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