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Question: How can parents and family members learn about transition planning and services?
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Category: Families in TransitionQuestion: How can parents and family members learn about transition planning and services?
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.
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.
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.
Families Together in NYS, Inc.
Families Together is a non-profit, family-run organization that strives to establish a unified voice for children and youth with emotional, behavioral, and social challenges. Their mission is to ensure that every family has access to needed information, support, and services. Families Together in NYS, Inc. is the state chapter of the Federation of Families for Children's Mental Health.
Families Together is a non-profit, family-run organization that strives to establish a unified voice for children and youth with emotional, behavioral, and social challenges. Their mission is to ensure that every family has access to needed information, support, and services. Families Together in NYS, Inc. is the state chapter of the Federation of Families for Children's Mental Health.
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
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.
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.
NY Learns
A resource from the State Education Department for parents, students and school counselors. It contains information about the higher education system as well as provides answers to some frequently asked questions.
A resource from the State Education Department for parents, students and school counselors. It contains information about the higher education system as well as provides answers to some frequently asked questions.
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 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: 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 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 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 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 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 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 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 Special Education Parent Centers
The parent centers offer a wide range of services including: outreach to parents of children with special needs with particular emphasis on minority and underserved families, immigrant families, foster parents, families living in homeless shelters and others as needed; seminars and training sessions for parents on such topics as due process, communicating with school district personnel, and negotiating the special education system; training programs for parents on becoming confident, effective advocates on behalf of themselves, their children and other parents; support groups for mothers, fathers and siblings of children with disabilities.
The parent centers offer a wide range of services including: outreach to parents of children with special needs with particular emphasis on minority and underserved families, immigrant families, foster parents, families living in homeless shelters and others as needed; seminars and training sessions for parents on such topics as due process, communicating with school district personnel, and negotiating the special education system; training programs for parents on becoming confident, effective advocates on behalf of themselves, their children and other parents; support groups for mothers, fathers and siblings of children with disabilities.
New York State Transition Partners
Information and resources for young adults with disabilities and their families on the road to adulthood in New York State. Practical strategies to help achieve financial stability, meaningful employment, and post-secondary education
Information and resources for young adults with disabilities and their families on the road to adulthood in New York State. Practical strategies to help achieve financial stability, meaningful employment, and post-secondary education
Northeast ADA Center
The DBTAC-Northeast ADA Center is part of a national network of centers which provide information, referrals, resources, and training on equal opportunity for people with disabilities and on the Americans with Disabilities Act (ADA). We serve businesses, employers, government entities, individuals with disabilities, and the media in New York, New Jersey, Puerto Rico and the U.S. Virgin Islands. We also conduct research to help increase knowledge on best practices for the employment of people with disabilities.
The DBTAC-Northeast ADA Center is part of a national network of centers which provide information, referrals, resources, and training on equal opportunity for people with disabilities and on the Americans with Disabilities Act (ADA). We serve businesses, employers, government entities, individuals with disabilities, and the media in New York, New Jersey, Puerto Rico and the U.S. Virgin Islands. We also conduct research to help increase knowledge on best practices for the employment of people with disabilities.
Parent Advocacy Coalition for Educational Rights (PACER)
Founded in 1977, PACER Center was created by parents of children and youth with disabilities to help other parents and families facing similar challenges. Today, PACER Center expands opportunities and enhances the quality of life of children and young adults with disabilities and their families.
Founded in 1977, PACER Center was created by parents of children and youth with disabilities to help other parents and families facing similar challenges. Today, PACER Center expands opportunities and enhances the quality of life of children and young adults with disabilities and their families.
Parent to Parent of New York State
Parent to Parent is a statewide organization for supporting families of individuals with special needs. They believe in the power of parents helping each other learn about their child
Parent to Parent is a statewide organization for supporting families of individuals with special needs. They believe in the power of parents helping each other learn about their child
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.
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 Real Game Series
The Real Game Series is a set of six evolutionary, world-class programs designed to bring real life to the classroom. The Real Game Series programs result from a national partnership lead by America's Career Resource Network Association (ACRNA).
The Real Game Series is a set of six evolutionary, world-class programs designed to bring real life to the classroom. The Real Game Series programs result from a national partnership lead by America's Career Resource Network Association (ACRNA).
The Transition Coalition -- Univ. of Kansas
The Transition Coalition maximizes professional development focusing on secondary school reform and transition at the national, state, and local levels. We create professional development forums by combining face-to-face and online training with a variety of technical assistance methods.
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
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 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.
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.