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Question: What are ways to introduce students to the world of work?
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Category: Student LearningQuestion: What are ways to introduce students to the world of work?
A Curriculum for Teaching Workers with Intellectual and Developmental Disabilities about Health and Safety on the Job
From the The National Institute for Occupational Safety and Health (NIOSH). The curriculum can help teach students or consumers/employees the foundational job safety and health skills that all workers need. The curriculum uses highly interactive and fun learning activities to teach workplace safety and health skills, which are general, transferable, and can apply across all jobs and industries. The curriculum is intended for supported employment agencies, community vocational rehabilitation programs, high-school transition programs, and other organizations and companies that place in jobs or hire workers with disabilities.
From the The National Institute for Occupational Safety and Health (NIOSH). The curriculum can help teach students or consumers/employees the foundational job safety and health skills that all workers need. The curriculum uses highly interactive and fun learning activities to teach workplace safety and health skills, which are general, transferable, and can apply across all jobs and industries. The curriculum is intended for supported employment agencies, community vocational rehabilitation programs, high-school transition programs, and other organizations and companies that place in jobs or hire workers with disabilities.
A Transition Guide to Postsecondary Education and Employment for Students with Disabilities
This transition guide addresses the following topics to facilitate a seamless transition from school to post-school activities:Transition planning: opportunities and programs; transition services and requirements, as authorized by IDEA and the Rehabilitation Act; education and employment options for students and youth with disabilities after leaving secondary school; and, supporting decisions made by students and youth with disabilities. This guide also includes “real life” examples, a sample flow chart of the transition process, and a glossary of key terms used in the transition process.
This transition guide addresses the following topics to facilitate a seamless transition from school to post-school activities:Transition planning: opportunities and programs; transition services and requirements, as authorized by IDEA and the Rehabilitation Act; education and employment options for students and youth with disabilities after leaving secondary school; and, supporting decisions made by students and youth with disabilities. This guide also includes “real life” examples, a sample flow chart of the transition process, and a glossary of key terms used in the transition process.
ACCES-VR: Transition and Youth Services
By working closely with school districts, the P-12 Office of Special Education and community providers, ACCES-VR helps to ensure that all youth with disabilities are prepared for employment, post-secondary education and community living when they leave school. ACCES-VR can provide a range of services to help eligible individuals reach an employment goal.
By working closely with school districts, the P-12 Office of Special Education and community providers, ACCES-VR helps to ensure that all youth with disabilities are prepared for employment, post-secondary education and community living when they leave school. ACCES-VR can provide a range of services to help eligible individuals reach an employment goal.
Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum
The Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum is a companion document to the CDOS learning standards. It further develops the core content for each learning standard and career major. The document is also rich with teacher developed classroom activities that help students achieve the CDOS standards.
The Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum is a companion document to the CDOS learning standards. It further develops the core content for each learning standard and career major. The document is also rich with teacher developed classroom activities that help students achieve the CDOS standards.
CareerZone
CareerZone is a free, career exploration and planning system designed especially for New York State students. The CareerZone website brings together multiple sources of career and labor market information to make career exploration and planning for the future a little easier. The CareerZone System harnesses the power of the Internet to provide information on 900 occupations and interactive career portfolios for middle and high school students that connect to the NYS Education Department Career Plan initiative.
CareerZone is a free, career exploration and planning system designed especially for New York State students. The CareerZone website brings together multiple sources of career and labor market information to make career exploration and planning for the future a little easier. The CareerZone System harnesses the power of the Internet to provide information on 900 occupations and interactive career portfolios for middle and high school students that connect to the NYS Education Department Career Plan initiative.
Competitive Integrated Employment Toolkit
The CIE Toolkit has been developed as a framework to assist State and local teams in collaboratively implementing transition services to improve post school employment outcomes for students with disabilities. The Toolkit is organized in four sections; 1) CIE the Desired Outcome; 2) Transition Services: An overview of the five required activities of pre-employment transition services included in WIOA, as well as secondary transition service requirements found in IDEA and Evidence Based Practices in each area; 3) Interagency Collaboration: Effective practices that support the cross agency and State, community, school and student level collaboration necessary to provide secondary transition services; and 4) Professional Development: information and resources useful in developing skills necessary for both education and vocational rehabilitation professionals.
The CIE Toolkit has been developed as a framework to assist State and local teams in collaboratively implementing transition services to improve post school employment outcomes for students with disabilities. The Toolkit is organized in four sections; 1) CIE the Desired Outcome; 2) Transition Services: An overview of the five required activities of pre-employment transition services included in WIOA, as well as secondary transition service requirements found in IDEA and Evidence Based Practices in each area; 3) Interagency Collaboration: Effective practices that support the cross agency and State, community, school and student level collaboration necessary to provide secondary transition services; and 4) Professional Development: information and resources useful in developing skills necessary for both education and vocational rehabilitation professionals.
Council for Exceptional Children DCDT Fast Facts
DCDT Fact Sheets disseminate information related to key topics in secondary transition. The focus is on a number of topics, including evidence-based predictors of post-school success for youth with disabilities, transition planning and assessment, transition specialist competencies, and recommendations for research in secondary transition. The Fact Sheets related to the evidence-based predictors have been developed to provide teachers, administrators, and families with information about, and ideas for incorporating the secondary transition evidence-based predictors into the transition planning process.
DCDT Fact Sheets disseminate information related to key topics in secondary transition. The focus is on a number of topics, including evidence-based predictors of post-school success for youth with disabilities, transition planning and assessment, transition specialist competencies, and recommendations for research in secondary transition. The Fact Sheets related to the evidence-based predictors have been developed to provide teachers, administrators, and families with information about, and ideas for incorporating the secondary transition evidence-based predictors into the transition planning process.
Effective Practice Resources for Skills for Post-School Success
In 2009, through the work of the National Secondary Transition Technical Assistance Center (NSTTAC), Test, Mazzotti, et al. published a summary of high quality correlational literature to identify in-school factors that were predictors of post-school success. This manuscript and related materials were operationalized through a Delphi study (Rowe et al., 2014). This resource is intended to be completed by a team at the school, community, or state level as they examine the existence of programmatic predictors of post-school success in their current practices and procedures, as well as the quality of evidence.
In 2009, through the work of the National Secondary Transition Technical Assistance Center (NSTTAC), Test, Mazzotti, et al. published a summary of high quality correlational literature to identify in-school factors that were predictors of post-school success. This manuscript and related materials were operationalized through a Delphi study (Rowe et al., 2014). This resource is intended to be completed by a team at the school, community, or state level as they examine the existence of programmatic predictors of post-school success in their current practices and procedures, as well as the quality of evidence.
Guideposts for Success: What all youth need to successfully transition into adulthood
Based on an extensive literature review of research, demonstration projects and effective practices covering a wide range of programs and services, including youth development, quality education, and workforce development programs
Based on an extensive literature review of research, demonstration projects and effective practices covering a wide range of programs and services, including youth development, quality education, and workforce development programs
Handbook for Implementing Work-Based Learning
This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating Work Based Learning (WBL) programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the Fair Labor Standards Act.
This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating Work Based Learning (WBL) programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the Fair Labor Standards Act.
Job Application Center
A free online resource for helping students and graduates find specific information and advice on how to apply online and offline to every major national company in America. Students coming to our site can search a database of over 1500 articles each tailored to a specific company of your field.
A free online resource for helping students and graduates find specific information and advice on how to apply online and offline to every major national company in America. Students coming to our site can search a database of over 1500 articles each tailored to a specific company of your field.
NTACT Evaluation Toolkit
Toolkit is designed to assist transition educators and service providers to improve their programs and services by determining what is working, what is not working, and what needs to be changed or replicated. This toolkit will show you how. It provides specific examples for state and local teams who are developing goals and tasks to improve transition education and services for students with disabilities. The toolkit is designed to help determine what is important to your stakeholders, what needs to be measured to satisfy stakeholders, what is feasible to measure, how to measure these items, and how to report, disseminate, and use your evaluation findings.
Toolkit is designed to assist transition educators and service providers to improve their programs and services by determining what is working, what is not working, and what needs to be changed or replicated. This toolkit will show you how. It provides specific examples for state and local teams who are developing goals and tasks to improve transition education and services for students with disabilities. The toolkit is designed to help determine what is important to your stakeholders, what needs to be measured to satisfy stakeholders, what is feasible to measure, how to measure these items, and how to report, disseminate, and use your evaluation findings.
NTACT Transition Toolkit
NTACT is committed to data-based decision making and view evaluation as a critical tool for improving our work. For some, the idea of evaluation and data analysis can be an overwhelming task. NTACT wants to assist transition educators and service providers to improve their programs and services by determining what is working, what is not working, and what needs to be changed or replicated. This toolkit will show you how. It provides specific examples for state and local teams who are developing goals and tasks to improve transition education and services for students with disabilities. The toolkit is designed to help determine what is important to your stakeholders, what needs to be measured to satisfy stakeholders, what is feasible to measure, how to measure these items, and how to report, disseminate, and use your evaluation findings.
NTACT is committed to data-based decision making and view evaluation as a critical tool for improving our work. For some, the idea of evaluation and data analysis can be an overwhelming task. NTACT wants to assist transition educators and service providers to improve their programs and services by determining what is working, what is not working, and what needs to be changed or replicated. This toolkit will show you how. It provides specific examples for state and local teams who are developing goals and tasks to improve transition education and services for students with disabilities. The toolkit is designed to help determine what is important to your stakeholders, what needs to be measured to satisfy stakeholders, what is feasible to measure, how to measure these items, and how to report, disseminate, and use your evaluation findings.
NTACT: Paid Work Correlated with Improved Education, Employment, and Independent Living Outcomes
Work experience is any activity that places the student in an authentic workplace, and could include: work sampling, job shadowing, internships, apprenticeships, and paid employment. Paid employment can include existing standard jobs in a company or organization or customized work assignments negotiated with the employer, but these activities always feature competitive pay (e.g., minimum wage) paid directly to the student by the employer.
Work experience is any activity that places the student in an authentic workplace, and could include: work sampling, job shadowing, internships, apprenticeships, and paid employment. Paid employment can include existing standard jobs in a company or organization or customized work assignments negotiated with the employer, but these activities always feature competitive pay (e.g., minimum wage) paid directly to the student by the employer.
NY State Education Dept: Employability Profile
An employability profile will provide students with a better understanding of how others view their strengths and the skills they may need to continue to work on to realize their goals; summarizes their work-experiences, skills, abilities, knowledge and talents to assist in the development of a resume; and provides potential employers with evidence of work-skills attained.
An employability profile will provide students with a better understanding of how others view their strengths and the skills they may need to continue to work on to realize their goals; summarizes their work-experiences, skills, abilities, knowledge and talents to assist in the development of a resume; and provides potential employers with evidence of work-skills attained.
NYS Department of Labor Prohibited Occupations for Minors
Provides a list of occupations that are prohibited for minors under the age of 18, under the age of 16, and for females after childbirth.
Provides a list of occupations that are prohibited for minors under the age of 18, under the age of 16, and for females after childbirth.
NYS Department of Labor Wage Regulations for Interns in For-Profit Businesses
The New York State Minimum Wage Act and Wage Orders contain the state's rules for pay and overtime. These rules are in addition to those required by federal law, including the Fair Labor Standards Act. This is a guideline to help decide if a for-pro t business that has interns must pay them according to the state minimum wage and overtime rules.
The New York State Minimum Wage Act and Wage Orders contain the state's rules for pay and overtime. These rules are in addition to those required by federal law, including the Fair Labor Standards Act. This is a guideline to help decide if a for-pro t business that has interns must pay them according to the state minimum wage and overtime rules.
NYS Dept of Labor: Ages 14 to 17
Balancing school and work can be difficult. Below you will find information that will make it easy for you to find out where to go for working papers, safety and health on the job, and filling out job applications and resumes while giving you the time to focus on your studies.
Balancing school and work can be difficult. Below you will find information that will make it easy for you to find out where to go for working papers, safety and health on the job, and filling out job applications and resumes while giving you the time to focus on your studies.
NYS Education Dept: Career and Technical Education
New York Career and Technical Education is committed to providing high-quality CTE opportunities for all students. New York State’s CTE delivery system consists of over 1,100 CTE providers, serving over one million students in school districts, BOCES, and postsecondary institutions.
New York Career and Technical Education is committed to providing high-quality CTE opportunities for all students. New York State’s CTE delivery system consists of over 1,100 CTE providers, serving over one million students in school districts, BOCES, and postsecondary institutions.
NYS Work Experience Coordinators (WECA)
WECA promotes work-based learning programs for all students under the auspices of the New York State Education Department and the Career Development and Occupational Standards (CDOS).
WECA promotes work-based learning programs for all students under the auspices of the New York State Education Department and the Career Development and Occupational Standards (CDOS).
NYS Worker's Compensation Board Employer's Handbook
This book is intended to provide New York employers with general information regarding their rights and responsibilities under the state’s workers’ compensation program. It includes information outside the purview of the Workers’ Compensation Board in an effort to inform employers about these areas. This booklet does not represent legal advice and is not a complete description of the law.
This book is intended to provide New York employers with general information regarding their rights and responsibilities under the state’s workers’ compensation program. It includes information outside the purview of the Workers’ Compensation Board in an effort to inform employers about these areas. This booklet does not represent legal advice and is not a complete description of the law.
NYSED: Transition Requirements and Guidelines
Transition Requirements and Guidelines contains information and internet links about what is required of school districts and agencies in providing transition planning and services in New York State.
Transition Requirements and Guidelines contains information and internet links about what is required of school districts and agencies in providing transition planning and services in New York State.
NYSED: Work-Based Learning Programs
An introduction to New York State Work-Based Learning Activities. Work-based learning (WBL) is the “umbrella” term used to identify activities which collaboratively engage employers and schools in providing structured learning experiences for students. These experiences focus on assisting students in developing broad, transferable skills for postsecondary education and the workplace. A quality WBL program can make school-based learning more relevant by providing students with the opportunity to apply knowledge and skills learned in the classroom to real world situations.
An introduction to New York State Work-Based Learning Activities. Work-based learning (WBL) is the “umbrella” term used to identify activities which collaboratively engage employers and schools in providing structured learning experiences for students. These experiences focus on assisting students in developing broad, transferable skills for postsecondary education and the workplace. A quality WBL program can make school-based learning more relevant by providing students with the opportunity to apply knowledge and skills learned in the classroom to real world situations.
National Collaborative on Workforce and Disability for Youth
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) assists state and local workforce development systems to better serve youth with disabilities. The NCWD/Youth is composed of partners with expertise in disability, education, employment, and workforce development issues.
The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) assists state and local workforce development systems to better serve youth with disabilities. The NCWD/Youth is composed of partners with expertise in disability, education, employment, and workforce development issues.
National Technical Assistance Center on Transition (NTACT)
NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
National Technical Assistance Center on Transition (NTACT)
NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
National Work Readiness Credential
The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness.Entry-level jobs are defined as non-supervisory, non-managerial, non-professional positions. These may be unskilled positions, or they may be skilled positions where the required job-specific skills can be learned while on the job.The Work Readiness Credential is not intended to replace academics, high school, or postsecondary education. Instead, it addresses the ability of an individual to perform basic entry-level tasks.
The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness.Entry-level jobs are defined as non-supervisory, non-managerial, non-professional positions. These may be unskilled positions, or they may be skilled positions where the required job-specific skills can be learned while on the job.The Work Readiness Credential is not intended to replace academics, high school, or postsecondary education. Instead, it addresses the ability of an individual to perform basic entry-level tasks.
New York State Career Center Locator
New York's career centers are operated by county and local workforce agencies, and offer a wide range of services for job seekers and businesses, including resume-writing advice, job training information, career workshops, recruitment assistance and access to thousands of job listings.
New York's career centers are operated by county and local workforce agencies, and offer a wide range of services for job seekers and businesses, including resume-writing advice, job training information, career workshops, recruitment assistance and access to thousands of job listings.
New York State Career Development and Occupational Studies Commencement Credential
Effective transition planning and services for students with disabilities includes appropriate assessment of a student
Effective transition planning and services for students with disabilities includes appropriate assessment of a student
New York State DCDT
The New York State Chapter of the Council for Exceptional Children's Division on Career Development and Transition strives to increase collaboration efforts in effective transition planning for individuals with disabilities by reducing the duplication of efforts and aligning resources and communication.
The New York State Chapter of the Council for Exceptional Children's Division on Career Development and Transition strives to increase collaboration efforts in effective transition planning for individuals with disabilities by reducing the duplication of efforts and aligning resources and communication.
New York State Department of Labor, Division of Labor Standards
The New York State Department of Labor, Division of Labor Standards enforces the statutes governing maximum and prohibited hours of work for minors and the type of work permitted for minors. The Division also inspects establishments to insure that minors under 18 have proper employment certificates (also referred to as Working Papers). This website contains additional sub links to topics on other youth services, working papers, and laws for specific types of employment.
The New York State Department of Labor, Division of Labor Standards enforces the statutes governing maximum and prohibited hours of work for minors and the type of work permitted for minors. The Division also inspects establishments to insure that minors under 18 have proper employment certificates (also referred to as Working Papers). This website contains additional sub links to topics on other youth services, working papers, and laws for specific types of employment.
New York State Education Department Transition Website
The resources and materials within this section are designed to assist schools, students and families with the transition from school to post-school. A successful transition process is based on the student's strengths, preferences and interests, and requires collaboration between the school district, student, family and community agencies. Transition planning and services are designed to prepare a student with a disability to achieve his or her post-secondary goals related to living, learning and earring within the community.
The resources and materials within this section are designed to assist schools, students and families with the transition from school to post-school. A successful transition process is based on the student's strengths, preferences and interests, and requires collaboration between the school district, student, family and community agencies. Transition planning and services are designed to prepare a student with a disability to achieve his or her post-secondary goals related to living, learning and earring within the community.
New York State Graduation Requirements for Students with Disabilities
This page provides information on both high school diploma and nondiploma exiting credential options available to New York State students with disabilities. Information is provided on the course work, credit and assessment requirements students must successfully complete to earn a Regents or local high school diploma, including the various safety net options available to assist students with disabilities to earn a local diploma. Requirements, model forms, guidance, and questions and answers for the Skills and Achievement Commencement Credential and the New York State Career Development and Occupational Studies Commencement Credential are also provided. Check this site often for additional resources and updated questions and answers on both of these high school exiting credentials.
This page provides information on both high school diploma and nondiploma exiting credential options available to New York State students with disabilities. Information is provided on the course work, credit and assessment requirements students must successfully complete to earn a Regents or local high school diploma, including the various safety net options available to assist students with disabilities to earn a local diploma. Requirements, model forms, guidance, and questions and answers for the Skills and Achievement Commencement Credential and the New York State Career Development and Occupational Studies Commencement Credential are also provided. Check this site often for additional resources and updated questions and answers on both of these high school exiting credentials.
New York's Minimum Wage
The Minimum Wage Act (Article 19 of the New York State Labor Law) requires that all employees in New York State receive at least $9.70 an hour beginning December 31, 2016. Minimum wage rates differ based on industry, region and business size. Rates will increase each year until they reach $15.00 per hour.
The Minimum Wage Act (Article 19 of the New York State Labor Law) requires that all employees in New York State receive at least $9.70 an hour beginning December 31, 2016. Minimum wage rates differ based on industry, region and business size. Rates will increase each year until they reach $15.00 per hour.
Northeast ADA Center
The DBTAC-Northeast ADA Center is part of a national network of centers which provide information, referrals, resources, and training on equal opportunity for people with disabilities and on the Americans with Disabilities Act (ADA). We serve businesses, employers, government entities, individuals with disabilities, and the media in New York, New Jersey, Puerto Rico and the U.S. Virgin Islands. We also conduct research to help increase knowledge on best practices for the employment of people with disabilities.
The DBTAC-Northeast ADA Center is part of a national network of centers which provide information, referrals, resources, and training on equal opportunity for people with disabilities and on the Americans with Disabilities Act (ADA). We serve businesses, employers, government entities, individuals with disabilities, and the media in New York, New Jersey, Puerto Rico and the U.S. Virgin Islands. We also conduct research to help increase knowledge on best practices for the employment of people with disabilities.
Our Ability Connect
Our Ability Connect is an individual digital profile service you build created to promote future employment for people with disabilities through mentor networking, social engagement and personal empowerment. Our Ability Connect gives employers the ability to reach out to people with disabilities by searching, connecting directly with people in our system and posting employment opportunities in order to to recruit the best candidates for open positions.
Our Ability Connect is an individual digital profile service you build created to promote future employment for people with disabilities through mentor networking, social engagement and personal empowerment. Our Ability Connect gives employers the ability to reach out to people with disabilities by searching, connecting directly with people in our system and posting employment opportunities in order to to recruit the best candidates for open positions.
Post Secondary Planning Resources
This website offers planning resources for students, parents and school counselors on colleges, universities, specialized programs, paying for your education, and preparing for a career.
This website offers planning resources for students, parents and school counselors on colleges, universities, specialized programs, paying for your education, and preparing for a career.
Skills and Achievement Commencement Credential for Students with Severe Disabilities
The Skills and Achievement Commencement Credential will provide this group of students who are exiting school after attending at least 12 years, excluding kindergarten, with a commencement certificate similar in form to the diploma issued by the school district. The Skills and Achievement Commencement Credential must be accompanied by documentation of the student’s skills and strengths and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.
The Skills and Achievement Commencement Credential will provide this group of students who are exiting school after attending at least 12 years, excluding kindergarten, with a commencement certificate similar in form to the diploma issued by the school district. The Skills and Achievement Commencement Credential must be accompanied by documentation of the student’s skills and strengths and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.
Student Leaders -- Bank of America
Student Leaders demonstrate a clear interest in the crucial issues facing communities today and a strong desire to help build and sustain vibrant neighborhoods for tomorrow. The program features: Five young adults in each of the 45 markets. A week-long Student Leadership Summit in Washington, DC to gain valuable civic, social and business leadership skills. Exciting 8-week paid internship program at a local nonprofit/charitable organization.
Student Leaders demonstrate a clear interest in the crucial issues facing communities today and a strong desire to help build and sustain vibrant neighborhoods for tomorrow. The program features: Five young adults in each of the 45 markets. A week-long Student Leadership Summit in Washington, DC to gain valuable civic, social and business leadership skills. Exciting 8-week paid internship program at a local nonprofit/charitable organization.
Target Field Trip Grants Program
As part of the Target commitment to supporting education, the new Target Field Trip Grants program will award U.S. educators grants of $1,000 each to fund a field trip for their students. Target Field Trip Grants may be used to fund trips ranging from visits to art museums and environmental projects to cultural events and civic experiences. Up to eight hundred grants will be awarded. Grants are awarded to educators, teachers, principals, para-professionals, and/or classified staff.
As part of the Target commitment to supporting education, the new Target Field Trip Grants program will award U.S. educators grants of $1,000 each to fund a field trip for their students. Target Field Trip Grants may be used to fund trips ranging from visits to art museums and environmental projects to cultural events and civic experiences. Up to eight hundred grants will be awarded. Grants are awarded to educators, teachers, principals, para-professionals, and/or classified staff.
The National Center on Secondary Education and Transition
The Center hosts capacity building institutes and workshops, national summits, national teleconference calls, and additional training opportunities. In addition, the Center develops research-to-practice tools for everyday use, and provides technical assistance and outreach.
The Center hosts capacity building institutes and workshops, national summits, national teleconference calls, and additional training opportunities. In addition, the Center develops research-to-practice tools for everyday use, and provides technical assistance and outreach.
Tips for Transition
A document created by Ryan Kellems and Mary E. Morningstar that provides 134 research-based tips, organized by topic area: Transition Planning; Student Involvement; Transition Assessment; Assistive Technology; Disability-specific Transition; Involving Families; Curriculum and Instruction; Interagency Collaboration
A document created by Ryan Kellems and Mary E. Morningstar that provides 134 research-based tips, organized by topic area: Transition Planning; Student Involvement; Transition Assessment; Assistive Technology; Disability-specific Transition; Involving Families; Curriculum and Instruction; Interagency Collaboration
Top NTACT Resources for Teachers
The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. We have identified the 10 resources as some of the most useful for both general education and special education teachers.
The NTACT website contains resources to assist practitioners in implementing quality transition practices based on the best available evidence. We have identified the 10 resources as some of the most useful for both general education and special education teachers.
Transition Assessment and Goal Generator (TAGG)
The TAGG is an on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals. TAGG items derive from research identified student behaviors associated with post high school employment and education. The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals. Numerous studies demonstrated that the TAGG produces valid and reliable results. A grant from the U.S. Dept. of Education's National Center for Special Education Research supported TAGG development.
The TAGG is an on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals. TAGG items derive from research identified student behaviors associated with post high school employment and education. The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals. Numerous studies demonstrated that the TAGG produces valid and reliable results. A grant from the U.S. Dept. of Education's National Center for Special Education Research supported TAGG development.
Transition Fair Toolkit
This toolkit guides a school or community team to plan, implement, and evaluate a Transition Fair for students and their families, including reproducible documents.
This toolkit guides a school or community team to plan, implement, and evaluate a Transition Fair for students and their families, including reproducible documents.
U.S. Department of Labor -- Student Workers
The federal child labor provisions, authorized by the Fair Labor Standards Act (FLSA) of 1938, also known as the child labor laws, were enacted to ensure that when young people work, the work is safe and does not jeopardize their health, well-being or educational opportunities. These provisions also provide limited exemptions.
The federal child labor provisions, authorized by the Fair Labor Standards Act (FLSA) of 1938, also known as the child labor laws, were enacted to ensure that when young people work, the work is safe and does not jeopardize their health, well-being or educational opportunities. These provisions also provide limited exemptions.
US Department of Labor: Employment of Workers with Disabilities
To locate federal regulatory language regarding unpaid work experience for students who have an IEP, go to the table of contents and click on "64c08 Students with disabilities and workers with disabilities who are enrolled in individual rehabilitation programs."
To locate federal regulatory language regarding unpaid work experience for students who have an IEP, go to the table of contents and click on "64c08 Students with disabilities and workers with disabilities who are enrolled in individual rehabilitation programs."
Wage Requirements for Interns in Not-For-Profit Businesses
The New York State Minimum Wage Act and Wage Orders contain pay and overtime requirements. These requirements are in addition to those imposed by federal law. This guideline is intended to help employers and employees understand their rights and obligations under State law.
The New York State Minimum Wage Act and Wage Orders contain pay and overtime requirements. These requirements are in addition to those imposed by federal law. This guideline is intended to help employers and employees understand their rights and obligations under State law.
Work-Based Learning Jump Start
Work-based learning is a supervised program sponsored by an education or training organization that links knowledge gained at the worksite with a planned program of study. Experiences range in intensity, structure and scope and include activities as diverse as site visits, job shadowing, paid and unpaid internships, structured on-the-job training, and the more formal work status as apprentice or employee.
Work-based learning is a supervised program sponsored by an education or training organization that links knowledge gained at the worksite with a planned program of study. Experiences range in intensity, structure and scope and include activities as diverse as site visits, job shadowing, paid and unpaid internships, structured on-the-job training, and the more formal work status as apprentice or employee.
Workforce Innovation Technical Assistance Center (WINTAC) on WIOA and Pre-Employment Transition Services
The Workforce Innovation and Opportunity Act (WIOA) amends the Rehabilitation Act of 1973 and now requires vocational rehabilitation (VR) agencies, such as ACCES-VR, to set aside at least 15% of their federal funds to provide "pre-employment transition services" to "Students with Disabilities who are eligible or potentially eligible for VR services." This website provides instructional information on the policy to procedure components of this act.
The Workforce Innovation and Opportunity Act (WIOA) amends the Rehabilitation Act of 1973 and now requires vocational rehabilitation (VR) agencies, such as ACCES-VR, to set aside at least 15% of their federal funds to provide "pre-employment transition services" to "Students with Disabilities who are eligible or potentially eligible for VR services." This website provides instructional information on the policy to procedure components of this act.