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National Disability Mentoring Coalition (NDMC)

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Romitta Hoff (she/her), one of the 2022 Dinah F.B. Cohen DREAM Fellows, interviewed the National Center for Learning Disabilities about the transition resources they offer to those with learning disabilities. The below article is written by her.
Ever needed more time on a test, or had difficulty focusing during class? Well this is true for 1 out of 5 children and adults with a learning and attention disability. These individuals are 3 times more likely to drop out of school and 2 times more likely to be jobless. Global outcry has been heard and the National Center for Learning Disabilities (NCLD) took on the challenge of advocating for them. The NCLD created a transition guide to bridge the gap of knowledge and resources about transition planning, changes in legal rights and responsibilities, and how to access the available supports and services that do exist in post-high school settings .

As a recent graduate, I can reflect on moments where extra help or time would have been helpful, so I was happy to connect with Nicole Fuller , Senior Policy Associate for NCLD, to discuss their new Transition Guide , to bring equity in education.

Hello Nicole, what is the National Center of Learning Disabilities?

My name is Nicole Fuller, and I'm a Senior Policy Associate at the National Center for Learning Disabilities or NCLD. NCLD has been around for about 45 years, since 1977 and our mission is to improve the lives of the one in five children and adults nationally who have learning disabilities and attention issues. What this looks like over the years has been [us] advocating for equal rights, equal rights and opportunities for students with learning disabilities.

What is your organization's signature transition support program?

Transition has been a focus of ours for a while and we have a program called the Young Adult Leadership Counci l. Although it's not a direct transition program, it's a leadership opportunity for young adults with learning or attention issues. They range in ages from 18 to 26, or 30 years old. They are young adults who are either in college or in their career and you go through a year long program being able to explore advocacy, build community with other young adults and to explore you know the transition process.

Is this what helped launch the Transition Guide?

The launch of our Planning Your Future: A Guide to Your Future transition resource guide that just was published in the Summer of 2022, typically for young adults, their families, or their educators, helps to guide them through the transition process. The content is presented as a course with four main sections. First, resources for high schoolers considering future options are covered, including available Pre-Employment Transition Services, Career and Technical Education Courses, and Dual Enrollment opportunities. Next, learners with Individualized Education Plans, or IEPs, learn about Self-Advocacy and Strengths-Based IEPs. In the third section, the difference in civil rights laws is reviewed, describing the different laws for adults and how to request reasonable accommodations in college compared to high school. The final section is for individuals considering transition to the workforce, with a variety of organizations to consider contacting along with tips for requesting reasonable accommodations. Individuals using the transition guide can explore opportunities and services how they want. You can navigate it how you want, and help make transition decisions that best meet your goals.

What policy efforts do you support to help students with disabilities in college?

We have policy efforts around transitions because we know that one of the most difficult parts of the transition process is when students go from high school directly to college. They go through the process of trying to get accommodations for a disability when they're in college, and often, they have an IEP or work plan in high school for a learning disability or ADHD, and they take that documentation to their college and it's not accepted. The college will require [the students] to get a new evaluation and this is super expensive, and burdensome. Therefore, NCLD has advocated over the last several years for a piece of legislation called the Respond, Innovate, Succeed, and Empower (RISE) Act . This act will change the policies so that colleges have to take IEPs or 504 plans for students to get accommodations in college, removing those red tape barriers.

How does your organization make space for individuals with intersectional identities?

It's super important to be mindful of. You know, students' intersectional identities. Often, we think of transition as a very linear process, yet there are a variety of different paths that students can take. Where they come from in life might vary. One would typically think high school, college, then career, but you know, sometimes students maybe go and work for a few years, and then they go back to school or they go into the military. There's so many different paths that a student can take. NCLD provides resources to support individuals with intersectional identities and for multiply-marginalized populations and one way we do that is by centering these individuals on our Young Adult Leadership Council and acting upon their recommendations .

Can you list three fun facts to convince someone to participate in the organization or to be involved.

My first one relates to our Young Adult Leadership Council. We've had five cohorts of the this Young Adult Leadership council participate in the program and we've had our annual LD day of action for the last five years. This is an event where every year, our young adults fly to Washington, DC and get the opportunity to meet with their Members of Congress and share their stories and advocate. So, I think that's really one of the most exciting days of the year! My second one is one of our trademark research publications called the State of LD ( State of Learning Disabilities ). This is a report that has a lot of information about people with learning disabilities, and people actively refer to this report. And then my last one, I think it's kind of fun. We have had three first ladies engage with the organization in some way. First Lady Barbara Bush, First Lady Laura Bush, and First Lady Hillary Clinton. So if you get involved you never know, you just may meet someone famous!

Does the NCLD sound interesting to you?

If you have LD or ADHD and this information seems like it would be helpful, please check out the Transition Guide and Get connected to NCLD! You can visit them online at https://www.ncld.org/ or reach out to them via phone (301) 966-2234 or email info@ncld.org . or visit the website at https://www.ncld.org/
View all 2022 Fellowship Projects

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High School to College Transition Resources: National Center for Learning Disabilities - National Disability Mentoring Coalition (NDMC)

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Romitta Hoff (she/her), one of the 2022 Dinah F.B. Cohen DREAM Fellows, interviewed the National Center for Learning Disabilities about the transition resources they offer to those with learning disabilities. [...]

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High School Transition Planning Planning Sheet

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High School Transition Planning Planning Sheet

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Join us for the second annual UCP 2023 Conference on Latinos with Disabilities

A national online conference spotlighting the role, impact and influence of Latinos in the disability community. Open to the public.

The three-day online event is Oct. 17-19, 11 a.m to 3:30 p.m. Eastern each day.

The goal of the conference is to provide a platform for discussions and presentations on issues impacting Latinos in the disability community. While many of the topics addressed will be of interest to the general disability community, the conference highlights the distinct ways (culturally, socially, economically and historically) that Latinos with disabilities, their families and service providers shape our society and communities at large.

Among the key outcomes of the conference will be the "2023 State of Latinos with Disabilities" report.

Registration and conference details at ucp.org/2023cld. Need more information or want to become a sponsor, contact James Garcia at jgarcia@ucp.org.

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Multiple Languages Available

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Use these forms to apply for DDS services

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Charting the Life Course: Guiding Principles

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Charting the Life Course

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CtLC Person Centered tools are flexible and can be used by anyone, for anything. Use them yourself or find someone that can help you explore, problem-solve, make decisions, or plan for the future.

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Important Transition Planning Resources Every Family Should Know

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Important Transition Planning Resources Every Family Should Know

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Información Importante De Transición Que Toda Familia Debe Saber

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Transition Training Materials and Resources

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Transition Training Materials and Resources

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NTACT CBVI Kickoff

The CBVI Kickoff provides an overview of the structure and timing for the CBVI. OSERS' perspective on the value of the work addressed through the Capacity Building Institute (CBI) for secondary transition and the importance of engaging in this continuous improvement process is provided.

Presenters: Catherine Fowler, NTACT, UNC-Charlotte; Mark Schultz, RSA Commissioner Delegated the Authority to Perform the Functions and Duties of the Assistant Secretary for the Office of Special Education and Rehabilitative Services.

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NTACT CBVI Kickoff The CBVI Kickoff provides an overview of the structure and timing for the CBVI. OSERS' perspective on the value of the work addressed through the Capacity Building Institute (CBI) for secondary transition and the importance of engaging in this continuous improvement process is provided.

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UMass Medical School’s BenePLAN program helps individuals with disabilities understand how earning wages will affect their public benefits

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UMass Medical School’s BenePLAN program helps individuals with disabilities understand how earning wages will affect their public benefits

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UMass Medical School's BenePLAN program helps individuals with disabilities understand how working and earning wages will affect their public benefits, including those provided by the U.S. Social Security Administration and state Medicaid programs.

A program of UMass Medical School's Work Without Limits, BenePLAN provides counseling, training and technical assistance. Starting a job, returning to work or increasing earnings may affect benefits that include MassHealth, the Massachusetts Medicaid program; Medicare; Social Security Disability Insurance (SSDI); and Supplemental Security Income (SSI).

BenePLAN employs certified Community Work Incentives Coordinators (CWICs) who have extensive training and experience in employment and public benefits to serve beneficiaries in Berkshire, Franklin, Hampshire, Hampden, Worcester and Middlesex counties.

The CWICs provide ongoing assistance to help individuals with disabilities manage their benefits as they transition into employment or increase their earnings; provide information on education, training and employment services; and help develop and implement plans to achieve their employment and financial goals.

In addition to providing direct counseling services to individuals with disabilities, BenePLAN CWICs also train employment specialists and case managers who work with job seekers, helping them to move forward in their career searches. Employment specialists who have undergone the training work at the state's One Stop Career Centers, vocational rehabilitation agencies, the Massachusetts departments of Mental Health and Developmental Disabilities as well as private nonprofit organizations and school systems. The training focuses on Social Security and state benefits and tools that can help individuals achieve their financial goals. More than 700 employment specialists and case managers have been trained since 2012.

"Studies indicate that 75 percent of individuals with disabilities who are unemployed would prefer to be working," says Kathy Petkauskos, director of Work Without Limits. "Navigating the myriad public benefit programs, rules and wage reporting requirements is extremely complex and poses one of the major barriers to employment for people with disabilities. Programs such as BenePLAN provide accurate information to those who need it at the precise time they need it, all the while building the capacity of the service system. The value of this program and others like it should not be underestimated."

BenePLAN was created in 2000 by Resource Partnership, a private nonprofit corporation based in Natick, through a Social Security Administration grant. The program has been administered by the Disability, Health and Employment Policy (DHEP) unit of the Center for Health Policy and Research within UMass Medical School's Commonwealth Medicine division since 2008.

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UMass Medical School's BenePLAN program helps individuals with

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UMass Medical School's BenePLAN program helps individuals with disabilities understand how working and earning wages will affect their public benefits, including those provided by the U.S. Social Security Administration and state Medicaid programs. A program of UMass Medical School's Work Without Limits, BenePLAN provides counseling, training and technical assistance.

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Information for Families...
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The Department's mission is to create, in partnership with others, innovative and genuine opportunities for individuals with intellectual and developmental disabilities to participate fully in their communities and meaningfully engage as valued members.

DDS works with adults to connect them with an array of employment and day program supports, community living and other residential aid, and family support.

DDS works with children to provide family support and supplement educational services through specialized programs.

Services are individualized and planned using a person-centered approach. For a full listing of DDS services please refer to "See All Services".
Not sure which area or regional office serves your community? Check out our interactive map tool.

Our Organizations
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We have 28 DDS offices across Massachusetts to serve you.

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More Fewer featured items The Department's mission is to create, in partnership with others, innovative and genuine opportunities for individuals with intellectual and developmental disabilities to participate fully in their communities and meaningfully engage as valued members. DDS works with adults to connect them with an array of employment and day program supports, community living and other residential aid, and family support.

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ORI supports services that meet the cultural and linguistic needs of refugees and immigrants through a network of service providers in Massachusetts.

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MA Commission for the Blind

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COVID-19 Vaccine Info & Virtual Blindness Registry

COVID-19 Vaccine Information:

MCB Virtual Blindness Registry:

MCB: Serving Individuals Who Are Blind Since 1906
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MCB services individuals in Massachusetts who are legally blind by providing access to employment opportunities and social rehabilitation with the goal of increasing independence and self-determination.

Our MCB community consists of many partners across the Commonwealth who are committed to our shared mission of service. We are grateful for the support of our stakeholders.

Massachusetts Blindness Resources: MCB Stakeholder Resource Guide

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COVID-19 Vaccine Information: MCB Virtual Blindness Registry: More Fewer featured items MCB services individuals in Massachusetts who are legally blind by providing access to employment opportunities and social rehabilitation with the goal of increasing independence and self-determination. Our MCB community consists of many partners across the Commonwealth who are committed to our shared mission of service.

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MA Commission for the Deaf and Hard of Hearing

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The Massachusetts Commission for the Deaf and Hard of Hearing is the principal agency in the Commonwealth on behalf of people of all ages who are deaf and hard of hearing, established by Chapter 716 of the Acts of 1985, which amended Massachusetts General Laws, Chapter 6 §191-197.

To fulfill this function, MCDHH is mandated to:

promulgate and coordinate public policy;

deliver technical assistance and resources for other state agencies as needed;

advocate;

provide or ensure provision of direct specialized services including but not limited to case management, interpreter services, technology services including telecommunication and assistive listening devices, independent living services, information services, and such other services as it determines are needed;

carry out public education;

ensure the accessibility and quality of existing services and recommend new services as needed;

make recommendations to the Governor.

Our Vision is a Commonwealth where universal access is the standard for ensuring that Deaf and hard of hearing people fully participate in all areas of life. The estimated number of Deaf and hard of hearing is 20% of the general population. The current MA census is 6,892,503; the estimation for MA Deaf and hard of hearing is: 1,378,501.

Priority Areas to reach our Vision

Effective Government
Facilitate effective public policy and operations that recognize and address the concerns of Deaf and hard of hearing consumers and employees.

Community Connected Services
Advocate and support access for Deaf and hard of hearing in the community.

Education
Ensure that Deaf and hard of hearing children receive a quality education based on national standards.

Workforce Development
Expand the pool of CART providers and qualified ASL proficient human service personnel in the Commonwealth.

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Massachusetts Commission for the Deaf and Hard of Hearing

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The Massachusetts Commission for the Deaf and Hard of Hearing is the principal agency in the Commonwealth on behalf of people of all ages who are deaf and hard of hearing, established by Chapter 716 of the Acts of 1985, which amended Massachusetts General Laws, Chapter 6 §191-197.

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MA Department of Vocational Rehabilitation

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MA Department of Vocational Rehabilitation

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The Vocational Rehabilitation Program helps job seekers with disabilities obtain and maintain a job. Vocational rehabilitation helps people with physical, cognitive, intellectual or mental health conditions manage the modern workplace.

Massachusetts Rehabilitation Commission (MRC), is currently serving all people with documented disabilities who meet the eligibility criteria for services. Therefore, to consider utilizing MRC's vocational rehabilitation services, you must:
* Have a physical, cognitive, intellectual or mental health condition which creates or results in a major obstacle to employment; and
* Require VR services to prepare for, secure, maintain, advance, or regain employment

MRC is NOT operating under "Priority of Services" (Order of Selection) a federal regulation limiting services.

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The Vocational Rehabilitation Program helps job seekers with disabilities obtain and maintain a job. Vocational rehabilitation helps people with physical, cognitive, intellectual or mental health conditions manage the modern workplace. Massachusetts Rehabilitation Commission (MRC), is currently serving all people with documented disabilities who meet the eligibility criteria for services.

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MA Department of Transitional Assistance

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MA Department of Transitional Assistance

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The Department of Transitional Assistance (DTA) assists and empowers low-income individuals and families to meet their basic needs, improve their quality of life, and achieve long-term economic self-sufficiency. DTA serves one in seven residents of the Commonwealth with direct economic assistance (cash benefits) and food assistance (SNAP benefits), as well as workforce training opportunities.

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MA Department of Early Education and Care

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MA Department of Early Education and Care

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The Department of Early Education and Care's mission is to support the healthy growth and development of all children by providing high quality programs and resources for families and communities.

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children and families; abuse; neglect; foster; foster care; adoption; how to adopt a child; how to become a foster parent; group home; residential

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Massachusetts Department of Children & Families

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The Department of Children and Families (DCF) works in partnership with families and communities to keep children safe from abuse and neglect. In most cases, DCF is able to provide supports and services to keep children safe with parents or family members.

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There could be more to the story

Sometimes our words hide how we really feel. Introducing #MoreToTheStory, a new public awareness campaign that encourages people to look beyond words like "I'm OK" and recognize the signs that someone may be struggling with their mental health. Normalizing the conversation about mental health empowers people to talk and get the help they need. When you think something feels off, ask, listen, encourage, check in.

Visit the #MoreToTheStory campaign website

Featured Links
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Most mental health services, including medication and therapy are provided through health insurance - MassHealth (Medicaid), the Massachusetts Health Connector (health insurance marketplace) or through private insurance (employer-based). The Department of Mental Health (DMH) has a specialized role in the healthcare delivery system as DMH provides supplemental services for people with the most serious needs. To learn more, view our Frequently Asked Questions (FAQ) and view our calendar of upcoming events.

Top actions & services

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Executive Office of Health and Human Services

Doyle has 30 years' experience in both the public and private sectors, including leadership roles at DMH

Executive Office of Health and Human Services

HandholdMA.org provides free tools and resources for parents concerned about their children's mental health

Massachusetts Department of Mental Health

Today, DMH celebrates the peer supporters who have changed the conversation about mental health and reshaped the way services are delivered.

Upcoming Events

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Massachusetts Department of Mental Health

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The Department of Mental Health, as the State Mental Health Authority, assures and provides access to services and supports to meet the mental health needs of individuals of all ages; enabling them to live, work and participate in their communities.

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MA Department of Unemployment Assistance

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MA Department of Unemployment Assistance

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Department of Unemployment Assistance
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The Department of Unemployment Assistance serves Massachusetts residents who are unemployed and looking for work, and employers that are legally required to contribute to the state's unemployment insurance (UI) program.

DUA determines and collects employer contributions to the UI program and also processes claims for UI benefits.

For more information, you can download A Guide to Benefits and Employment Services.

Top actions & services

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DUA oversees the unemployment insurance (UI) program, which provides temporary income assistance to eligible workers in Massachusetts. DUA also determines and collects employer contributions to the UI program. To report fraud or get help with your claim, call Unemployment Customer Assistance at (877) 626-6800.

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The Assessment of Functional Living Skills (AFLS) is an assessment, skills tracking system and teaching companion for the development of independent living skills.

It was created to complement the Assessment of Basic Language and Learning Skills (ABBLS-R) and to meet the needs of learners for which a curriculum for functional living skills was needed. The AFLS consists of:

The AFLS Guide, which provides assessment and scoring instructions for each module, and recommendations for creating an individualised functional skills programme.

Six individually available assessment protocols including Basic Living Skills, Home Skills and Community Participation Skills, School Skills, Independent Living Skills and Vocational Skills

The AFLS can be used to determine a learner's current level of skill repertoire and provide tracking to measure the progress of these skills throughout the lifespan.

The assessment is useful and appropriate for a very broad range of learners including both children and adults, and the skills addressed are helpful for maximising independence for learners with autism and/or Learning Difficulties.

The AFLS can be completed by a caregiver, parent, educator, Therapist, Psychologist or other professional who has thoroughly studied the AFLS guide and assessment protocol that will be used.

It is necessary that the person assessing also has frequent contact and direct contact with the learner. Each assessment protocol can be used as a standalone assessment; however, it is recommended that protocols are bundled to customise the appropriate assessment for the learner's setting and situation.

The complete AFLS covers over 735 daily living skills in the following areas:

Basic Living Assessment Protocol: Basic self-help, self-care, self-management, hygiene, routines, and communication skills are core skills assessed in this module. The skills assessed in The Basic Living Skills Assessment Protocol should be thought of as a prerequisite for any functional skills program for any learner regardless of age, setting, or disability. These essential skills, if not mastered, will have a profound impact on a learner's ability to live independently, to be successful in school, and to take advantage of various social and recreational activities throughout the learner's life. The Basic Living Skills assessment includes:

Home Skills Assessment Protocol: The Home Skills Assessment Protocol provides an essential review of skills required for living in a home. Basic and advanced skills for preparing and eating meals, cleaning, dressing, doing laundry, leisure skills, and daily activities are assessed. The Home Skills assessment includes:

Community Participation Skills Assessment Protocol: Community participation begins with learning to physically navigate safely around sidewalks, streets, and signs. A wide variety of skills are also required for a learner to independently shop in grocery and department stores, shop at the supermarket, and eat at a restaurant. In addition, telling the time and using time-related concepts, making and keeping appointments, using a phone, and other skills that help people stay connected and interact with others in the community, are also assessed in this module.

The Community Participation Skills assessment includes:

The School Skills Assessment protocol: As learners get older, the need for functional skills also requires the development of more complex academic and social interactions, social navigation and responses to common peer interactions in the school setting. This assessment covers all levels of education and it also incorporates skills that are necessary in a wide range of classroom environments.

The School Skills Protocol includes:

The Independent Living Assessment Protocol: The goal of all functional skills teaching programmes is for a learner to achieve the greatest level of independence possible. This Protocol provides assessment of the key skills required for transitioning from a parent supervised lifestyle and structured educational system to living an independent lesser supported lifestyle independently or in a shared residence with others. Each learner needs to know how to travel in the community, must also have good hygiene practices, take medication as prescribed and problem-solving abilities to cope with challenges that life may bring. This protocol also incorporates skills about the assertion of personal rights, awareness of the motivation of others as well as managing relationships with others in a variety of settings.

The Independent Living Skills assessment includes:

Organizational Skills

Self-Care

Maintenance & Cleaning

Mechanics & Repairs

Community Travel

Transportation

Kitchen Tools & Appliances

Food & Meal Planning

Money Management

Independent Shopping

Personal Management

Safety

Problem Solving

Social Interactions

Living with Others

Interpersonal Relationships

The Vocational Skills Assessment Protocol: For a learner with autism or Intellectual Disability preparing for and joining the workforce is a broad skill area with a limitless amount of skills to assess. The assessment covers skills relating to preparing for job applications, interview skills, taking directions, following transportation and adhering to work schedules. The assessment covers skills for learners with a wide range of ability levels.

The Vocational Skills Assessment includes:

Interview

Basic Skills

Co-worker Relations

Workplace Safety

Fixed Activity Skills

Custodial & Cleaning

Laundry

Retail

Support Personnel

Office Skills

Computer Skills

Restaurant Skills

Restaurant Kitchen

Warehouse

Tools

Trades & Construction

Landscaping

Reference

Partington, J.W and Mueller, M.M (2012) The Assessment of Functional Living Skills Guide -Essential Skills for Independence at Home, School and in the Community. Behaviour Analysts, Inc ( https://partingtonbehavioranalysts.com/products/afls/afls-samples/)

Assessment of Life Skills

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Assessment of Functional Living Skills (AFLS) - Life Skills Resource

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The Assessment of Functional Living Skills (AFLS) is an assessment, skills tracking system and teaching companion for the development of independent living skills. It was created to complement the Assessment of Basic Language and Learning Skills (ABBLS-R) and to meet the needs of learners for which a curriculum for functional living skills was needed.

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Transition Assessment Formal and Informal Chart.docx

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Students with Complex Disabilities

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Students with Complex Disabilities

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Servicios de Transición Previo al Empleo (PreETS) a través de la Comisión de Rehabilitaciónde Massachusetts (MRC)

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Servicios de Transición Previo al Empleo (PreETS) a través de la Comisión de Rehabilitaciónde Massachusetts (MRC)

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AIR Self Determination Scales and Resources

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AIR Self Determination Scales and Resources

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Special Education

Autism

Deaf/Hard of Hearing

Intellectual

Mental Health

Special Health Care Needs

Visual Impairment/Blindness

Disclaimer: The Department of Elementary and Secondary Education does not control, endorse, or guarantee the accuracy of the information contained in external websites.
Last Updated: October 19, 2015

Contact Us

Massachusetts Department of Elementary and Secondary Education
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Voice: (781) 338-3000
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Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Graduation and Students With Disabilities

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Graduation and Students With Disabilities

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Formulario de planificaciónde la transición (TPF, por sussiglas en inglés).

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Formulario de planificaciónde la transición (TPF, por sussiglas en inglés).

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College & Career Readiness Standards and Research-Identified Transition Skills

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College & Career Readiness Standards and Research-Identified Transition Skills

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La graduación y losestudiantes con un IEP

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La graduación y losestudiantes con un IEP

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La toma de decisiones y lamayoría de edad

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La toma de decisiones y lamayoría de edad

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Consejos de Transición paraPadres y Estudiantescon Programas EducativosIndividualizados (IEP)

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Consejos de Transición paraPadres y Estudiantescon Programas EducativosIndividualizados (IEP)

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Información de transiciónpara los estudiantes conprogramas educativosindividualizados (IEP) y sus padres

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Información de transiciónpara los estudiantes conprogramas educativosindividualizados (IEP) y sus padres

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Secondary Transition Process for Students with IEPS

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Secondary Transition Process for Students with IEPS

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Family Involvement Activities for Transition

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Family Involvement Activities for Transition

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We offer free practice tests and learning resources to help students prepare to succeed on each of the ACCUPLACER tests.

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Transitional Assessment for Students With Complex Support Needs

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Transitional Assessment for Students With Complex Support Needs

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Opening Doors to Post Secondary Education and Training

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Opening Doors to Post Secondary Education and Training

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College Career Readiness Organizing Framework for Secondary Students with Disabilities

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College Career Readiness Organizing Framework for Secondary Students with Disabilities

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Evaluación de transición para padres: español

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Evaluación de transición para padres: español

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Independent Living: Post Secondary Decision Making 

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Independent Living: Post Secondary Decision Making 

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Resource Guide for Educators, Students, and Families

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Dreams can be a reality... if you have a plan.

Casey Life Skills is a free practice tool and framework for working with youth in foster care. It assesses independent living skills and provides results instantly. Learn more about Casey Life Skills

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Dreams can be a reality... if you have a plan. Casey Life Skills is a free practice tool and framework for working with youth in foster care. It assesses independent living skills and provides results instantly. Learn more about Casey Life Skills

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How Are My Social Skills?

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A quick interest survey

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Information for transition youth.

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Hello! Hey, we're glad you made it. This site is a place for you, your friends, and other teens. It's a welcoming community for all youth and a place where all youth belong. We want you to be here. This is your place, your space.

Here you can start thinking about what you want to do with the rest of your life. This Web site was built to help you plan for the future. What will you do after high school? Will you work? Go to college? Live in a place of your own? By using this Web site, you can plan for your future right now!

Click here to learn more, or you can register now! If you're already registered, log in (see top right) and get active!
Go for it, and thanks for coming to visit!

Knowing what bosses want is important! These are 21st century skills that, if gained and practiced, will help you stand out.

With which one of these skills do you need the most help?

Login or Register to vote!
About the Poll

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The Youthhood - Where teens prepare for life after high school

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Hello! Hey, we're glad you made it. This site is a place for you, your friends, and other teens. It's a welcoming community for all youth and a place where all youth belong. We want you to be here. This is your place, your space.

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Short videos that allow career exploration

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Nemours KidsHealth - the Web's most visited site about children's health

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KidsHealth is the #1 most-trusted source for physician-reviewed information and advice on children's health and parenting issues. For parents, kids, teens, and educators, in English and in Spanish.

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Ongoing Team Assessment: A Team Planning Guide

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Ongoing Team Assessment: A Team Planning Guide

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NTACT: Age Appropriate Transition Assessment Toolkit

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NTACT: Age Appropriate Transition Assessment Toolkit

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Workers with Disabilities

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413Cares Connecting People to Resources in Western Massachusetts

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413Cares is an innovative community portal that provides online access for residents of Western Massachusetts to available resources from housing, to healthcare, early education and more.