Working gives you meaning and purpose and life is empty without it.

-Stephen Hawking

The Transition Coordinator contracts with businesses in the community to supply jobs for the students, and job coach para-educators accompany these students into the work force to supervise their "on the job" training. The Transition Coordinator coordinates and provides needed assistance to transition the exceptional student from the school to "life after school." The overall goal of the Transition Program is to help students develop the skills and knowledge to ensure a smooth transition through school and beyond. Our aim is also to increase the students’ understanding of their disabilities and gain an awareness of their rights. The program’s focus is on developing the "life skills" that will enable students to participate fully in adult life. Ultimately, we strive to empower young people to transition from school to adult life as responsible, contributing citizens by maximizing employment potential, independence, and integration into the community.

Transition Coordinator Services

Assists with Transition Assessment
Manages P.A.E.S. programs
Contracts with Businesses in the Community
Supervises Work Study Accommodations
Manages Work Study Progress Reports
Conducts Compliance Checks on Transition Paperwork
Supervises Job Coaches
Contact person for Referral to Community Resources (CDDO, VR, Pre-ETS, etc.)
Provide Training to Staff Concerning Transition

Programs We Provide

Work Study

The transition department of the Reno County Education Cooperative (R.C.E.C.) has established numerous vocational training sites in the area to teach basic job skills. Work study is a supported employment program for students who need training on the job in a school or community setting to gain employability skills. Job coaching is available as deemed necessary. The program is an extension of the classroom. The program goal is for the students to reach employability status and gain work experience so they will be employable upon exiting school. Students are assigned grades based on their work study progress reports that are completed by job coaches and/or supervisors on the job. The students receive grades and credit for class hours just as they would in any elective class.

Practical Assessment Exploration System (P.A.E.S.)

Practical Assessment and Exploration System is a comprehensive curriculum for proper work development through hands-on experience. P.A.E.S. assesses and trains proper work behaviors, eliminating many barriers to successful job placement. Training is provided for basic generalizable vocational and life skills that relate to almost every type of career. The program provides skills needed for vocational training, placement, and independent living. Assess basic work skills, determining interest, aptitude, competitiveness, work behavior, and barriers.
Students can gain experience and knowledge in a wide array of job opportunities. The P.A.E.S. class consists of five work area units: business/marketing, consumer service, construction/industrial, computer technology, and processing/production. Exploration is through hands-on experience providing real and meaningful career information and knowledge of what students can do. Students learn and develop basic skills needed and used in community based programs and teaches proper behaviors on the job, eliminating many barriers to successful job placement. Students are assessed on quality of work, work rate (competitiveness), interest, assistance needed, number of trials required, and work behaviors.
P.A.E.S. class operates in a simulated work environment. Students become employees; teachers become supervisors. Strict procedures followed so students get the feel of real work, at the same time learn and explore new career vocational areas. Each area has a comprehensive array of tasks for the students to perform. The instructor monitors the tasks and provides feedback and assistance where needed. Students are encouraged to become as independent as possible (becoming independent problem solvers and develop higher order thinking skills).
Student outcomes include knowledge of: what they are good at doing, where their strengths are, work-related problem solving skills, proper work behavior needed on the job, and careers that interest them. Educational outcomes include: if students are competitive with the real world, what type of special assistance will be needed on the job, and what work behaviors students currently have and which ones they need to develop.

Helpful Resources- click on link

TRANSITION [VOCATIONAL]

Jessica Shain - Special Education Coordinator- jshain@rcec610.org

Reno County Education Cooperative

Related Services

Audiology

Occupational Therapy

Physical Therapy

School Health

Speech and Language Therapy

Transition [Vocational]

Autism Team