The Transition Program provides a continuum of services and opportunities to help transition-age students prepare for their future. Programs are community based and supported by professional educators through collaboration with business, schools, families and local agencies. The program is specialized to meet the individual needs and preferences of each student. View the video below for our program highlights.
The Apartment Program is designed to give students with disabilities, ages 18 to 21, the tools necessary to live in the real world. The program assists students with developing independent living skills in an apartment setting. Students will be engaged in activities from “You’re On Your Own” curriculum from PCI Education. This comprehensive curriculum includes all elements to simulate living in the real world. The program fosters independent living skills in the following areas: finding an apartment, finding a job, banking, household skills and recreation/leisure.
Practical Assessment Exploration System (PAES)
The PAES Lab provides middle and high school students with disabilities a dynamic curriculum that operates in a simulated work environment. Students will gain experience, knowledge and relevant skills for employment. Students will explore and learn about careers in a variety of areas including: Business/Marketing, Consumer/Service, Construction/Industrial, Processing/Production and Computer/Technology. A detailed report outlining student skills, interests, placement options and special accommodations is provided upon completion of the PAES program.
In many instances, in order for a student to be competitively employed, he or she must be able to understand and access public transportation. A transition teacher will work with the student and perform the following functions:
• Short term supervised student training experience in taking public transportation
• Instruction in reading schedules, determining stops, etc.
This program offers short-term exploration experiences to students in a variety of situations. These experiences are designed to provide to the student, real life work demands in an actual employment setting with intensive job coach support.
This program offers short-term employment training with the assistance of a job coach and job site mentor. Students participate in intensive training in an area of interest and aptitude, leading to unassisted, competitive employment.
Work Experience (Work Study)
This program offers intensive support towards the final steps of full competitive employment. Students receive ongoing support to strengthen employability skills.
Secondary Transition – Specialized Services
Adult Training Facility Placements
This program is designed for students who may be in need of a supportive experience rather than competitive employment. Placements occur in operating sheltered placements where students are paid according to production rate and type of work. The processing fee includes:
• Observation of student
• Initial visitation with parent and student
• Communication with sheltered workshop staff
• Site visitations
• Attendance at IEP meetings
A typical situational assessment will last four weeks. During each week, a transition teacher will spend 2 half days/week with a minimum of four students and will perform the following functions:
• Set up a series of situational assessments
• Collect data to provide a work performance assessment
• Identify strengths and needs of the students
• Provide strategies directly to the classroom teachers to remediate needs
Vocational Evaluation – Level I
This activity involves a complete vocational evaluation with a feedback meeting. Testing may occur either at the Eastern Center for Arts and Technology or on-site at the local school district
Vocational Evaluation – Level II
This activity involves a complete vocational evaluation with no feedback meeting. Testing may occur either at the Eastern Center for Arts and Technology or on-site at the local school district.
Vocational Evaluation – Level III
This activity offers both individual and group vocational interest assessment. Information from these preliminary assessments can be utilized as a planning tool for future vocational programming. This activity involves no feedback meeting. Testing may occur either at the Eastern Center for Arts and Technology or on-site at the local school district.
Program Administrator of Student Services