Transition Resource Directory
This directory, focused on transition-age youth with disabilities, was compiled at a national meeting hosted by the Federal Interagency Partners in Transition Workgroup, at which federally-supported projects and center staff submitted descriptions. The references in this directory are not intended to be exhaustive of the investments in transition made by federal, state, or local entities. For corrections or additions, please e-mail Judy Shanley at the U.S. Department of Education, Office of Special Education Programs (OSEP) at judy.shanley@ed.gov. View a list of agencies and organizations that members of the Federal Interagency Partners in Transition Workgroup represent.
Assistive Technology (AT) Program
Every state and U.S. territory has a state Assistive Technology (AT) Program. You can go to http://www.ataporg.org/atap/ (select Get Help in Your State) or http://www.resna.org/projects/index.php to find the AT program in your state.
Funding Agency
U.S. Department of Education, Rehabilitation Services Administration (RSA). Statewide AT Programs are funded under the Assistive Technology Act of 1998, as amended.
Target Audience
People with disabilities; all ages, all disability types, all environments (education, employment, community living); educators, therapists, employers, etc.
Brief Description of Mission/Purpose
To improve access to and acquisition of assistive technology devices and services.
Services
Although each state is slightly different, in general AT programs are required to provide Device Demonstration, Device Loan, Device Reutilization (e.g., device exchange and/or recycling or reutilization) and State Financing Activities (e.g., financial loan programs, cooperative buy programs, telecommunications distribution programs or other services). Programs also provide training, awareness events, information about available devices, information about funding sources for devices, and technical assistance to educators, employers, policy-makers, etc.
Sample Products or Publications
- Assistive Technology for Kansas (ATK)
- Transitions Manual (PDF - 12 pages)
A comprehensive explanation of the transition process addressing how to obtain the AT devices and services a student needs to be successful in a career or educational pursuits after high school. Written for students and parents, it is helpful for educators and others who help in the transition process. - Transitions Action Plan (PDF - 2 pages)
Printable or email versions of three timeline forms can be used by students with disabilities and parents who are preparing input into the student's educational transition plan. Considerations on the forms vary as the student moves through middle- and high-school planning.
- Transitions Manual (PDF - 12 pages)
- Maine CITE: AT Definitions, Tools, & Strategies for Students Who Are Pursuing Postsecondary Education compiled by Maine CITE and the Southern Maine Advisory Council on Transition, February 2007.
- West Virginia Assistive Technology System (WVATS): Transition Through School and Into Life
WVATS and the West Virginia Medicaid Infrastructure Grant (WVMIG) collaborated to create this guide for transition resources in West Virginia.
Association of University Centers on Disabilities (AUCD)
Funding Agency
Multiple federal partners
Target Audience
AUCD member centers work on local, state, national, and international levels.
Members engage in a range of interdisciplinary activities for:
- Children, adults, and families
- Academics and researchers
- Schools and communities
- Government and policymakers
- Program evaluation
- General public
Brief Description of Mission/Purpose
AUCD is a membership organization that supports and promotes a national network of university-based interdisciplinary programs. Network members consist of:
- 67 University Centers for Excellence in Developmental Disabilities (UCEDD), funded by the Administration on Developmental Disabilities (ADD)
- 34 Leadership Education in Neurodevelopmental Disabilities (LEND) Programs funded by the Maternal and Child Health Bureau (MCHB)
- 21 Intellectual and Developmental Disability Research Centers (IDDRC), most of which are funded by the Eunice Kennedy Shriver National Institute for Child Health and Development (NICHD)
Services
AUCD is a resource connecting interested parties with member centers. Member centers provide a wide range of services.
Sample Products or Publications
Please visit http://www.aucd.org for a full description of the activities, publications, and products available through the AUCD network and member centers. The website features a searchable database and directories of member programs.
Website
Centers Hatching Initiatives for Realizing Potential (CHIRP)—National Training and Technical Assistance Project for CILs
Funding Agency
U.S. Department of Education's Rehabilitative Services Administration
Target Audience
Centers for Independent Living and State Vocational Rehabilitation Agencies
Brief Description of Mission/Purpose
To encourage Centers for Independent Living (CILs) and Statewide Independent Living Councils (SILCs) to coordinate services and develop collaborative working relationships with the State Vocational Rehabilitation Agencies in order to develop supportive communities at the local and state levels to assist and sustain young people with disabilities as they make the transition from school to living independently in the community.
Services
Technical assistance/consultation services, group process facilitation for developing a vision and goal setting, collaboration tools, training in using the reaching my own greatness curriculum developed by People First of Washington.
Sample Products or Publications
- Vision statements and goals for collaboration groups in 11 communities
- Share Point on-line collaboration and sharing
- El Paso—Summer Youth Employment Program
- Austin—Pflugerville Transportation Initiative
Website
http://www.rcep6.org/il/chirp/default.htm
Expert Working Group on Transition for Persons with Spina Bifida
Funding Agency
The National Spina Bifida Program, Disability and Health Branch; National Center on Birth Defects and Developmental Disabilities; CDC
Target Audience
Youth and parents affected by spina bifida and professionals engaged in serving the spina bifida population.
Brief Description of Mission/Purpose
The National Spina Bifida Program convened in 2007 a national gathering of experts for the purpose of identifying and reaching consensus on critical issues pertaining to the transition of persons with spina bifida from birth to adulthood. This expert working group has continued to further the work of the Summit by expanding, refining, and prioritizing the recommended interventions, building the evidence base for interventions and identifying interventions that can be considered as "best practice" but do not have an established evidence base. This work is in the final review stage and will be edited for families and clinicians, and developed into a dedicated website hosted by the Spina Bifida Association.
Federal Resource Center for Special Education
Funding Agency
Office of Special Education Programs (OSEP)
Target Audience
TA&D Network Centers, SEAs
Brief Description of Mission/Purpose
The Federal Resource Center for Special Education supports the work of the six OSEP-funded Regional Resource Centers (RRCs) that provide technical assistance (TA) to assist states in complying with IDEA and to implement evidence-based educational practices.
Services:
- OSEP's TA&D Conference
- OESE and OSEP's Joint Leveraging Conference
- OSEP's Leadership Conference
- TA&D and Comprehensive Centers
- Quarterly Information Services Calls
Sample Products or Publications
- The Matrix: Mapping Federal Resources for Technical Assistance and Information Services
- SPP/APR Calendar
- TACommunities
Website
Healthy & Ready to Work National Resource Center (HRTW)
Funding Agency
U.S. Department of Health and Human Services, HRSA/Maternal & Child Health Bureau
Target Audience
State Title V Maternal & Child Health Programs, Children with Special Health Needs Programs, state implementation grantees, Family to Family Health Information Centers, youth and parent advisory councils, primary health care providers, educators, employment specialists.
Brief Description of Mission/Purpose
Because health impacts all aspects of life including success in the classroom, the community, and on the job, young people with special health care needs need an understanding of their health and to participate actively in their health care decisions. HRTW provides information and resources regarding integrating health into the transition process including understanding systems, access to quality health care and health insurance, and increasing the involvement of youth in health promotion, self care, and decision making.
Services
Technical assistance and consultation across the country, tools and resources, and professional development—conferences, online resources, and topical calls.
Sample Products or Publications
- Materials and resources: http://www.hrtw.org/hrtwu
- Annual analysis of MCHB Block Grant applications from the states related to transition
- A myriad of tools including portable medical summaries and documenting disability
Website
National Center for Youth Transition for Behavioral Health (NCYT)
Funding Agency
Substance Abuse and Mental Health Services Administration (SAMHSA), foundations, contracts with agencies, communities, and states
Target Audience
Providers and educators working with youth and young adults with serious emotional disturbance (SED) and serious mental illness (SMI). SED/SMI, policymakers, and administrators.
Brief Description of Mission/Purpose
Provision of technical assistance and training on programmatic, evaluation, and policy issues related to transition to adulthood topics and evidence-supported strategies to improve the real-life outcomes of youth and young adults with SED/SMI and their families.
Services
- On-site technical assistance and training for development of a community transition to adulthood system and serve as the purveyor of the Transition to Independence Process (TIP) model.
- Research on transition practices and evaluation on transition systems to improve progress and outcomes for youth and young adults with SED/SMI.
- Guidance to communities, counties, states, and the federal government on needed funding and policy reform.
- Support and collaboration with parent and young adult advocacy organizations.
Sample Products or Publications
- Clark, H.B. & Davis, M. (Eds.) (2000): Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties. Baltimore MD: Brookes Publishing.
- Clark, H.B. (2004). Transition to Independence Process: TIP System Development and Operations Manual. Louis de la Parte Florida Mental Health Institute, University of South Florida, Tampa, FL.
- Clark, H.B., Deschênes, N., Sieler, D., Green, M., White, G., & Sondheimer, D. (2008). Services for Youth in Transition to Adulthood in Systems of Care. In B.A. Stroul & G.M. Blau (Eds.). The system of care handbook: Transforming mental health services for children, youth, and families. Baltimore, MD: Paul H. Brookes.
Website
National Collaborative on Workforce and Disability/Youth (NCWD/Youth)
Funding Agency
U.S. Department of Labor's Office of Disability Employment Policy
Target Audience
Workforce development professionals, youth service professionals, families of youth with disabilities, youth with disabilities, service providers, educators.
Brief Description of Mission/Purpose
NCWD/Youth strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunities for employment and independent living. Its three distinct goals are:
- Supporting state and local policies that promote full access to high quality services for youth with disabilities;
- Strengthening the services provided by organizations responsible for delivery of workforce development services; and,
- Improving the awareness, knowledge, and skills of individuals responsible for providing direct services to youth.
Services
Technical assistance and trainings, synthesis of research, and an e-newsletter
Sample Products or Publications:
- Guideposts for Success
- Tunnels and Cliffs
- Negotiating the Curves
Website
National High School Center
Funding Agency
US Department of Education, Office of Elementary and Secondary Education and Office of Special Education Programs
Target Audience
The 16 Regional Comprehensive Centers
Brief Description of Mission/Purpose
The National High School Center serves as the central source of information and expertise on high school improvement for the Regional Comprehensive Centers (RCCs).
Services
- Identifies, summarizes and disseminates information on:
- useful programs, tools, and products, and
- latest research and innovations.
- Provides high-quality technical assistance relating to high schools and their diverse student populations.
- Builds capacity of RCCs and SEAs to promote and support high school improvement at all levels.
Sample Products or Publications
- Developing Early Warning Systems to Identify Potential High School Dropouts
The Early Warning System Guide and Early Warning System Tool are intended to support educators at all levels of the public school system in building data systems that identify probable high school dropouts before they leave school. - Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions
This report outlines steps that schools can take to identify at-risk students and provide the necessary support systems and relevant interventions to assist students in obtaining a high school diploma. Further, the report discusses the use of early warning data systems to target interventions for groups and individual students, offers a variety of best practice approaches undertaken by higher-performing high schools, and presents effective programs that are currently being implemented to stem the dropout problem. - State Approaches to More Reliable and Uniform Dropout and Graduation Data
This issue brief outlines the immediate need for more accurate dropout and graduation data, while providing a snapshot of work currently underway. By drawing on two prominent methods for calculating graduation rates—the National Governors Association's endorsed longitudinal approach and the Averaged Freshman Graduation Rate (AFGR)—this brief outlines how data are needed to track dropout trends and patterns, as well as how to direct resources and more effective strategies to ensure more students receive a high school diploma. This brief concludes by offering take-aways for states.
Website:
http://www.betterhighschools.org
National Post-School Outcomes Center – University of Oregon
Funding Agency
U.S. Department of Education's Office of Special Education Programs
Target Audience
State special education agencies (SEAs) and their partners, specifically transition personnel
Brief Description of Mission/Purpose
- Mission: Assist SEAs to develop and implement rigorous and practical post-school outcome data systems to track the early adult experiences of youth who had IEPs while in high school.
- Purpose: Assist states to collect, analyze, and use post-school outcome data to improve the quality of secondary and transition programs for youth with disabilities.
Services
- Indicator 14 Calculator
- State Data Display Templates & Instructions
- District-By-District Post-School Outcomes Table & Instructions
Sample Products or Publications
- Indicator 14 SEA Activity Timeline with NPSO Resources
- Post-School Outcomes Surveys: Coming Soon to a Student Near You!
- Measuring Transition Success: Focus on Youth and Family Participation
Website
National Secondary Transition Technical Assistance Center (NSTTAC)
Funding Agency
U.S. Department of Education, Office of Special Education Programs
Target Audience
All state departments of education, state and local secondary transition personnel, researchers
Brief Description of Mission/Purpose
- Assist states with collecting, reporting, and using Indicator 13 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)]
- Generate knowledge of evidence-based secondary transition practices that provide a foundation for states to improve transition services that enhance post-school outcomes.
- Build state capacity to implement evidence-based secondary transition practices that improve post-school outcomes.
- Disseminate information regarding evidence-based secondary transition practices that improve post-school outcomes to state personnel, practitioners, researchers, parents, and students.
Services
- Technical Assistance Available to All States
- NSTTAC website—www.nsttac.org—Taxonomy for Transition Programming Tools, Indicator 13 Checklist and training materials; information on evidence-based transition practices
- NSTTAC semi-annual Secondary Transition State Planning Institutes:
Modeling NSTTAC capacity-building process
Access to content experts
Access to "intensive" states
Opportunities to develop and update state capacity-building plans - Opportunity to participate in NSTTAC "intensive" states' capacity-building institutes
- NSTTAC Notes, a bi-monthly electronic newsletter
- NSTTAC teleconferences and webinars
- NSTTAC telephone and electronic consultation
- National or regional events in collaboration with partners, such as NPSO, NDPC-SD, RRCs, IDEA Partnership/NASDSE, PACER, NHSC
- Linkages with other states' transition initiatives
- Technical Assistance Available to Selected "Intensive" States (OK, CO, NM, & AR)
- Direct, on-going assistance with implementing NSTTAC capacity building model
- Assistance to plan and implement annual transition institute and follow-up meetings:
Planning and developing agenda
Identifying content focus
Recruiting content experts
Training team facilitators
Developing Taxonomy "tools" for strategic planning - Financial support to provide content experts for professional development and technical assistance
- Assistance with evaluation activities
- Assistance with resource development
- Assistance with serving as "role models" for other states
- Assistance with developing resources and/or products for sharing with other states (e.g., replication manual, state capacity-building model)
- Technical Assistance Available to selected Local Sites in "Intensive" States
- Direct, on-going assistance to implement plans developed through the state transition institute to improve evidence-based transition education and services:
Planning and implementing professional development
Planning and implementing curricula
Acquiring materials and resources
Planning and implementing activities for students and families - In partnership with the state, financial resources to implement strategic plans
- Assistance to develop and use taxonomy tools
- Assistance with developing evaluation strategies and tools to assess implementation
- Assistance with developing dissemination materials
- Direct, on-going assistance to implement plans developed through the state transition institute to improve evidence-based transition education and services:
Sample Products or Publications
- I-13 Training Materials: The I-13 Training Materials provide definitions (with examples and non-examples) for all terms used in the I-13 Checklist. The materials are designed to help educators write IEPs that meet the requirements of Indicator 13.
- Transition Assessment Guide: The Transition Assessment Guide (TAG) is a web-based resource that helps teachers understand age-appropriate transition assessments. The TAG was developed in response to requests for information on this topic, regarding its mandate in the reauthorization of IDEA (2004) and its inclusion in the Part B SPP Indicator 13. The TAG includes a description of transition assessment and provides information, including test names and hot links, on formal and informal assessment tools.
- Secondary Transition Evidence-Based Practices: Contains information regarding NSTTAC's review of evidence-based practices and results of that review, including Practice Descriptions organized by the categories of the Taxonomy for Transition Programming, Research to Practice Lesson Plan Starters, and evidence-based secondary transition resources from the What Works in Transition Synthesis Project.
All items are available on our website.
Website
Postsecondary Education Programs Network (PEPNet)
We include PEPNet-Midwest, PEPNet-Northeast, PEPNet-South, and PEPNet-West.
Funding Agency
Office of Special Education Programs (OSEP)
Target Audience
We work with services providers in two- and four-year colleges and universities; secondary education programs; community rehabilitation programs; continuing education programs; adult basic education programs, and vocational/technical training programs. Students who are deaf or hard of hearing and their families may also utilize our resources.
Brief Description of Mission/Purpose
PEPNet's national network of regional centers provides resources, information, in-service training, and expertise to enhance educational opportunities for individuals who are deaf or hard of hearing and their families. PEPNet provides resources and expertise that enhance educational opportunities for people who are deaf or hard of hearing—including those with co-occurring disabilities. PEPNet's national outreach is coordinated through its four regional centers.
Services
- Personnel development activities (e.g., workshops, training, biennial conference)
- Technical assistance & dissemination activities (e.g., consultation, resource development and dissemination)
- Technology use activities (e.g., consultation, workshops)
Sample Products or Publications
- Transition
- College and University Guide for Students Who Are Deaf or Hard of Hearing
- Financing Your Education
Website
Project ACTION (Accessible Community Transportation In Or Nation), Easter Seals
Funding Agency
Department of Transportation, Federal Transit Administration
Target Audience
Transportation providers, educators, persons with disabilities, human service providers, and other parties interested in increasing accessible transportation options for people with disabilities.
Brief Description of Mission/Purpose
Our mission is to promote cooperation between the disability community and the transit industry to improve transportation options for people with disabilities. We offer free resources on teaching students with disabilities how to safely and independently use public transportation—a key to successful transition and to achieving positive post-secondary outcomes.
Services
Free training (on-line, by phone, and in person), technical assistance, information and referral, and educational publications on a variety of topics related to: (1) the Americans with Disabilities Act, (2) exploring and increasing accessible transportation options, and (3) teaching persons with disabilities how to safely and independently use public transportation.
Sample Products or Publications
- Travel Training for Student Success: The Route to Achieving Post-Secondary Student Outcomes (Coming Soon)
- Public Transportation: A Route to Freedom (Curriculum for grades 9–12)
- Introduction to Travel Training Course
Website
Research and Training Center on Family Support and Children's Mental Health
Funding Agency
NIDRR & SAMHSA
Target Audience
Family members who care for children with mental health disorders, youth and young adults, providers of mental health services, policy makers.
Brief Description of Mission/Purpose
The Center is dedicated to promoting the community integration and well-being of children, youth, and families who are affected by mental health difficulties. It values research, supports, and policies that build on family strengths; are community based, family driven, and youth guided; and promote cultural competence. The Center pursues its mission through collaborative research and dissemination partnerships with family members, youth, service providers, policy makers, and other concerned persons.
Services
The Center produces a variety of publications, training materials, and other products related to ongoing research themes. It disseminates research products through its website and through distribution of materials at conferences. It produces "Data Trends," an online brief that summarizes current research, and "Focal Point," a newsletter that highlights specific topics, including those important to transition-aged youth.
Sample Products or Publications
- Achieve My Plan: Series on Youth Participation (self assessment, research review, best practices)
- Focal Point- Research, Policy and Practice in Children's Mental Health (quarterly newsletter)
- Starting Points for Communities Developing New Transition Programs (tip sheet)
Website
Technical Assistance ALLIANCE for Parent Centers National Office, PACER Center
Funding Agency
U.S. Department of Education’s Office of Special Education Programs (OSEP)
Target Audience
105 OSEP-funded parent training and information centers and community parent resource centers
Brief Description of Mission/Purpose
The Technical Assistance ALLIANCE for Parent Centers National Center works with the six regional Parent Technical Assistance Centers (PTACs) to provide innovative technical assistance, up-to-date information, and high quality resources and materials to the parent centers.
Services
Technical assistance includes individual consultation, national conferences, unified data collection, topical institutes, webinars, a monthly e-newsletter, management and nonprofit expertise, and other resources and materials designed for use by parent training and information centers and community parent resource centers.
Sample Products or Publications
- Positive Behavioral Interventions and IDEA 2004 – curriculum
- Building Program Capacity to Serve Youth with Disabilities
- IDEA 2004 for Families and Advocates
Website
Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project, PACER Center
Funding Agency
Rehabilitation Services Administration
Target Audience
- Parent training projects funded by the Rehabilitation Services Administration
- The network of Parent Training and Information centers funded by OSEP
- Educators and vocational rehabilitation professionals
- Families of youth with disabilities
Brief Description of Mission/Purpose
The Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project offers Parent Information and Training Programs funded by the Rehabilitation Services Administration (RSA) a variety of services to help them achieve their goals. Individualized services for each center are identified in technical assistance plans on an annual basis. Individualized technical assistance may include support for staff development, the acquisition of materials, identifying research or resources on transition-related topics, referrals to content experts, on-site consultation, and materials review and critique.
Coordinated technical assistance activities serving all RSA-funded Parent Information and Training Programs include regular communication with programs, an annual conference, networking opportunities, monthly telephone conferences, and leadership development. In addition, the TATRA Project conducts information dissemination activities reaching a much broader audience that includes more than 100 parent centers funded by OSEP, as well as professionals who work with young adults with disabilities and their families across the country.
Services
- Provide information and technical assistance on family involvement in transition and career development for youth with disabilities.
- Disseminate information to families and professionals, including Reference Points listserv.
- Maintain project website that features transition related resources.
- Holds annual capacity building conference for staff of RSA-funded parent training projects.
Sample Products or Publications
- Helping Families Transition to the Future: Rehabilitation Services Administration (RSA) Parent Information and Training Projects Outcome Data 2005-2006
http://www.pacer.org/tatra/resources/RSA/page1.asp - TATRA Survey of Federally Funded Parent Centers
http://www.pacer.org/tatra/resources/survey.pdf (PDF - 66 pages) - Authored series of Parent Briefs for the National Center on Secondary Education and Transition (NCSET)
http://www.ncset.org/
Website
Youth Information, Training and Resource Centers
There are 21 Youth Information, Training and Resource Centers. More information can be found at http://www.acf.hhs.gov/programs/add/states/youth_map.html
Funding Agency
U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Developmental Disabilities
Target Audience
Youth (ages 13–17) and emerging leaders (ages 18–30) with developmental disabilities.
Brief Description of Mission/Purpose
Each project supports an increasing ability of youth and emerging leaders with developmental disabilities to exercise greater choice and self-determination and to engage in leadership activities in their communities.
Services
While each project is complex, the grantees all have the same purpose: to assist youth with developmental disabilities in reaching their goals, increase their access to services and opportunities around them, and empower them with the training and information necessary to direct their own lives. Each project assists the youth and emerging leaders with transition, empowerment, and advocacy matters. The website provides technical assistance.
Sample Products or Publications
- The Speak Up! Manual, developed by UNC–Chapel Hill, has activities, scenes/role plays, resources, and discussion ideas.
http://text.self-advocate.org/library/pdfs/manual.pdf (PDF - 52 pages) - My Voice, My Choice, developed by HSRI, is a curriculum for self-advocates and others interested in system change related to self-determination, community integration, and financial responsibility.
http://hsri.org/leaders/curriculum.htm
Website
What do we know about transition age youth?
What challenges do transition age youth face regarding their basic needs, safety, and welfare?
What challenges do transition age youth face around education, employment, and the military?
What do we know about engaging transition age youth in the community?
What do we know about effective programs for transition age youth?
