Fox Tech Team Transition (North Aurora)

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Employment First Team Transition

2016 – 2017 School Calendar (PDF)

Pre-transition Program & Transition Program



The Pre-Transition Program is dedicated to providing a safe platform for young adults, ages 17-22. Working on a continuum of services, it is the goal of the pre-transition program to prepare young adults for their next transition.  They are submersed in an environment rich in career exploration, skill development, health and wellness, behavior regulation, and independent living. Facilitators are committed to providing meaningful real world experiences that are truly individualized for each young adult to maximize their level of independence.

Program Description

Transitions occur for all individuals at various critical junctures throughout life as roles and environments change.  To successfully transition from one role or setting to another, an individual and the people who support them must explore options in current or new environments and then determine the best match.  For some youth, such as those with disabilities and others who face significant educational and vocational challenges, policy mandates and innovative practices are needed to ensure they learn skills that are needed to reach optimal outcomes as they transition from one life role or environment to the next.

When students enter a Menta program, there are certain skills that are asked of educators and families to work on with students before they transition back to their home district, a transition program, or the community. Once the students have obtained their credits and demonstrate self-management of behaviors, it is time to generalize the skills learned inside the classroom to environments that are necessary for an individual living in the community. This continuum of placements within Menta allows students to acquire new skills and behaviors in a safe environment where they are then able to practice these learned skills.  As students move from a Menta classroom to Pre-Transition, they assessed on learned skills and behaviors as generalization begins.  This is done through various methods such as student-led business enterprises and hands-on projects, which are learning opportunities with support.

Students move on through the continuum when they consistently no longer need intensive supports and can successfully demonstrate learned employability skills such as:

  • problem solving
  • effective communication
  • time-management
  • self-advocacy
  • community integration and transportation
  • adaptive living skills
  • and related work behaviors such as grooming, hygiene, communication skills, following dress codes and workplace schedules, completing tasks, and taking initiative

Under the Individuals with Disabilities Education Act, students with disabilities may receive public education services until their 22nd birthday. While some students may continue to work towards a high school diploma, program options for 18 to 22 year olds generally focus on achieving Individual Educational Plan (IEP) transition goals.  The Menta Group wanting to ensure students are successful when daily life becomes more complex as they move towards graduation developed a new program — Pre-Transition.  Slowly, students should be engaged in real life experience outside the school building while generalizing the skills learned to regulate behaviors in less controlled environments. The ultimate goal of transition is the last day of school should resemble the first day of the rest of an individual’s life.

Participating in this program allows students to diversify their training and increase endurance and stamina while working progressively longer periods of time on site with the teacher, paraprofessional, or transition coach.


Program Description

Employment First Team Transition is designed to assist districts in meeting their obligation of post-school goals and transition outcomes according to IDEA 2004.

The Employment First Team Transition Program is outcome driven.  As a transition team, our goal is to engage youth and young adults in their own futures planning process, provide them with developmentally-appropriate services and supports, and involve them and their families and other key players in a process that prepares and facilitates them in their movement toward greater self-sufficiency and successful achievement of their goals related to each of the transition domains – employment, career-building education, living situation, personal-effectiveness and quality of life, and community-life functioning. 

The Employment First Team Transition Program endeavors to provide students with:

  • Enriching collegiate experiences
  • Interactive and inclusive environments
  • Learning activities that will transfer to lifelong independent living skills
  • Job skills necessary for gainful employment
  • Self respect and knowledge of individual strengths
  • Empowerment through education
  1. To provide life skills training enabling the student to successfully live independently. Typically, students will complete the program within 24 months.  However, completion time may be extended for students who need the additional time.
  2. To provide job development and placement enabling the student to acquire employment during the program.
  3. To provide realistic and inclusive learning experiences and activities while utilizing the natural progression of a community college campus as a higher learning opportunity.
  4. To coordinate with the student, family, district, and agency personal, in the development and implementation of specific objectives that increase independence in the community.
  5. To assist the student and family in coordinating the transition into independent life.
Anticipated Student Outcomes
  1. At least 90% of the young adults participating in the program will leave the program with competitive employment.
  2. At least 95% of the young adults entering the program will successfully complete the program.
  3. At least 95% of the young adults entering the program will be able to coordinate and advocate with service providers independently.
  4. At least 95% of the young adults entering the program will develop capacity to locate and access resources independently.
  5. All students entering the program will show improved functioning in two or more life areas/transition domains (educational opportunities, employment and career, living situation, community-life functioning, and Personal Effectiveness and Well-being).

195 Poplar Place
North Aurora, Illinois 60542
Phone: (630) 907-2400
Fax: (630) 907-0197