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The training and monitoring of these staff are essential to ensure strong employment outcomes for youth with disabilities. Maryland PROMISE, a statewide experimental multicomponent community-based project, served 997 youth receiving Supplemental Security Income and their families through structured professional development including training, field-based coaching, and performance monitoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/staff-capacity-building-and-accountability-in-transition-services/598223/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/staff-capacity-building-and-accountability-in-transition-services/598223.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is staff training and monitoring critical in transition services?","Question",{"text":112,"@type":113},"Transition services involving work-based learning require staff to deliver services effectively in the community. 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Luecking, EdD 1, Paul B. Gold, PhD 1, and Taylor Morris, MA 1  \nAbstract  \nTransition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure youth with disabilities experience strong employment outcomes. Maryland PROMISE was a statewide experimental, multicomponent, and community-based transition project that served 997 youth receiving Supplemental Security Income and their families. To ensure that staff effectively delivered services, Maryland PROMISE provided carefully designed professional development activities that included training, field-based coaching, and performance monitoring. This article reports on the Maryland PROMISE capacity building activities for project staff, provides data on the results of that process, and offers implications for the effective delivery of community-based transition services.  \nKeywords  \ncareer development/employment, transition area, professional development, transition area, state or federal systems, contexts  \nPreparation of students with disabilities for the transition from school to adult employment is increasingly focused on services and activities external to the classroom. This is particularly the case for those services that include learning experiences occurring at worksites in the community. The body of evidence continues to grow that shows work-based learning experiences while in high school strongly predict post-school employment success for students with disabilities (e.g., Carter et al., 2010; Luecking et al., 2018; Wehmanet al., 2014). These findings are reinforced by the Workforce Innovation and Opportunity Act (WIOA) of 2014 (Pub. L. 113–128) which requires state vocational rehabilitation agencies to prioritize provisions of pre-employment transition services for students before exiting high school. These services include job exploration counseling, work-based learning experiences, work readiness training, counseling on transition or post-secondary education, and instruction on self-advocacy (Workforce Innovation and Opportunity Act [WIOA], 2014) . Collaboration between schools and vocational rehabilitation is encouraged to facilitate and carry-out work-based learning experiences.  \nBy definition, the development and delivery of workbased learning experiences require transition service staff to spend the majority of their time in the field identifying, negotiating, and supporting work-based learning experiences with and on behalf of students. The implementation  \nof work-based learning experiences also requires that staff have the knowledge, skills, and support to deliver these community-based services properly and effectively. For that reason, training and monitoring staff is critically important to ensure strong employment outcomes for students and youth with disabilities. Studies have found, however, that transition staff preparation and training is significantly lacking. For example, Mazzotti and Plotner (2016) found that over one half of transition service staff surveyed from the fields of education, vocational rehabilitation, and workforce development seldom or never received training regarding evidence-based employment services. Similarly, Neubert et al. (2018) found that ","cbCaioD7ssWH0Thj","https://ap.wps.com/l/cbCaioD7ssWH0Thj","pdf",342639,"English","# Abstract\n# Background and Evidence\n## Work-based learning and employment outcomes\n## Policy alignment with WIOA\n# Staff Training and Monitoring Needs\n## Gaps in preparation and training\n## Staff autonomy and accountability challenges\n# Implications for Service Fidelity","[{\"question\":\"Why is staff training and monitoring critical in transition services?\",\"answer\":\"Transition services involving work-based learning require staff to deliver services effectively in the community. Training and monitoring help ensure youth with disabilities achieve strong employment outcomes.\"},{\"question\":\"What professional development activities were provided in Maryland PROMISE?\",\"answer\":\"Maryland PROMISE provided carefully designed professional development that included training, field-based coaching, and performance monitoring.\"},{\"question\":\"What does the document say about challenges related to staff autonomy?\",\"answer\":\"Monitoring performance of field-based staff is an ongoing challenge, and staff autonomy can lead to variation in staff activity and client outcomes.\"}]","Staff Capacity Building and Accountability in Transition Services | PDF",1792086516]