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TransQUAL Online

Improving Student Transitions to Life after High School
 

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Educational Program Structure

  • Handbook for Implementing Work-Based Learning
    http://www.ncset.org/publications/essentialtools/flsa

    This Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act provides guidance to schools operating Work Based Learning (WBL) programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this handbook, schools can proceed with confidence to operate effective WBL programs consistent with the Fair Labor Standards Act.

  • National Longitudinal Transition Study-2 (NLTS2)
    http://www.nlts2.org

    NLTS2 is funded by the U.S. Department of Education and is documenting the experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adult roles.

  • National Post-School Outcomes Center
    http://www.psocenter.org/

    States now need to collect and use data on postsecondary education and employment status of youth with disabilities. To support states in those activities, and assist them in meeting reporting requirements, the National PSO Center was established to: develop practical, efficient, cost-effective, and sustainable strategies for collecting and using data to improve secondary, transition, and post-secondary outcomes for youth with disabilities; identify state needs and provide technical assistance that will result in improved systems for post-school outcome data collection and use.

  • National Secondary Transition Technical Assistance Center
    http://www.nsttac.org

    In order to ensure full implementation of IDEA and help youth with disabilities and their families achieve desired post-school outcomes, the National Secondary Technical Assistance Center (NSTTAC) will help states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities. NSTTAC will disseminate information and provide technical assistance on scientifically-based research practices, with an emphasis on building and sustaining state-level infrastructures of support and district-level demonstrations of effective transition methods for youth with disabilities.

  • The Transition Coalition -- Univ. of Kansas
    http://www.transitioncoalition.org

    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.

  • Disability Statistics Research--EDI
    http://www.ilr.cornell.edu/edi/c-statistics.cfm

    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.

  • Emerging issues from LexisNexis
    http://law.lexisnexis.com/practiceareas/emerging-issues

    This multi-media provides a comprehensive collection of insights and analysis from experts around the country. You can watch videos, listen to podcasts and join our online community to share information, ideas and best practices.

  • Employment and Disability Institute (EDI)
    http://www.edi.cornell.edu

    EDI conducts research and provides continuing education and technical assistance on many aspects of disability in the workplace. Since 1968, researchers and practitioners at the Cornell ILR School with expertise in disability have helped companies, labor organizations, government agencies, schools, and communities throughout the United States and abroad to accommodate and integrate individuals with disabilities. The EDI team consults with policy makers, disability advocates, and rehabilitation program professionals.

  • How to Get Free Classroom Supplies
    http://www.edutopia.org/free-school-supplies-fundraising-donation

    Educators share tips for stocking up -- without reaching into their own wallets.

  • National Alliance for Secondary Education and Transition
    http://www.nasetalliance.org/

    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 Institute for Urban School Improvement
    http://www.urbanschools.org/index.html

    The mission of the National Institute for Urban School Improvement (NIUSI) is to develop powerful networks of urban districts and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices.

  • New York State Education Department Transition Website
    http://www.emsc.nysed.gov/specialed/transition/home.html

    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 earning within the community.

  • New York State Performance Plan
    http://www.emsc.nysed.gov/specialed/spp/

    The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to have in place a State Performance Plan (SPP) that evaluates its efforts to implement the requirements and purposes of Part B of IDEA and describes how the state will improve such implementation. The SPP, submitted every six years, includes measurable and rigorous targets for the 20 indicators established under three monitoring priority ares: Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE); Disproportionality; General Supervision Part B, including Child Find, effective transition and effective general supervision. The New York State Education Department elicited broad stakeholder involvement in the development of its SPP in order to set measurable and rigorous annual performance targets. The SPP provides the baseline data, measurable and rigorous targets, improvement activities, timelines and resources established by the State for each indicator.

  • New York State Regional Transition Specialists
    http://www.emsc.nysed.gov/specialed/techassist/rsetasc/tslist.htm

    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 Transition Data and Reports
    http://www.emsc.nysed.gov/specialed/transition/dandr.htm

    This website contains reports and links to data that help to describe the transition planning and services process, including the State Performance Plan, Annual Performance Report, and NYS Longitudinal Post School Indicators Project.

  • NYS Special Education Quality Assurance
    http://www.emsc.nysed.gov/specialed/quality/regassoc.htm

    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.

  • NYS Special Education School District Data Profile
    http://eservices.nysed.gov/sepubrep/

    The Special Education School District Data Profile is prepared in accordance with the requirement of the Individuals with Disabilities Education Act (IDEA). Each State must have a State Performance Plan (SPP) to evaluate the State's efforts to meet the requirements and purposes of the implementation of IDEA. The SPP is a six-year plan which describes New York State's performance on 20 indicators. States must report annually to the public on the performance of the State in an Annual Performance Report (APR) and each school district against the State's targets.

  • OSEP-Reviewed Materials on IDEA 2004
    http://old.nichcy.org/idealist.htm

    The materials listed on this page relate to the latest reauthorization of IDEA--IDEA 2004---in other words, the statute as it was passed by Congress and signed by the President in 2004, AND the implementing regulations, published in the Federal Register on August 14, 2006. NICHCY is pleased to provide this list of selected published materials that have been reviewed by the U.S. Department of Education, Office of Special Education Programs (OSEP) for consistency with the IDEA Amendments of 2004.

  • RRCEP II Continuing Education Program
    http://www.rcep2.buffalo.edu/prog/index.html

    The Rehabilitation Continuing Education Program in Region 2 (RRCEP II) has been in existence since 1972 and is funded through the Rehabilitation Services Administration. RRCEP II provides developmental, education, and training activities for rehabilitation professionals and organizations. RRCEP II can provide training to a wide population of service providers, and agencies. The CRP RRCEP has many specialized programs for employees of CRP agencies. RRCEP II is located at the State University of New York at Buffalo and housed within the Rehabilitation Counseling Program which is part of the Graduate School of Education's Department of Counseling and Educational Psychology.

  • The National Center on Secondary Education and Transition
    http://www.ncset.org

    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.

Family Involvement

  • Guide for Conducting Family Impact Analysis
    http://familyimpactseminars.org/impact.htm

    Family Impact Analysis critically examines the past, present, or probable future effects of a policy, program, or service on family well-being. Whereas evaluation research focuses on whether the goals of a program are being met, family impact analysis examines how program goals may benefit families or produce unintended negative consequences. The five checklists and the analaysis guide below can be used by professionals for formal assessments, or by policymakers or stakeholders for informal self-assessments of how family-centered policies, programs, services, and communities are. This was developed by the Policy Institute for Family Impact Seminars

  • Parent Advocacy Coalition for Educational Rights (PACER)
    http://www.pacer.org

    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.

  • Person Centered Transition Planning -- Long Island
    http://www.esboces.org/LITCS/

    The Long Island Person Centered Planning project has as its goal to provide non-traditional and varied opportunities for students with developmental disabilities to live, learn and work in their community. This site will enable families and professionals to have an open and ongoing dialogue about transition planning, connect to community resources and network with each other about common issues.

  • Families Together in NYS, Inc.
    http://www.ftnys.org/

    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.

  • New York State Special Education Parent Centers
    http://www.emsc.nysed.gov/specialed/techassist/parentcenters.htm

    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.

  • Parent to Parent of New York State
    http://www.parenttoparentnys.org/

    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’s special needs, about their schools and education, about their community, about needed services and about their child’s ability to access adequate health care.

Interagency & Interdisciplinary Collaboration

  • A Guide for College/Postsecondary Faculty
    http://www.mc.cc.md.us/Departments/dispsvc/tbl-cnts.htm

    This guide was produced by Montgomery College Disability Support Services (DSS) through Project JOBTRAC, a federally funded three-year grant to increase faculty and staff awareness about the needs of students with disabilities. Montgomery College collaborated with TransCen, Inc., a local community organization with proven expertise in employment innovations for people with disabilities, as well as disability awareness and accommodation training.

  • Central New York Post-Secondary Disability Consortium
    http://www.ilr.cornell.edu/edi/consortium/

    This site has been created by members of the Post-Secondary Disability Consortium of Central New York to assist students, parents, educators, and consulting professionals in developing a better understanding of the issues involved in the transition to college for students with disabilities.

  • Disability Benefits and Work -- EDI
    http://www.ilr.cornell.edu/edi/c-benefits.cfm

    The array of public benefit programs, entitlements and work incentives available to individuals with disabilities is diverse. From disability programs administered by the Social Security Administration and Veterans Affairs to Worker's Compensation and tax credits, the effect of an individual's return to work on their existing package of benefits is complex. The Employment and Disability Institute focuses their efforts on research, policies and practice that support the movement of individuals form dependence on public entitlements to greater economic self-sufficiency and independence.

  • National Center for Postsecondary Educational Supports
    http://www.rrtc.hawaii.edu/

    The vision of the National Center is to move beyond what has and has not worked in the past, towards a new system of educational supports for people with disabilities in the 21st century. Postsecondary programs of the future must foster high expectations, build self-confidence, and develop an understanding of strengths and weaknesses of all students.

  • National Ctr. on Education, Disability and Juvenile Justice
    http://www.edjj.org

    The National Center on Education, Disability, and Juvenile Justice is a collaborative research, training, technical assistance and dissemination program designed to develop more effective responses to the needs of youth with disabilities in the juvenile justice system or those at-risk for involvement with the juvenile justice system.

  • NYS Department of Labor -- One Stop Locations
    http://www.labor.state.ny.us/workforcenypartners/osview.asp

    One-Stop career centers are operated by county and local workforce agencies, and offer a wide range of services for job seekers and businesses, including resume-writing advice, job training information, career workshops, recruitment assistance and access to thousands of job listings.

  • Association on Higher Education and Disability (AHEAD)
    http://www.ahead.org/about

    HEAD is a professional association committed to full participation of persons with disabilities in postsecondary education. As an international resource, AHEAD: values diversity, personal growth and development, and creativity; promotes leadership and exemplary practices; provides professional development and disseminates information; orchestrates resources through partnership and collaboration. AHEAD dynamically addresses current and emerging issues with respect to disability, education, and accessibility to achieve universal access.

  • ediONLINE SSA Work Incentive Courses
    http://www.ilr.cornell.edu/edi/edionline/ediONLINE_catalog.cfm#Cert1

    Contained in this site are on-line courses taught through the Employment and Disability Institute at Cornell University for those interested in learning more about Social Security Administration disability, return-to- work programs and work-incentive provisions.

  • HEATH Resource Center -- Postsecondary Education
    http://www.heath.gwu.edu/

    The HEATH Resource Center of The George Washington University, Graduate School of Education and Human Development, is the national clearinghouse on postsecondary education for individuals with disabilities. Support from the U.S. Department of Education enables the clearinghouse to serve as an information exchange about educational support services, policies, procedures, adaptations, and opportunities at American campuses, vocational-technical schools, and other postsecondary training entities.

  • Next Generation Youth Work Coalition
    http://www.nydic.org/nydic/staffing/workforce/nextgen.htm

    The Next Generation Youth Work Coalition was established to assist businesses in creating or enhancing internships and mentoring programs available for youth with disabilities. The Next Generation Youth Work Coalition connects and strengthens public and private sector programs supporting internships, mentoring, and school-to-work transition; partners with business associations and nonprofits serving youth and disability groups; collects best practices and model programs around the country; and provides technical assistance to businesses that plan to establish or strengthen programs to serve youth with disabilities.

Performance Plan Indicator 13 Related

  • New York State Performance Plan
    http://www.emsc.nysed.gov/specialed/spp/

    The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to have in place a State Performance Plan (SPP) that evaluates its efforts to implement the requirements and purposes of Part B of IDEA and describes how the state will improve such implementation. The SPP, submitted every six years, includes measurable and rigorous targets for the 20 indicators established under three monitoring priority ares: Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE); Disproportionality; General Supervision Part B, including Child Find, effective transition and effective general supervision. The New York State Education Department elicited broad stakeholder involvement in the development of its SPP in order to set measurable and rigorous annual performance targets. The SPP provides the baseline data, measurable and rigorous targets, improvement activities, timelines and resources established by the State for each indicator.

Performance Plan Indicator 13 Related

  • OSEP-approved Indicator 13 Training Materials
    http://www.nsttac.org/?FileName=examples_i13_checklist

    These “Examples and Nonexamples” are intended as a training resource for state and district personnel responsible for (a) collecting data for the Part B Annual Performance Report Indicator 13 and (b) improving performance of districts on Indicator 13. The document is also intended as a resource for practitioners as they develop Individualized Education Programs (IEPs). The examples are intended to guide personnel in developing IEPs that adequately meet the requirements of 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 postsecondary goals” [20 U. S. C. 1416 (a)(3)(B)]. The nonexamples are intended to illustrate components of the IEP that do not meet the minimum requirements of this Indicator.

  • Special Education School District Data Profile
    http://eservices.nysed.gov/sepubrep/

    The Special Education School District Data Profile is prepared in accordance with the requirement of the Individuals with Disabilities Education Act (IDEA). Each State must have a State Performance Plan (SPP) to evaluate the State's efforts to meet the requirements and purposes of the implementation of IDEA. The SPP is a six-year plan which describes New York State's performance on 20 indicators. States must report annually to the public on the performance of the State in an Annual Performance Report (APR) and each school district against the State's targets. Reports provided on this website reflects only quantifiable data collected by the State. Since performance of a school district in any indicator may be the result of unique circumstances within a district, readers are encouraged to consider information provided by the district's administration in interpreting these data.

  • State Performance Plan #13 and the New York State Transition Quality Indicators
    http://digitalcommons.ilr.cornell.edu/edicollect/1228/

    This policy brief describes the relationship between state reporting requirements under the Individuals with Disabilities Education Act of 2004 and New York State's process for continuous quality improvement, utilizing TransQUAL Online.

Student Development

  • Connecting to Success E-Mentoring
    http://ici.umn.edu/ementoring/

    Connecting to Success is an electronic mentoring program, begun in 1999, designed to promote successful transition of youth with disabilities to adult life. Electronic mentoring, also called e-mentoring, uses a combination of e-mail and face-to-face meetings to facilitate mentoring relationships between young people and caring adults.

  • National Center on Educational Outcomes
    http://cehd.umn.edu/nceo/

    The National Center on Educational Outcomes (NCEO) conducts research on the participation and performance of students in state and national assessments and other educational reform efforts. NCEO conducts secondary analyses of assessment data and collaborates with other agencies in these efforts: Dissemination and Technical Assistance through publications, presentations, technical assistance, and other networking activities to facilitate the use of research-based information by states, policy groups, researchers, and other agencies, and in turn improve the educational results of all; Collaboration and Leadership to build on the expertise of others and to develop leaders who can conduct needed research and provide additional technical assistance.

  • National Collaborative on Workforce and Disability for Youth
    http://www.ncwd-youth.info/

    The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) assists state and local workforce development systems to better serve youth with disabilities. The NCWD/Youth is composed of partners with expertise in disability, education, employment, and workforce development issues.

  • National High School Center
    http://www.betterhighschools.org/about/

    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.

  • National Youth Development Information Center
    http://www.nydic.org

    National Youth Development Information Center is a one-stop website for youth workers with interest in any and all of the following areas: funding, programming, research, policy, job and training opportunities. NYDIC also provides current news to the youth development field and has one of the largest online libraries, providing practice-related information at low-cost or no cost. NYDIC provides constant opportunities for practitioners to share knowledge and experience, enabling them to build the best practice in the field of youth development.

  • The Real Game Series
    http://www.realgame.org

    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).

  • Took Kit on Teaching and Assessing Students
    http://www.osepideasthatwork.org/toolkit/index.asp

    The Tool Kit provides up-to-date guidance on designing and implementing high-quality assessments for students with disabilities. We have also included a set of technical assistance products that offer practical, research-based approaches to the challenges schools are facing in the areas of assessment, instruction, behavioral interventions, and use of accommodations for students with disabilities. In addition, you will find information about research now under way to further expand our knowledge about how best to support teaching, learning, and assessing.

  • ACT for Youth
    http://www.actforyouth.net/

    ACT for Youth—Assets Coming Together for Youth—aims to strengthen community partnerships that promote positive youth development and prevent risky and unhealthy behaviors among young people, aged 10 to 19. The ACT for Youth initiative is a project of the New York State Department of Health, and was developed in cooperation with the Partners for Children, a collaboration of public and private sector organizations committed to improving the health and education of children and adolescents throughout New York State.

  • FactCheckEd.org
    http://www.factchecked.org/

    FactCheckEd.org is an educational resource for high school teachers and students. It’s designed to help students learn to cut through the fog of misinformation and deception that surrounds the many messages they’re bombarded with every day.

  • Hire DisAbility Solutions/Monster.com Career Site
    http://hireds.monster.com/

    Hire Disability Solutions, LLC is a national leader in bringing together top companies and qualified men and women with disabilities. They are committed to serving business needs while simultaneously breaking down barriers. By working with Hire Disability Solutions, businesses can post their job vacancies and tap into a pool of skilled workers, and individuals with a disability can post resumes and access thousands of jobs from companies that are specifically trying to reap the benefits of having a diverse workforce.

  • National Work Readiness Credential
    http://www.labor.state.ny.us/workforcenypartners/workreadiness.shtm

    The National Work Readiness Credential is the first national standards-based assessment for entry-level workers to provide a universal, transferable, national standard for work readiness. It’s based on the nationally-validated Equipped for the Future learning standards, which were created as part of the National Institute for Literacy’s ten-year standards development initiative. The Credential has been developed to provide a national, portable certification that affirms that individual job seekers have demonstrated the knowledge and skills needed for successful performance as entry-level workers. It is not intended to replace academics, high school, or postsecondary education. Instead, it addresses the ability of an individual to perform basic entry-level tasks.

  • ODEP: What all youth need to successfully transition into adulthood
    http://www.dol.gov/odep/categories/youth/

    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—the Office of Disability Employment Policy (ODEP), in collaboration with the National Collaborative on Workforce Disability for Youth, has identified Guideposts for Success. The Guideposts reflect what research has identified as key educational and career development interventions that can make a positive difference in the lives of all youth, including youth with disabilities.

  • The Forum for Youth Investment
    http://www.forumforyouthinvestment.org

    The Forum for Youth Investment is a nonprofit, nonpartisan organization dedicated to helping communities and the nation make sure all young people are Ready by 21™: ready for college, work and life. This goal requires that young people have the supports, opportunities and services needed to prosper and contribute where they live, learn, work, play and make a difference. The Forum provides youth and adult leaders with the information, technical assistance, training, network support and partnership opportunities needed to increase the quality and quantity of youth investment and youth involvement.

  • Bookshare: Books without Barriers
    http://www.bookshare.org/

    Bookshare's goal is to raise the floor of access so that people with print disabilities can obtain a broad spectrum of print materials at the same time as everyone else. People with visual impairments, physical disabilities and/or learning disabilities can look to Bookshare to dramatically increase the quantity and timely availability of books and newspapers in accessible formats. Further, Bookshare’s vision encompasses new technological developments as well as new applications of widely available technologies to stretch the power of technology for increased access to content.

Student Involvement

  • CareerZone
    http://www.nycareerzone.org

    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.

  • Guidance and Career Counselor's Toolkit
    http://www.heath.gwu.edu/images/stories/Toolkit.pdf

    This Toolkit is intended to help guidance and career counselors to better assist high school students with disabilities in accomplishing transitions into postsecondary education and employment. Professionals working in the area of transition can inspire and encourage students with disabilities to strive for high standards of living, learning, and working; goals that are applicable for ALL students.

  • iTransition: It's all about me!
    http://www.pepnet.org/itransition.asp

    iTransition is a free, online transition curriculum to help students who are deaf or hard of hearing prepare for life after high school. There are four separate trainings with activities to help students learn about themselves, their career goals, and the skills they need to be successful in the future. Career Interests and Education Choices: It's My Plan! First Year College Success: Be the One! Essential Skills for College Living: It's My Life! eFolio: My Online Portfolio!

  • Next STEP Outreach Grant
    http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5488

    Discover how students can learn to facilitate their own transition planning process within general educational settings. An introductory video and downloadable User's Guide is included. The video includes student and teacher comments. The User's Guide includes teacher recommendations and links to the New York State Learning Standards.

  • Northeast ADA and IT Center
    http://www.northeastada.org/

    Provides training, technical assistance and materials on the Americans with Disabilities Act and Accessible Information Technology throughout New York, New Jersey, Puerto Rico and the US Virgin Islands. Funded by the US Department of Education's, National Institute on Disability and Rehabilitation Research (NIDRR).

  • NYSED -- Special Education Publications
    http://www.emsc.nysed.gov/specialed/publications/

    This web site contains New York State education laws and regulations that cover students with disabilities, including regulations regarding transition planning, services, and IEP development.

  • The Person-Centered Planning Education Site
    http://www.ilr.cornell.edu/edi/pcp/

    In this site you will find an overview of the person-centered planning process, a self-study course covering the basic process involved and many links and resources.

  • Youth Leadership Forum
    http://www.dol.gov/odep/programs/youth.htm

    The goal of this project is to assist states in developing youth leadership training for high school students with disabilities. Based on a highly successful program of Youth Leadership Forums (YLF) in California, the long-term goal of the program is to replicate this training in all 50 states. Currently, there are active YLF programs in 21 states, the District of Columbia, and Puerto Rico. An additional 13 states have convened YLF planning groups.

  • Youthhood
    http://www.ncset.org/websites/youthhood.asp

    The Youthhood Web site is a dynamic, curriculum-based tool that can help young adults plan for life after high school. Although the site addresses youth directly, it is intended to be used as a curriculum within a classroom, community program, or in any setting where adults are working with youth to set goals and plan for the future. The Youthhood includes informational content, interactive activities, an online magazine, and a wealth of other opportunities for youth to connect what's important to them to their learning experiences.