Jennifer Gustafson
The majority of my morning schedule is working with students in work labs or in a classroom setting. My afternoon schedule is for assessing a student's employment maturity knowledge, skills and behaviors, to coordinate competitive and non competitive employment placement on and off the Eagan High campus and assist with job coaching as needed.

My homepage provides specific details to my class/course expectations, assignments & student learnings.
Work Force Foundations III
The purpose Work Force Foundations III is to increase student employability skills, to develop job awareness. Student
Work Force Foundations IV
The purpose of Work Force Foundations IV is to increase student employability skills and to develop job awareness. Student-workers participate in classroom instruction and ‘work’ labs on the Eagan High campus. Student-workers require classroom and job coaching instruction supporting the development of employment maturity skills and behaviors needed for competitive employment. Specialized instruction supports a worker’s insistence on following personal routines or rituals and demonstrating distress or resistance to changes, and limited understanding of non-verbal communication. Classroom instruction and lab activities promote a worker gaining competencies in self-awareness and advocacy, career awareness, interpersonal relationships, employment readiness, independent living and citizenship. Job tasks require decision-making skills, teamwork, appropriate appearance & hygiene, & customer service. Student-workers develop skills and behaviors to follow safety practices, and follow work place rules and standard operating procedures for equipment & materials. Student workers may participate in non-competitive, job coach supported job experiences outside the traditional school day on the Eagan High campus or in the community of Eagan when opportunities are available. Placement in this class is an IEP team decision.
Work Seminar/Transition A, B & C
The purpose of Work Experience Seminar is to increase student employability skills, to develop job awareness and a lifework plan. Work Seminar students receive classroom instruction to apply informed decision-making processes to promote personal growth and develop competencies in self-awareness and advocacy, career awareness, interpersonal relationships, employment readiness, independent living and citizenship. The goals of the program are to increase student employability skills, to develop career awareness and a lifework plan, and promote student success in school. Placement in this class is an IEP team decision.
Work-Based Learning I
Prerequisite: Enrollment in Work Experience Seminar I. Essential learning’s for Work-Based Learning I is the establishment of an employment history by following the policies of the work site, demonstrating work site safety, team work, and self-determination (the combination of skills, knowledge, self- regulated & self-governing development of work skills and workflow efficiencies). The student worker will apply a decision making process to make short-term and long-term employment choices. The Student, Parent-Guardian, Employer and Work Coordinator establish a “Cooperative Agreement.” A student worker agrees to attend classes in order to go to work each day, to work closely with the teacher-coordinator in building a valid educational program, including work and work-related experiences, and to maintain acceptable performance at school and on the job. If the student worker “walks off” and/or is fired or dismissed from the job, the student worker will lose credit. The Employer & Work Coordinator determines the trimester grade received based on workplace performance. Non-competitive or volunteer employment may be assigned based on the recommendation of the Work Experience Coordinator.