Transition Program – Our Selection Process
Transition Program – Our Selection Process
The Transition Program is a selective and accepts up to 20 students each year. Appropriate candidates include those individuals interested in learning business skills, but who would be unable to meet the academic demands of an associate degree program even with extensive support services. Applicants must demonstrate emotional stability and maturity necessary to participate effectively in a program located on a community college campus, and to perform with minimal supervisor at internship placement in a competitive business setting. Applicants must demonstrate attributes such as good judgment, attendance and punctuality and an ability to learn. We seek students who take initiative and are motivated to succeed. Ideally, we would like potential candidates to have prior volunteer or work experience.
Appropriate candidates will have:
- A high school diploma, Certificates of Completion, GED
- A history of receiving special education services in school
- Cognitive ability in the low-average range
- Reading, math, and written language skills at the fifth to eighth grade level. Isolated skill deficiencies may be acceptable, depending on overall ability.
And demonstrate evidence of:
- An interest in training for entry level jobs in business
- The ability to maintain appropriate professional behavior and perform with minimal supervision at an internship in a competitive business setting
- The ability to participate (with or without accommodations) in the physical activities essential to the vocational setting
- The ability to make the sustained commitment required of a full-time program located on a college campus
- The ability to function independently on a college campus
- Transition is selective and accepts up to 20 students each year.
- Admission is for the Fall semester only, and students must participate in all 4 semesters (2 years).
- Students receive non-transferable completion units, not credits.
- Admissions are rolling. Applicants are encouraged to apply by March 1st.
- Prospective applicants must attend an Information Session before applying.
Application materials required to determine a candidate’s eligibility are:
- Completed Transition Program Application
- Completed Middlesex Community College Application for Admission
- High School Transcript and Copy of the Most recent Individualized Educational Plan (IEP)
- Three Letters of Recommendation on forms provided by the program, one of which must be completed by a Special Needs or Resource Room teacher; two other recommendations on specified forms can be from Guidance Counselor, teachers, employers, etc.
- I.Q. Results – (preferred test: WAIS-R)
- Individualized Diagnostic Reading and Math Test Results – (Preferred tests: Woodcock-Johnson or WIAT with all subtest scores and grade equivalents in the written report).
- A Diagnostic Interview with behavioral observations by a certified Psychologist or Projective Psychological Tests.
Reports must be no more than 3 years old.
It is essential to submit ALL of the specified information. Applicants are encouraged to submit information as it becomes available or complete. A file will be maintained and updates will be provided to the applicant of status of materials received. When the file is complete, the Admissions Committee will review it and the applicant will be informed as to whether s/he meets the criteria for a personal interview.
A decision to accept or not accept an applicant is made by the Transition Program Admissions Committee based on a review of all application materials and the personal interview. Reasons that an applicant may not be determined to be a good match for the program are:
- The applicants' academic skills are above the program level – traditional college courses with support and/or reduced course load may be recommended.
- The applicant’s academic skills are significantly below the level for the program. The applicant would find the work too challenging despite a good attitude and their best effort.
- The applicant presents as needing a more supportive or structured program model. Applicants must be able to demonstrate the ability to be successful at both the internship and on a college campus without the assistance of a job coach or classroom aide.
- The applicant indicates, during the interview process, that he/she are not interested or sufficiently motivated to be successful in the program.