1. Funded by: THE NEW YORK STATE TRANSITION PARTNERS
TRANSITION TO
EMPLOYMENT CURRICULUM
Developed by the:
LONG ISLAND ADVOCACY CENTER, INC.
Funded by:
THE NEW YORK STATE TRANSITION PARTNERS

2. The Transition to Employment Curriculum Guide is designed to assist families of individuals with disabilities on the journey to meaningful employment.

3. description
The Transition to Employment Guide outlines a training protocol accentuating key factors in the transition to employment process. The outcomes:
to attain desired post-school vocational outcomes for students across all disability groups,
to emphasize the implementation of sustainable transition to employment programs and services
and to facilitate the sharing of this vital information from Parent Leaders to their constituencies.

4. consist of four modules over two full days.
format
The trainings will:
consist of four modules over two full days.
connect students, families, school transition staff and vocational rehabilitation staff in an open, educational, supportive and communicative environment.

5. Objective
Youth with disabilities, their families and the professionals that work with them will learn the necessary components in transition planning including but not limited to:
self-determination through student run CSE meetings
post-secondary goals on the IEP
career development services
in and out of school work opportunities
services from community based providers
how to access and navigate vocational rehabilitation and other public systems that can help with financial stability, meaningful employment and post-secondary education in New York State.

6. Process TWO MONTHS PRIOR TO TRAININGS
Establish a centrally located venue and times for trainings
Contact and receive commitments from presenters:
Transition Specialists
School District Transition Coordinators or Guidance Counselors
University Rehabilitation Counseling Program Directors and Graduate Students
ACCES-VR Vocational Rehabilitation Counselors
Contact SEPTA leaders, youth and parent groups (particularly ones from underserved areas) to recruit Transition to Employment and Curriculum Training (TECT) participants

7. TWO WEEKS PRIOR TO TRAININGS ONE MONTH PRIOR TO TRAININGS
Collect presenter’s presentation materials: PowerPoints, handouts, brochures, etc.
Ensure presenters are collaborating and adhering to time frames
Develop participant registration form
Develop agenda
Ensure all technological equipment is available and in good working order
Visit venue to explore space
Prepare room set-up
Consider morning coffee set-up and afternoon lunch set-up
Ask participants to complete Needs Assessment

8. ONE WEEK PRIOR TO TRAININGS
MORNING OF TRAININGS
PROCESS
ONE WEEK PRIOR TO TRAININGS
Place all presentations on a flash drive
Make copies of handouts (if necessary)
Order refreshments
Send reminder s to participants and presenters
Visit venue to explore space
Prepare room set-up
Consider morning coffee set-up and afternoon lunch set-up
Ask participants to complete “Needs Assessment”

9. Four Training Modules with Presentations Question and Answer Periods
Method
Four Training Modules with Presentations
Question and Answer Periods
Role Play Scenarios
Working Lunch
Homework

10. Module One: first morning
A LIAC Transition Specialist presents:
Motivational segment about a student’s successful Transition to Employment,
Complete overview of the Transition Process,
introduction to the Work Innovation and Opportunity Act (WIOA), and in particular, “Pre-Employment Transition Services" (PETS)
RSE-TASC professional presents on the New York State Career Development and Occupational Studies Commencement Credential (CDOS).
3. Working lunch asks participants to develop role play scenarios to perform with School District Transition Coordinators.  
4. “Homework” suggests participants to develop role play scenarios to perform with Vocational Rehabilitation Counselors.

11. Module two: first afternoon module three: second morning
School District Transition Coordinators and University Rehabilitation Program Professors and Graduate Students present (Module Two).
Vocational Rehabilitation Counselors and University Rehabilitation Program present (Module Three).
They are arranged in a panel format so that families can see each module’s presenters esthetically as a “team” of transition and/or vocational experts.
Each professional provides a few minute overview of their roles and responsibilities. Each presenter has a particular area of expertise relevant to Transition to Employment, and then presents on that topic via a PowerPoint presentation and handouts.
Subsequently, a Q and A Session and participation in a variety of Role-Play Scenarios between professionals and family members takes place. The time frame provides for about twenty minutes per presenter for a total of minutes, and approximately 30 minutes for questions and 30 minutes for role play, a total of 2 ½ hours.

12. Module four: second afternoon
An expert on all “New York State Diploma Options” presents
A motivational speaker presents to sum up the core points made in the presentations and impress upon the participants the responsibility and value of sharing the information gained with others, i.e., “Train the Trainer.”

17. PHOTOS

18. Presenter materials can be found at:
MATERIALS

19. Sample Evaluation Forms follow:
EVALUATIONS

20. “NYS TRANSITION PARTNERS PRE- & POST-CONFERENCE SURVEY”
Adapted from “NYS Transition Partners Survey”
news/nys-transition-partners-2016-survey

21. “LIAC TRANSITION TO EMPLOYMENT TRAINING EVALUATION”
Adapted from NYS PTIC Workshop Feedback Form”

22. TRANSITION TO EMPLOYMENT TRAINING EVALUATION
Agency: Long Island Advocacy Center, Inc.
The presenters’ preparation and presentation of the training:
Excellent_______ Good_______ Fair_______ Poor_______
Individual Comments:
The materials helped me to understand the subject matter:
This session increased my knowledge and skill level:
Significantly_______ Somewhat_______ Not at all_______
Suggestions for future topics/content:
This training could be improved by:

23. I am a: (Please indicate all that apply)
___ Person with a Disability
___ Family Member/Friend
___ School Personnel
___ Service Provider
___ Post-Secondary Student/Staff

24. Please indicate one or more classification(s) of disability you associate with:
___ Multiple Disabilities ___ Orthopedic Impairment ___ Other Health-Impairment ___ Speech or Language Impairment ___ Traumatic Brain Injury ___ Visual Impairment/Blindness
___ Autism ___ Learning Disability ___ Deafness ___ Deaf Blindness ___ Emotional Disturbance ___ Hearing Impairment ___ Intellectual Disability

25. Sample Outcomes follow:

26. SOCIAL
MEDIA

27. WHAT
IT’S
REALLY
ALL
ABOUT…