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Secondary Transition
Kansas Transition Planning
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updated 6/29/09 |
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Technical Assistance Providers
National Secondary Transition Technical Assistance Center (NSTTAC)
NSTTAC assists State Education Agencies with collecting data on Part B State Performance Plan Indicator 13 and using these data to improve transition services Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U.S.C. 1416(a)(3)(B)]
The National Center on Secondary Education and Transition (NCSET)
NCSET coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities. Transition Solutions is a fee-based service that helps state education agencies and local school districts nationwide improve transition services and outcomes for young people moving from youthhood to adulthood. It is a strategic alliance of the nation's top researchers, educators, and technical assistance providers in the areas of transition systems change, education reform, postsecondary education, workforce preparation, and team and leadership development.
Cutting EdJ Consulting, Inc.
Kansas uses this web-based data collection system to collect data requirements for the State Performance Plan Indicator 13. The "Transition Requirements Checklist Data Entry & Retrieval System"is web-based and offers "real-time" transition data. The user enters demographic information and IDEA 2004 IEP review data into the web-based program. The system generates data reports that can be disaggregated by states, regions, school district, school building, gender, ethnicity, and disability. Additional system features include review I and II graphs that report raw scores and percentages for each question, a summary that shows a complete"Transition Requirements Checklist" report, and print options that provide hard copies of the graphs and comments for each checklist question.
Transition Coalition
The Transition Coalition, located at the University of Kansas, Department of Special Education, provides professional development on secondary school reform and transition at the national, state, and local levels. Professional development forums include face-to-face and online training as well as a variety of technical assistance methods. The website includes training modules and a database of 18-21year old Transition programs.
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Special Education Services
Index
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National Post-School Outcomes Center (NPSO)
The National Post-School Outcomes Center (NPSO) is funded by OSEP to assist States in collecting and using data on postsecondary education and employment status of youth with disabilities. The center develops practical, efficient, cost-effective, and sustainable strategies for collecting and using data to improve secondary, transition, and post-secondary outcomes for youth with disabilities, as well as identifies state needs and provides technical assistance that will result in improved systems for post-school outcome data collection and use. The website includes information regarding participation in an e-mail discussion forum, data collection tools, and other resources.
National Center on Educational Outcomes (NCEO)
The National Center on Educational Outcomes provides national leadership in the participation of students with disabilities in national and state assessments, standards-setting efforts, and graduation requirements. This Web site provides information about NCEO, its projects, research findings and online publications, and other related resources. The Special Topic Areas lead you to additional information, including topic-specific publications that you can download.
National Dissemination Center for Children and Youth with Disabilities (NICHCY)
NICHCY is the national information center that provides information on disabilities and disability-related issues. Anyone can use their services—families, educators, administrators, journalists, and students. Their special focus is children and youth (birth to age 22). This Web site contains many resources, including information about specific disabilities, special education and related services for children in school, individualized education programs, parent materials, disability organizations, professional associations, education rights and what the law requires early intervention services for infants and toddlers, and transition to adult life.
Regional Resource Centers for Special Education (RRCs)
The six RRCs are funded by the federal Office of Special Education Programs (OSEP) to assist state education agencies in the systemic improvement of education programs, practices, and policies that affect children and youth with disabilities. These centers offer consultation, information services, technical assistance, training, and product development. Each RRC maintains a website which can be accessed through the network of RRCs single-portal website.
National Alliance for Secondary Education and Transition (NASET)
NASET, a voluntary coalition of 40 national organizations, was established to identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life. NASET's first task was to develop National Standards and Quality Indicators to help school systems and communities identify what all youth need. In addition to the Standards and Indicators, visitors to NASET's Web site will find supporting evidence and research for the Standards and Indicators, a Self-Assessment Tool, and a Priority-Setting Tool for program improvement.
National Center on Educational Outcomes (NCEO)
NCEO conducts research, provides technical assistance, and engages in extensive dissemination activities on the participation of youth with disabilities in national, state, and district assessments, standards-setting efforts, and graduation requirements. Visitors to NCEO's Web site can link directly to state information on accommodations, accountability, alternate assessments, graduation requirements, out-of-level testing policies, and participation information.
National Collaborative on Workforce and Disability/Youth (NCWD/Youth)
NCWD/Youth helps state and local workforce development systems better serve youth with disabilities. Its mission is to ensure that youth with disabilities are provided full access to quality services in integrated settings in order to maximize their opportunities for employment and independent living. Created in 2001, NCWD/Youth is comprised of partners with expertise in disability, education, employment, and workforce development issues. Funded by a grant from the U.S. Department of Labor's Office of Disability Employment Policy, NCWD/Youth is housed at the Institute for Educational Leadership.
Institute on Community Integration (UCEDD), University of Minnesota
NCSET is headquartered at the Institute on Community Integration, a University Center for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD) whose mission is to improve the quality and community orientation of professional services and social supports available to individuals with disabilities and their families.
National Center for the Study of Postsecondary Educational Supports (NCSPES), Center on Disability Studies, University of Hawaii at Manoa
NCSPES is a Rehabilitation Research & Training Center (RRTC) within the Center on Disability Studies (UCEDD) at the University of Hawai'i at Manoa. The vision of NCSPES is to move toward a new system of educational supports for people with disabilities in the twenty-first century. Postsecondary programs of the future must foster high expectations, build self-confidence, and develop an understanding of strengths and weaknesses of all students. All teachers, support persons, and agency providers must focus upon the use of individualized supports and technology to meet each student's needs and promote a successful transition to chosen career. NCSPES leads the Post-school Outcomes/Results Technical Assistance Network, one of four technical assistance networks at NCSET. Visit the NCSPES Postoutcomes Web site for more information.
Laurent Clerc National Deaf Education Center, Gallaudet University
Transition is one of the three priority programs at the Clerc Center. Activities related to transition are guided by the transition coordinator, who works with eight transition specialists. The Clerc Center also conducts research and innovative projects in this area.
Deaf Blindness Technical Assistance Resources
The National Consortium on Deaf-Blindness (NCDB) is a national technical assistance and dissemination center for children and youth who are deaf-blind. Funded by the U.S. Department of Education's Office of Special Education Programs (OSEP), NCDB builds on the technical assistance activities of NTAC, the information services and dissemination activities of DB-LINK and adds a third focus related to personnel training. NCDB brings together the resources of three agencies with long histories of expertise in the field of deaf-blindness, The Teaching Research Institute (TRI) at Western Oregon University, the Helen Keller National Center (HKNC), and the Hilton/Perkins Program at Perkins School for the Blind. NCDB works collaboratively with families, federal, state and local agencies to provide technical assistance, information and personnel training.
Expanding the Circle: Transition Resources for American Indian Youth
The Expanding the Circle curriculum offers culturally relevant activities and resources that facilitate the successful transition from high school to postsecondary experiences for American Indian students. The curriculum is designed to help youth explore who they are, what skills they need, and what their options are for life after high school. Lessons are designed for use by teachers as well as elders, community members, or other professionals who may work with American Indian youth.
Project Forum
This Brief Policy Analysis, Summary of Performance, is based on a survey of all state education agencies (SEAs). Findings include information regarding the variation among states as they establish policy and staffing patterns for administering the summary of performance requirement in IDEA 2004. An SOP policy exists in 25 of the 40 responding SEAs. Staff with dedicated time to oversee the policy implementation are employed in 23 SEAs. Half of the SEAs report that overseeing this policy is a challenge. SEAS also show variability in who receives and when they receive the SOP. Most states also provide general technical assistance on the implementation of the SOP primarily for LEA staff. The survey protocol and individual state SOP websites are included as appendices.
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 High School Center identifies research-supported improvement programs and tools, offers user-friendly products, and provides technical assistance services to improve secondary education.
The National Standards and Quality Indicators: Transition Toolkit for Systems Improvement
This comprehensive document, compiled by the National Center on Secondary Education and Transition (NCSET), includes the standards and quality indicators, information on supporting research and best practices, and specific system tools to support state and community interagency planning groups. The system tools include a self-assessment process for identifying state and local needs, a process for building consensus and setting priorities in relation to specific identified needs, and a process to support state and community-level action planning.
Zarrow Center for Learning Enrichment (ZC)
The Zarrow Center for Learning Enrichment facilitates successful secondary and postsecondary educational, vocational and personal outcomes for students and adults with disabilities. ZC faculty, staff, and students do this through self-determination oriented evaluation, research, development, transition education instruction, and dissemination of best educational and support practices. The ZC also prepares undergraduate and graduate students to assume leadership roles in schools, universities, and support organizations.
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For More Information regarding Secondary Transition contact:
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