Transition

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Resources include reports, websites, guidance, and programs on select topic.

Center on Innovations in Learning (CIL)

The Center on Innovations in Learning works with the U.S. Department of Education’s Regional Comprehensive Centers and with state education agencies to assist them in making informed choices about the wealth of innovative products and services in the educational field. The center focuses its work on innovative educational practices in four priority areas: personalized learning, learning technology, learning in and out of school, and innovation for students with disabilities.

College and Career Readiness and Success Center

The College and Career Readiness and Success Center (CCRS Center) was launched October 1, 2012, under a five-year grant from the United States Department of Education

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 (ED) to the American Institutes for Research
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 (AIR) along with our five lead partners—the American Youth Policy Forum, the College Board, Quill Research Associates, the National Association of State Directors of Career Technical Education Consortium, and the Forum for Youth Investment. The Center’s mission is to help states and other CCRS stakeholders better inform, align, and support efforts to ensure that all students are ready for success in college and careers.

HRTW National Resource Center

The HRTW National Resource Center  was active from 2006-2010.  The site continues to provide resrouces on transition of youth with disabilities focusing on their health.  One focus is on what young people with special health care needs must attend to in order to stay healthy. The site provides information and connections to health and transition expertise nationwide.  

ILRU

Independent Living Research Utilization

The ILRU (Independent Living Research Utilization) program is a national center for information, training, research, and technical assistance in independent living. Its goal is to expand the body of knowledge in independent living and to improve utilization of results of research programs and demonstration projects in this field. It is a program of TIRR Memorial Hermann, a nationally recognized medical rehabilitation facility for persons with disabilities.

Improving Post-High School Outcomes for Transition-Age Students with Disabilities:

An Evidence Review

A new report reviews the research literature on strategies designed to help students with disabilities transition from high school to employment, postsecondary education and training, or independent living. The review deviates from previous evidence reviews on this topic by using the What Works Clearinghouse (WWW) systematic review procedures, focusing on direct measures of students' post-high school outcomes, and including more recent studies released between April 2008 and June 2011.

Key Considerations for Implementing Interagency Collaborative Mechanisms

Federal agencies have used a variety of mechanisms to implement interagency collaborative efforts, such as the President appointing a coordinator, agencies co-locating within one facility, or establishing interagency task forces. These mechanisms can be used to address a range of purposes including policy development; program implementation; oversight and monitoring; information sharing and communication; and building organizational capacity, such as staffing and training. Frequently, agencies use more than one mechanism to address an issue. For example, climate change is a complex, crosscutting issue, which involves many collaborative mechanisms in the Executive Office of the President and interagency groups throughout government.

Leading by Convening

he IDEA Partners know the value of this statement. In years of bringing people together, we have focused on both the technical and the human side of change. The work of many researchers have guided us, especially the common sense approach of Heifetz and Lipsky. You will find their influence throughout our site. Visit the People to People Collection to learn more about the human side of change and learn how we have operationalized it in our Blueprint: The Partnership Way.

National Dropout Prevention Center for Students with Disabilities

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) is committed to providing technical assistance to assist states in building capacity to design/select and implement effective, evidence-based interventions and programs to address dropout among students with disabilities. NDPC-SD employs various strategies to transfer knowledge and to support systems change and capacity building. These include direct consultation in designing state-level initiatives based on state-identified needs, product and document reviews, technical assistance, professional development institutes, and Web-based resources.

National Parent Center on Transition and Employment

Helping to meet the expectations today’s families have for their youth with disabilities, the National Parent Center on Transition and Employment provides parents and other family members with information about vocational rehabilitation, post-secondary education for youth with disabilities, and support s and services to make the change from school to community as rewarding as possible.

National Post-School Outcomes Center (NPSO)

The National Post-School Outcomes Center (NPSO) helps state education agencies establish practical and rigorous data collection systems that will measure and profile the post-school experiences of youth with disabilities (i.e., Indicator 14). The results of collecting Indicator 14 data will be used for national, state, and local reporting and, most importantly, to guide and improve transition services to this population.

National Postsecondary Education Programs Network (pn2)

Pepnet 2 (pn2)'s mission is to improve postsecondary outcomes for individuals who are deaf or hard of hearing, including those with co-occurring disabilities. PN2 provides resources to individuals who are deaf or hard of hearing (D/HH), and the educators, schools, agencies andlifetime choices available to individuals who are D/HH. professionals who work with them. Our goal, and the focus of our resources, is to increase the educational, career, and lifetime choices available to individuals who are D/HH.

National Secondary Transition Technical Assistance Center

NSTTAC is a national technical assistance and dissemination center funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP, CFDA# 84.326J11001) from January 1, 2012 – December 31, 2014. The National Secondary Transition Technical Assistance Center ( NSTTAC ) is directed and staffed by the Special Education Program at the University of North Carolina at Charlotte, in partnership with the Special Education Program at Western Michigan University. NSTTAC provides technical assistance (TA) and disseminates information to State Education Agencies, Local Education Authorities, schools, and other stakeholders to (a) implement and scale up evidence-based practices leading to improved academic and functional achievement for students with disabilities, preparing them for college or other postsecondary education and training and the workforce; (b) implement policies, procedures, and practices to facilitate and increase participation of students with disabilities in programs and initiatives designed to ensure college- and career-readiness; and (c) achieve 100% compliance with IDEA, Part B Indicator 13 (I-13).

National Technical Assistance Center on Transition (NTACT)

The National Technical Assistance Center on Transition (NTACT) assists State educational agencies (SEAs), local educational agencies (LEAs), State vocational rehabilitation (VR) agencies, and VR service providers to implement evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

Teacher Preparation to Deliver Evidence-Based Transition Planning Services: Youth with Disabilities

This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate transition planning and services content. This matrix appears in Appendix A.

The National Center on School-Wide Inclusive School Reform School-Wide Integrated Framework

The SWIFT Center will offer school, states and districts the ability to build capacity to scale up and sustain new practices for schoolwide inclusive reform in urban, rural and high-need schools in grades K-8 for students with disabilities. The SWIFT Center will focus on improving the knowledge and skills of classroom educators to implement inclusive schoolwide reform; increase the capacity of schools to implement fully inclusive reform in academic, extracurricular, and school-based settings; and increase family and community engagement in schoolwide reform.

Transition Activities in the Office of Special Education and Rehabilitative Services

This 2017 publication describes present and upcoming OSERS transition activities, such as projects supporting students and youth with disabilities served by State agencies, written products offering technical assistance (TA), and presentations at conferences facilitating the exchange of information among transition partners. It is intended to be used as a reference tool to broaden awareness of OSERS transition activities.

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