Back to All Resources
Question: How do we assess student knowledge and skills for life after school?
Links to Helpful Resources: Search Results
Category: Student LearningQuestion: How do we assess student knowledge and skills for life after school?
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.
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.
CareerZone
CareerZone is a free, career exploration and planning system designed especially for New York State students. The CareerZone website brings together multiple sources of career and labor market information to make career exploration and planning for the future a little easier. The CareerZone System harnesses the power of the Internet to provide information on 900 occupations and interactive career portfolios for middle and high school students that connect to the NYS Education Department Career Plan initiative.
CareerZone is a free, career exploration and planning system designed especially for New York State students. The CareerZone website brings together multiple sources of career and labor market information to make career exploration and planning for the future a little easier. The CareerZone System harnesses the power of the Internet to provide information on 900 occupations and interactive career portfolios for middle and high school students that connect to the NYS Education Department Career Plan initiative.
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.
Effective Practice Resources for Skills for Post-School Success
In 2009, through the work of the National Secondary Transition Technical Assistance Center (NSTTAC), Test, Mazzotti, et al. published a summary of high quality correlational literature to identify in-school factors that were predictors of post-school success. This manuscript and related materials were operationalized through a Delphi study (Rowe et al., 2014). This resource is intended to be completed by a team at the school, community, or state level as they examine the existence of programmatic predictors of post-school success in their current practices and procedures, as well as the quality of evidence.
In 2009, through the work of the National Secondary Transition Technical Assistance Center (NSTTAC), Test, Mazzotti, et al. published a summary of high quality correlational literature to identify in-school factors that were predictors of post-school success. This manuscript and related materials were operationalized through a Delphi study (Rowe et al., 2014). This resource is intended to be completed by a team at the school, community, or state level as they examine the existence of programmatic predictors of post-school success in their current practices and procedures, as well as the quality of evidence.
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
Helping Students with Visual Impairments: Resources, Tools, and Technology to Foster School Success
This is a guide from Accredited Schools Online that provides information and resources to facilitate a successful transition to college for students with visual impairments. This guide includes information on assistive technology, campus resources that provide assistive services and tools, information about scholarships for students with visual impairments, and online resources that students can access to facilitate academic and career success.
This is a guide from Accredited Schools Online that provides information and resources to facilitate a successful transition to college for students with visual impairments. This guide includes information on assistive technology, campus resources that provide assistive services and tools, information about scholarships for students with visual impairments, and online resources that students can access to facilitate academic and career success.
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.
I'm Determined Student Self-Determination Needs Assessment Tool
A tool designed to identify the top priorities for making positive changes that will result in increased self-determination skills for students. It can be used to provide individual summaries of educators’ perceptions and practices. It can also be used as an overall school view of practices and beliefs.
A tool designed to identify the top priorities for making positive changes that will result in increased self-determination skills for students. It can be used to provide individual summaries of educators’ perceptions and practices. It can also be used as an overall school view of practices and beliefs.
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.
NY State Education Dept: Employability Profile
An employability profile will provide students with a better understanding of how others view their strengths and the skills they may need to continue to work on to realize their goals; summarizes their work-experiences, skills, abilities, knowledge and talents to assist in the development of a resume; and provides potential employers with evidence of work-skills attained.
An employability profile will provide students with a better understanding of how others view their strengths and the skills they may need to continue to work on to realize their goals; summarizes their work-experiences, skills, abilities, knowledge and talents to assist in the development of a resume; and provides potential employers with evidence of work-skills attained.
NYS Education Department Data Site
The New York State Education Department (NYSED) is committed to making data available and easy to use. This site provides a first step in publicly reporting educational data so all interested parties can be better informed as they work to advance student achievement. Users of this site can access statewide data reports or view reports for an individual school, district, BOCES, or county using the navigation bar at the top of the page. New data will be added when available.
The New York State Education Department (NYSED) is committed to making data available and easy to use. This site provides a first step in publicly reporting educational data so all interested parties can be better informed as they work to advance student achievement. Users of this site can access statewide data reports or view reports for an individual school, district, BOCES, or county using the navigation bar at the top of the page. New data will be added when available.
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
National High School Center
The National High School Center at the American Institutes for Research (AIR) serves as the central source of information and expertise on high school improvement for states, districts, and a national network of U.S. Department of Education-sponsored Technical Regional Centers.
The National High School Center at the American Institutes for Research (AIR) serves as the central source of information and expertise on high school improvement for states, districts, and a national network of U.S. Department of Education-sponsored Technical Regional Centers.
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.
National Work Readiness Credential
The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness.Entry-level jobs are defined as non-supervisory, non-managerial, non-professional positions. These may be unskilled positions, or they may be skilled positions where the required job-specific skills can be learned while on the job.The Work Readiness Credential is not intended to replace academics, high school, or postsecondary education. Instead, it addresses the ability of an individual to perform basic entry-level tasks.
The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness.Entry-level jobs are defined as non-supervisory, non-managerial, non-professional positions. These may be unskilled positions, or they may be skilled positions where the required job-specific skills can be learned while on the job.The Work Readiness Credential is not intended to replace academics, high school, or postsecondary education. Instead, it addresses the ability of an individual to perform basic entry-level tasks.
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.
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.
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 Transition Data and Reports
This website contains reports and links to data that help to describe the transition planning and services process, including the State Performance Plan, Annual Performance Report, and NYS Longitudinal Post School Indicators Project.
This website contains reports and links to data that help to describe the transition planning and services process, including the State Performance Plan, Annual Performance Report, and NYS Longitudinal Post School Indicators Project.
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.
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."
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."
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.
Target Field Trip Grants Program
As part of the Target commitment to supporting education, the new Target Field Trip Grants program will award U.S. educators grants of $1,000 each to fund a field trip for their students. Target Field Trip Grants may be used to fund trips ranging from visits to art museums and environmental projects to cultural events and civic experiences. Up to eight hundred grants will be awarded. Grants are awarded to educators, teachers, principals, para-professionals, and/or classified staff.
As part of the Target commitment to supporting education, the new Target Field Trip Grants program will award U.S. educators grants of $1,000 each to fund a field trip for their students. Target Field Trip Grants may be used to fund trips ranging from visits to art museums and environmental projects to cultural events and civic experiences. Up to eight hundred grants will be awarded. Grants are awarded to educators, teachers, principals, para-professionals, and/or classified staff.
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 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 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 Person-Centered Planning Education Site
In this site you will find an overview of the person-centered planning process, a self-study course covering the basic process involved and many links and resources.
In this site you will find an overview of the person-centered planning process, a self-study course covering the basic process involved and many links and resources.
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.
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.
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.
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.