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Question: What are some good practices and procedures my school could consider?
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Category: Building Transition Services in My SchoolQuestion: What are some good practices and procedures my school could consider?
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.
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.
Blueprint for Building Inter-Agency Collaboration through Strategic Planning: Supporting the Employment of Youth & Young Adults with Serious Mental Health Conditions
Youth and young adults with serious mental health conditions (SMHC) can be found in the caseloads of multiple state agencies. However, such state agencies (e.g., Secondary and Higher Education, Mental Health, Vocational Rehabilitation) often lack a unifying vision or plan to coordinate efforts across agencies. This Transitions RTC Tip Sheet suggests strategies for bridging disconnected agencies to improve the lives of the families, youth and young adults that they serve and building inter-agency collaboration through strategic planning to support the employment and education outcomes of youth and youth adults with SMHC.
Youth and young adults with serious mental health conditions (SMHC) can be found in the caseloads of multiple state agencies. However, such state agencies (e.g., Secondary and Higher Education, Mental Health, Vocational Rehabilitation) often lack a unifying vision or plan to coordinate efforts across agencies. This Transitions RTC Tip Sheet suggests strategies for bridging disconnected agencies to improve the lives of the families, youth and young adults that they serve and building inter-agency collaboration through strategic planning to support the employment and education outcomes of youth and youth adults with SMHC.
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.
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.
College Board
Provides information about students with disabilities who require accommodations on the college board tests (such as the SAT or the Advanced Placement Program).
Provides information about students with disabilities who require accommodations on the college board tests (such as the SAT or the Advanced Placement Program).
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.
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.
Family Information Guide to Assistive Technology and Transition Planning
A guide created by the Center on Technology and Disability, providing information to assist families and students prepare for utilizing technology after leaving school.
A guide created by the Center on Technology and Disability, providing information to assist families and students prepare for utilizing technology after leaving school.
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
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
HEALTH Resource Center
A national clearinghouse on post-secondary education (college and vocational technical programs) for individuals with disabilities.
A national clearinghouse on post-secondary education (college and vocational technical programs) for individuals with disabilities.
Handbook for Implementing Work-Based Learning
This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating Work Based Learning (WBL) programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the Fair Labor Standards Act.
This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating Work Based Learning (WBL) programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the Fair Labor Standards Act.
I'm Determined
The I’m Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.
The I’m Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.
NTACT Evaluation Toolkit
Toolkit is designed 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.
Toolkit is designed 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 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 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.
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 Department of Labor Prohibited Occupations for Minors
Provides a list of occupations that are prohibited for minors under the age of 18, under the age of 16, and for females after childbirth.
Provides a list of occupations that are prohibited for minors under the age of 18, under the age of 16, and for females after childbirth.
NYS Department of Labor Wage Regulations for Interns in For-Profit Businesses
The New York State Minimum Wage Act and Wage Orders contain the state's rules for pay and overtime. These rules are in addition to those required by federal law, including the Fair Labor Standards Act. This is a guideline to help decide if a for-pro t business that has interns must pay them according to the state minimum wage and overtime rules.
The New York State Minimum Wage Act and Wage Orders contain the state's rules for pay and overtime. These rules are in addition to those required by federal law, including the Fair Labor Standards Act. This is a guideline to help decide if a for-pro t business that has interns must pay them according to the state minimum wage and overtime rules.
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.
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.
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).
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.
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
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.
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 in developing 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.
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 in developing 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.
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 Center on Accessible Educational Materials
Learn the basics of accessible materials and technologies, register for and view webinars and presentations from our AEM Events, and discover AEM Publications to dive deeper into AEM.
Learn the basics of accessible materials and technologies, register for and view webinars and presentations from our AEM Events, and discover AEM Publications to dive deeper into AEM.
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.
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
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.
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.
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.
New York's Minimum Wage
The Minimum Wage Act (Article 19 of the New York State Labor Law) requires that all employees in New York State receive at least $9.70 an hour beginning December 31, 2016. Minimum wage rates differ based on industry, region and business size. Rates will increase each year until they reach $15.00 per hour.
The Minimum Wage Act (Article 19 of the New York State Labor Law) requires that all employees in New York State receive at least $9.70 an hour beginning December 31, 2016. Minimum wage rates differ based on industry, region and business size. Rates will increase each year until they reach $15.00 per hour.
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.
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.
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’s skills and strengths and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.
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’s skills and strengths and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.
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 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 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.
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
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 10 resources as some of the most useful for both general education and special education 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.
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.
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.
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."
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.
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.
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.