Back to All Resources
Question: How do we create, evaluate and improve transition services in our school?
Links to Helpful Resources: Search Results
Category: Building Transition Services in My SchoolQuestion: How do we create, evaluate and improve transition services in our 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.
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.
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.
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.
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.
DirecTV Goes to School Program
What kids learn is important, especially at school. That's why DIRECTV created the DIRECTV GOES TO SCHOOL
What kids learn is important, especially at school. That's why DIRECTV created the DIRECTV GOES TO SCHOOL
Disability Statistics Research--EDI
The Employment and Disability Institute conducts research and provides outreach via training, technical assistance, and dissemination of disability statistics. We analyze data and produce descriptive statistics from national surveys and administrative records of federal disability programs. We work with organizations to help them maximize their use of disability statistics. Our web site, www.disabilitystatistics.org, helps policy makers, service providers, researchers, educators, the media, and people with disabilities and their families find relevant and timely statistics about disability.
The Employment and Disability Institute conducts research and provides outreach via training, technical assistance, and dissemination of disability statistics. We analyze data and produce descriptive statistics from national surveys and administrative records of federal disability programs. We work with organizations to help them maximize their use of disability statistics. Our web site, www.disabilitystatistics.org, helps policy makers, service providers, researchers, educators, the media, and people with disabilities and their families find relevant and timely statistics about disability.
DonorsChoose
DonorsChoose is a simple way to provide students in need with resources that our public schools often lack. At this not-for-profit web site, teachers submit project proposals for materials or experiences their students need to learn. These ideas become classroom reality when concerned individuals, whom we call Citizen Philanthropists, choose projects to fund. Proposals range from "Magical Math Centers" ($200) to "Big Book Bonanza" ($320), to "Cooking Across the Curriculum" ($1,100). Any individual can search such proposals by areas of interest, learn about classroom needs, and choose to fund the project(s) they find most compelling. In completing a project, donors receive a feedback package of student photos and thank-you notes, a teacher impact letter, and an expenditure report showing that their tax-deductible gift was spent as directed.
DonorsChoose is a simple way to provide students in need with resources that our public schools often lack. At this not-for-profit web site, teachers submit project proposals for materials or experiences their students need to learn. These ideas become classroom reality when concerned individuals, whom we call Citizen Philanthropists, choose projects to fund. Proposals range from "Magical Math Centers" ($200) to "Big Book Bonanza" ($320), to "Cooking Across the Curriculum" ($1,100). Any individual can search such proposals by areas of interest, learn about classroom needs, and choose to fund the project(s) they find most compelling. In completing a project, donors receive a feedback package of student photos and thank-you notes, a teacher impact letter, and an expenditure report showing that their tax-deductible gift was spent as directed.
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.
How to Get Free Classroom Supplies
Educators share tips for stocking up -- without reaching into their own wallets.
Educators share tips for stocking up -- without reaching into their own wallets.
Intel and Scholastic Schools of Distinction
The Intel and Scholastic Schools of Distinction recognize K-12 schools in the U.S. that demonstrate excellence in implementing innovative, replicable programs supporting positive educational outcomes. The awards showcase the effective use of technology, the benefits of strong teamwork and the development of excellent classroom teachers. Each category winner receives a $10,000 grant from the Intel and a host of educational products and services provided by Scholastic Inc.
The Intel and Scholastic Schools of Distinction recognize K-12 schools in the U.S. that demonstrate excellence in implementing innovative, replicable programs supporting positive educational outcomes. The awards showcase the effective use of technology, the benefits of strong teamwork and the development of excellent classroom teachers. Each category winner receives a $10,000 grant from the Intel and a host of educational products and services provided by Scholastic Inc.
Mental Health and Transition Planning
Through partnerships with the mental health community, schools are now able to provide additional support in the school setting, such as School-based Mental Health. As a result, students with mental health disorders, particularly those identified under IDEA, now have increased accessibility to transition services specific to their mental health needs leading to more positive outcomes.
Through partnerships with the mental health community, schools are now able to provide additional support in the school setting, such as School-based Mental Health. As a result, students with mental health disorders, particularly those identified under IDEA, now have increased accessibility to transition services specific to their mental health needs leading to more positive outcomes.
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.
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.
NYS Education Dept: Career and Technical Education
New York Career and Technical Education is committed to providing high-quality CTE opportunities for all students. New York State’s CTE delivery system consists of over 1,100 CTE providers, serving over one million students in school districts, BOCES, and postsecondary institutions.
New York Career and Technical Education is committed to providing high-quality CTE opportunities for all students. New York State’s CTE delivery system consists of over 1,100 CTE providers, serving over one million students in school districts, BOCES, and postsecondary institutions.
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.
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.
National Alliance for Secondary Education and Transition
The National Alliance for Secondary Education and Transition (NASET) is a national voluntary coalition of more than 40 organizations and advocacy groups representing special education, general education, career and technical education, youth development, multicultural perspectives, and parents. The goals of NASET are to: Identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life; and, prioritize and address significant issues of national scale that have an impact on the provision of effective secondary education and transition services and policies for all youth.
The National Alliance for Secondary Education and Transition (NASET) is a national voluntary coalition of more than 40 organizations and advocacy groups representing special education, general education, career and technical education, youth development, multicultural perspectives, and parents. The goals of NASET are to: Identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life; and, prioritize and address significant issues of national scale that have an impact on the provision of effective secondary education and transition services and policies for all youth.
National Center on Educational Outcomes
The National Center on Educational Outcomes (NCEO) conducts research on the participation and performance of students in state and national assessments and other educational reform efforts. NCEO conducts secondary analyses of assessment data and collaborates with other agencies in these efforts: Dissemination and Technical Assistance through publications, presentations, technical assistance, and other networking activities to facilitate the use of research-based information by states, policy groups, researchers, and other agencies, and in turn improve the educational results of all; Collaboration and Leadership to build on the expertise of others and to develop leaders who can conduct needed research and provide additional technical assistance.
The National Center on Educational Outcomes (NCEO) conducts research on the participation and performance of students in state and national assessments and other educational reform efforts. NCEO conducts secondary analyses of assessment data and collaborates with other agencies in these efforts: Dissemination and Technical Assistance through publications, presentations, technical assistance, and other networking activities to facilitate the use of research-based information by states, policy groups, researchers, and other agencies, and in turn improve the educational results of all; Collaboration and Leadership to build on the expertise of others and to develop leaders who can conduct needed research and provide additional technical assistance.
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 Longitudinal Transition Study-2 (NLTS2)
NLTS2 is funded by the U.S. Department of Education and is documenting the experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adult roles.
NLTS2 is funded by the U.S. Department of Education and is documenting the experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adult roles.
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 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 State Performance Plan
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to have in place a State Performance Plan (SPP) that evaluates its efforts to implement the requirements and purposes of Part B of IDEA and describes how the state will improve such implementation. The SPP, submitted every six years, includes measurable and rigorous targets for the 20 indicators established under three monitoring priority ares: Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE); Disproportionality; General Supervision Part B, including Child Find, effective transition and effective general supervision. The New York State Education Department elicited broad stakeholder involvement in the development of its SPP in order to set measurable and rigorous annual performance targets. The SPP provides the baseline data, measurable and rigorous targets, improvement activities, timelines and resources established by the State for each indicator.
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to have in place a State Performance Plan (SPP) that evaluates its efforts to implement the requirements and purposes of Part B of IDEA and describes how the state will improve such implementation. The SPP, submitted every six years, includes measurable and rigorous targets for the 20 indicators established under three monitoring priority ares: Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE); Disproportionality; General Supervision Part B, including Child Find, effective transition and effective general supervision. The New York State Education Department elicited broad stakeholder involvement in the development of its SPP in order to set measurable and rigorous annual performance targets. The SPP provides the baseline data, measurable and rigorous targets, improvement activities, timelines and resources established by the State for each indicator.
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.
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.
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.
State Farm Insurance Foundation Grants
State Farm Companies Foundation was established in 1963 as an independent private foundation. The Foundation is primarily committed to education, helping to raise the level of student achievement in our elementary and secondary schools, as well as supporting key higher education initiatives. The Foundation is a separate nonprofit organization funded by the State Farm Mutual Company. The Foundation provides funding for our Education Excellence (education) initiatives that are national in scope: K-12 Public Schools; Service Learning; Systemic Improvement; Teacher Excellence.
State Farm Companies Foundation was established in 1963 as an independent private foundation. The Foundation is primarily committed to education, helping to raise the level of student achievement in our elementary and secondary schools, as well as supporting key higher education initiatives. The Foundation is a separate nonprofit organization funded by the State Farm Mutual Company. The Foundation provides funding for our Education Excellence (education) initiatives that are national in scope: K-12 Public Schools; Service Learning; Systemic Improvement; Teacher Excellence.
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 Fund for Teachers
The Fund for Teachers is a unique foundation whose mission is to enrich the lives of schoolteachers and students by providing recognition and opportunities for renewal to outstanding teachers. Making a difference one teacher at a time, Fund for Teachers awards grants directly to teachers to support professional development opportunities of their own design.
The Fund for Teachers is a unique foundation whose mission is to enrich the lives of schoolteachers and students by providing recognition and opportunities for renewal to outstanding teachers. Making a difference one teacher at a time, Fund for Teachers awards grants directly to teachers to support professional development opportunities of their own design.
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 Think College Transition Model: Developing Inclusive College-based Transition Services for Students with Intellectual Disability and Autism
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
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.
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.
This toolkit guides a school or community team to plan, implement, and evaluate a Transition Fair for students and their families, including reproducible documents.