) 834-2773
East Bakersfield- (661) 872-5902

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Privacy Act Notice: The above disclosure is voluntary. All information will be used strictly for recruiting purposes. The authority for the collection of this information is Title 10, United States Code, Sections 503, 505, 508, and 12102, and EO 9397. For more information, please review our Privacy & Security Notice.

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The California CareerZone helps students, educators, jobseekers, and others access up-to-date information on wages, job openings, and other information specific to their state along with great information on careers, colleges, and more.

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Individuals with Disabilities Act (IDEA)

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Individuals with Disabilities Act (IDEA)