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category: Building Transition Services in My School
question: What transition-related policies and procedures should my school have in place?
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.
Age Appropriate Transition Assessment Toolkit
The NTACT Age Appropriate Transition Assessment Toolkit contains many tools to assist practitioners in making informed work based learning placement and curriculum decisions.
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.
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.
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
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: 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.
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.
NYS Special Education Quality Assurance
Special Education Quality Assurance oversees preschool and school-age special education services through a quality assurance review process that emphasizes attainment of positive results for student with disabilities. Regional Associates, located in several regional offices across New York State, coordinate the review process and also provide technical assistance to parents, school district personnel, and private providers.
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).
NYSED: Guide to Quality Individualized Education Program Development and Implementation
New York State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation
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.
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 develop 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 Autism Indicators Report: Transition Into Young Adulthood
From the A.J. Drexel Autism Institute: The National Autism Indicators Report is a publication series produced by the AJ Drexel Autism Institute's Life Course Outcomes Research Program. The inaugural volume of this report focuses on the transition into young adulthood. We present evidence about a wide range of experiences and outcomes of young adults on the autism spectrum between high school and their early 20s.
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.
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
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.
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.
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
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.
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
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 following 10 resources as some of the most useful for both general education and special education teachers.
Transition Assessment Matrix
This site allows you to choose the Transition Domain (Employment, Education/Training, Independent Living) that you wish to explore transition assessments for. Once you choose a domain, you may then choose the appropriate grade level(s), and the disability area(s) that are most similar to the needs of the student(s) you are assessing. Once you have chosen these three (3) areas, press the Show Transition Assessments button and the system will show you Transition Assessments that meet your criteria. If you wish to change your criteria, just change your selections in the fields at the top of the page and press Show Transition Assessments again.
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."
Universal Design for Learning at the Secondary Level
UDL has three guiding principles which include; provide multiple means of representation, provide multiple means of action and expression, and provide multiple means of engagement.
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.