National Technical Assistance Center on Transition (NTACT)
Improving Postsecondary Outcomes for All Students with Disabilities

NTACT is a Technical Assistance and Dissemination project, funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA), Cooperative Agreement Number H326E140004. NTACT is funded from January 1, 2015 until December 31, 2019.

NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

NTACT will identify and promote evidence-based and promising practices to

  • Increase access, participation and success of students with disabilities in academically rigorous instruction and assessment in preparation for college, career, and community readiness
  • Increase access, participation and success of students with disabilities in career related curricula and activities in preparation for college, career, and community readiness
  • Improve the provision of additional factors associated with quality transition planning and school completion, such as engagement, leadership, self-advocacy
  • Promote collaboration and stakeholder engagement focused on improving college, career, and community success
  • Increase the use of data-driven decision making to improve programs and systems that address college, career, and community readiness, as well as use of early warning systems and interventions focused on reducing dropout and increasing graduation rates for students with disabilities
  • Promote use of effective personnel development, coaching, and technical assistance strategies that build state and local capacity to prepare students with disabilities for college, career and community readiness
  • NTACT’s four major activities include (a) knowledge development, (b) technical assistance (TA) and dissemination, (c) leadership and coordination, and (d) evaluation. NTACT’s TA is offered at universal, targeted (time limited and specific focus), or intensive (sustained for the life of the grant for a select number of states and a corresponding local community). For more information about NTACT and its activities, view the webinar hosted on April 16, 2015 here:

Graphic: NTACT levels of technical assistance Hierarchy (3 level diagram). First level text: universal/ all states. Second level text: targeted/ time-limited activities. Third level text: intensive/ 15 states/ competitive process.

NTACT will work with SEAs, LEAs, State VR, local VR service providers, and other stakeholders engaged in improving outcomes for youth with disabilities by disseminating resources and tools regarding effective practices and the use of data for program improvement through strategic planning.

NTACT Cycle of Continuous Improvement:

graphic: NTACT cycle of continuous improvement to build state capacity/ planning implementing evaluating: Circular cycle with arrows

NTACT will collaborate with other federally funded centers and national organizations associated with its purpose.

NTACT is a partnership of the University of North Carolina at Charlotte, University of Oregon, University of Central Florida, Western Michigan University, the Transition Coalition at the University of Kansas/Portland State University, and TransCen, Inc. The project’s co-directors are Catherine Fowler - and Deanne Unruh – Additional leadership, technical assistance providers, knowledge development specialists, evaluation specialists, and support staff, by affiliation, include the following:

  • East Tennessee State University: Dawn Rowe;
  • TransCen: Ruth Allison, Jacque Hyatt, Laura Owens;
  • The Transition Coalition at the University of Kansas: Sara Carlson, Dana Lattin, Allison Unruh;
  • The Transition Coalition at Portland State University: Mary Morningstar;
  • The University of Central Florida: Claudia Bello Punto, Janice Seabrooks-Blackmore;
  • The University of North Carolina Charlotte: Bettie Butler, Wen-Hsuan Chang, Matthew Klare, Stephen Kwiatek, Ronica Marable, Valerie Mazzotti, Florence Parkhill, and Michael Stoehr;
  • The University of Oregon: Charlotte Alverson, Briana Billings, and Caroline MaGee; and
  • Western Michigan University: Jennifer Coyle; June Gothberg, and Alycia Sterenberg.

NTACT is funded by a grant from the U.S. Department of Education, Office of Special Education Programs and the Rehabilitation Services Administration Grant No. H326E140004 from January 2015 through September 2020. Dr. Selete Avoke serves as the project officer from OSEP.  Ms. Kristen Rhinehart-Fernandez serves as the project officer from RSA. The views expressed herein do not necessarily represent the positions or policies of the Department Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred. Products and resources here are public domain. Authorization to reproduce in whole or in part is granted. While permission to reprint is not necessary, citation recommendations for specific documents are noted on the individual documents.

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