|January 16, 2018||
Another Resource from NTACT
Resources for Improving States' Performance on the State Performance Plan (SPP)/ Annual Performance Report (APR) Part B Secondary Transition Indicators
The purpose of this document is twofold. First, it provides a brief summary of states’ Federal Fiscal Year 2015 (FFY2015) IDEA Part B Indicators 1: graduation rates, 2: dropout rates, 13: transition components of the IEP, and 14: post-school outcomes. These Indicators pertain only to students with disabilities and are reported yearly to the Office of Special Education Programs as part of the State Performance Plan (SPP)/ Annual Performance Report (APR). Collectively, these four indicators are known as “secondary transition” Indicators. Second, it provides a summary of NTACT resources states and local education agencies can access to improve their performance on these secondary transition Indicators.Downloads
|January 16, 2018||
Resource from NTACT
NTACT's Free Resources on Teachers Pay Teachers
Often it is difficult for teachers and other practitioners to discern what resources are credible and reliable. In 2016, NTACT created a Teachers Pay Teachers (TPT) ‘store’ filled with resources that have been proven effective for implementing with youth with disabilities. Each product is based on high quality research and has been shown to be effective for secondary students with disabilities. NTACT resources are grounded in evidence-based and promising practices, vetted by experts in the field, and approved by the U.S. Department of Education, Office of Special Education programs. While we can’t guarantee that every resource may not be effective with every student, the have been proved to work with youth across the country. Each product is based on high quality research and has been shown to be effective for secondary students with disabilities.Downloads
|November 30, 2017||
New Report on Youth with Disabilities in Juvenile Justice System
"A Better Path, A Better Future"
One of the goals of juvenile justice programming is to prevent recidivism and to support youth to successfully rejoin their communities upon release. Incarcerated youth with disabilities – including youth with learning disabilities and emotional/behavioral disturbances – are at a higher risk for recidivism than youth without disabilities, and too often experience negative post-release outcomes. “A Better Path, A Better Future” [z.umn.edu/A-Better-Path] is a new report describing three innovative projects that have developed strategies for improving the reentry of youth with disabilities from juvenile justice facilities into school, community, employment, and family. The report, published by the Institute on Community Integration (ICI), University of Minnesota, is co-authored by Project RISE at Arizona State University, Project STAY OUT at the University of Oregon, and the MAP Project at ICI.
|August 24, 2017||
New Quick Guide: Culturally Linguistically Diverse Youth and Secondary Transition
This "Quick Guide" provides a brief description of issues and opportunities related to transition planning for post-school success for students with disabiliteis from culturally and linguistically diverse backgrounds, as well as links to resources to educators, counselors, service providers, and families. You may also be interested in the report on Minority Male Youth in the Graduation Resources section of our website, if this topic is of interest to you.Downloads
|July 14, 2017||
Interagency Agreement Toolkit - WINTAC & NTACT
The Formal Interagency Agreement Toolkit is meant to assist state and local agencies coordinate the Pre employment Transition Services (Pre-ETS) and transition services under the Rehabilitation Act of 1973 as amended by WIOA and the Individuals with Education Act (IDEA). These six documents were developed jointly by WINTAC and NTACT as a resource for state Education and Vocational Rehabilitation Agencies in the development of state and local interagency agreements. http://www.transitionta.org/interagencytoolkit
|June 09, 2017||
Extension of NTACT Resources on School CompletionDownloads
|May 30, 2017||
Updated "Transition Resource Guide"
Updated to reflect Public Law No. 115-13, which rescinded the Department of Education's regulations relating to accountability and state plans under the reauthorized Elementary and Secondary Education Act.
This original guide was issued by OSERS, the Rehabilitation Services Administration, and the Office of Special Education Programs on January 2017 to advance our efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to be engaged in the 21st century workforce.
|May 01, 2017||
2017 Red Book (English Version) from Social Security
We are pleased to announce that the 2017 Red Book (English Version) is now available online at www.socialsecurity.gov/redbook in both pdf and html accessible formats. Inside the publication, they have included information about specific resources (including PROMISE and our other demonstrations) to assist youth which you may find useful. Also, the printed publication will be available in May 2017. Printed copies, or copies in other formats such as audio tapes, CD, or Braille, of the Red Book must be requested. Please see the attached flyer for information on how to obtain and request both online and printed copies of the Red Book.Downloads
|May 01, 2017||
CIPP - "What the Research Says About Inter-Organizational Collaboration"
The U.S. Department of Education Office of Special Education Program’s (OSEP) vision for its Technical Assistance and Dissemination (TA&D) centers is that they will, when appropriate, work together and provide collaborative, effective, and efficient targeted and intensive technical assistance (TA), especially when working to provide TA within the same state. In fact, collaboration is a key component of OSEP’s conceptual framework, and OSEP expects TA&D centers to collaborate to leverage and maximize resources and increase the likelihood of systemic improvements by helping states prioritize their needs. This review was developed to inform OSEP’s ongoing efforts to deliver the highest quality TA&D projects and to determine whether and how interorganizational collaboration between TA centers might lead to improved outcomes. The literature is broad, so the focus here is limited to whether and how interorganizational collaboration might lead to improved outcomes, with particular attention paid to sources that focused on collaboration between organizations that were comparable to the TA&D centers (see the Appendix for key points from relevant sources).
For more information, see document below.Downloads
|April 26, 2017||
"Moving from Assessment to Evidence-Based Practice"
NTACT has developed a model to provide teachers with a process for incorporating effective practices and predictors into the transition planning process to improve effective, transition-focused education and services.Downloads