Links Home

Helpful links: Search Results

category: Building Transition Services in My School
question: Where can I go to develop professional knowledge and skills?
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.
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.
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: 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 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: Career Plan
he New York State Career Plan records a student’s knowledge and skill attainment. It documents a history of achievement that students build from elementary school to high school. The Career Plan design has also incorporated the transition planning process that is highly desirable for all students and required for students with disabilities.
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.
National Center on Education, Disability, and Juvenile Justice
The National Center on Education, Disability, and Juvenile Justice is a collaborative research, training, technical assistance, and dissemination program designed to develop more effective responses to the needs of youth with disabilities in the juvenile justice system or those at-risk for involvement with the juvenile justice system. The website includes tools for success and research-based effective practices. Some of the many resources are research, information on litigation, special education services in Short Term Facilities.
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.
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 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.
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 Regional Transition Specialists
NYSED has established 10 Regional Special Education Technical Assistance Support Centers (RSE-TASC) to act as a coordinated statewide network of special education technical assistance centers. RSE-TASC are specifically structured with resources that will provide expertise to school districts to improve core instructional programs that research has shown to be effective for students with disabilities and to provide improved coordination of regional resources and accountability to NYSED for results. Each RSE-TASC includes both regional technical assistance specialists and special education school improvement specialists who are located within each Board of Cooperative Educational Services (BOCES) and in each of the Big Five School Districts (Buffalo, New York City, Syracuse, Rochester and Yonkers). While the regional specialists will provide training and technical assistance to groups of school districts across the region, the special education school improvement specialists will be working solely with those school districts identified by NYSED for ongoing school district improvement in core instructional areas for students with disabilities. Within each RSE-TASC, there are Transition Specialists to work with school districts to improve the school to post school transition planning process for students with disabilities.
Parent Advocacy Coalition for Educational Rights (PACER)
Founded in 1977, PACER Center was created by parents of children and youth with disabilities to help other parents and families facing similar challenges. Today, PACER Center expands opportunities and enhances the quality of life of children and young adults with disabilities and their families.
Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings
This Iris Module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation.
Self-Determination: Supporting Successful Transition
Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives. Students who have self-determination skills have a stronger chance of being successful in making the transition to adulthood, including employment and independence (Wehmeyer & Schwartz, 1997). Starting with the 1990 reauthorization of the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476), transition services must be based on student needs and take into account student interests and preferences. To accomplish this goal, students must be prepared to participate in planning for their future. Several curricula have been developed to address the need for self-determination skills among adolescents, including the skills needed to take control of the Individualized Education Program (IEP) process. Selected curricula are identified and described at the end of this brief. Of particular usefulness is "Promoting Self-Determination in Youth with Disabilities: Tips for Families and Professionals."
The College and Career Readiness and Success Organizer
The College and Career Readiness and Success (CCRS) Organizer is a graphic that displays a consolidated overview of the many elements that impact a student’s ability to succeed in college and careers at both the institutional and individual levels. It is intended to be a comprehensive and visual representation of the complexities of college and career readiness and success.
The Forum for Youth Investment
The Forum for Youth Investment is a nonprofit, nonpartisan organization dedicated to helping communities and the nation make sure all young people are Ready by 21. Ready by 21 is the Forum’s signature initiative. It is a set of innovative strategies that helps communities and states improve the odds that all children and youth will be ready for college, work and life. Ready by 21 provides clear standards to achieve collective impact, tools and solutions to help leaders make progress, and ways to measure and track success along the way.
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 Real Game Series
The Real Game Series is a set of six evolutionary, world-class programs designed to bring real life to the classroom. The Real Game Series programs result from a national partnership lead by America's Career Resource Network Association (ACRNA).
The Transition Coalition -- Univ. of Kansas
The Transition Coalition maximizes professional development focusing on secondary school reform and transition at the national, state, and local levels. We create professional development forums by combining face-to-face and online training with a variety of technical assistance methods.
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
Tool Kit on Teaching and Assessing Students
The Tool Kit provides up-to-date guidance on designing and implementing high-quality assessments for students with disabilities. We have also included a set of technical assistance products that offer practical, research-based approaches to the challenges schools are facing in the areas of assessment, instruction, behavioral interventions, and use of accommodations for students with disabilities. In addition, you will find information about research now under way to further expand our knowledge about how best to support teaching, learning, and assessing.
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.
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.
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.
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.
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.
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.
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.
Work Incentives Planning and Utilization: CREDENTIALING PROGRAM
The array of public benefit programs, entitlements and work incentives available to individuals with disabilities is diverse. From disability programs administered by the Social Security Administration and Veterans Affairs to Worker's Compensation and tax credits, the effect of an individual's return to work on their existing package of benefits is complex. The Employment and Disability Institute focuses their efforts on research, policies and practice that support the movement of individuals form dependence on public entitlements to greater economic self-sufficiency and independence.