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I found a section on NSTTAC’s website under the “Products & Resources” tab called “Internet Resources”. It includes websites covering a bunch of different topics about planning for college and other higher education, and even resources for youth and adults to learn about disabilities.

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When looking through the NSTTAC, I found that there were Sustainability tool kits. I liked these tool kits because they are almost like a guide for teachers to plan for transitions and to help them with their students accommodations.

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When looking through the NCTAC, the resources that I believe would help me as a future educator were the evidence based practices which was like real life skill lessons that you were able to practice. For example, there were banking skills, social skills and even skills on how to grocery shop. I believe that this is a very good transition that is free and don't need to spend tons of money on to develop these skills as a student.

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This resource teaches new teachers and administrators everything they need to know regarding students with disabilities.

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http://www.nsttac.org/content/students-w-disabilities-and-collegecareer-readiness-101-documents/
This resource gives many different documents that can help individuals with disabilities be ready for their choice of college or career.

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STUDENTS WITH DISABILITIES AND READINESS FOR COLLEGE AND CAREERS: 101 DOCUMENTS

As the OSEP funded technical assistance and dissemination center on secondary transition for students with disabilities, NSTTAC is aware that secondary transition is multi-faceted and occurs within the complex systems of high schools, communities, and the education system as a whole. Cognizant of the various mandated and suggested initiatives in our nation's current education system, NSTTAC's staff developed documents around four topics relevant to secondary education and students with disabilities.

The documents are intended to serve our primary stakeholders, State Education Agency staff and those they serve in communities and local school districts. These resources were developed as entry level guidance ("101"), intended to synthesize the research, policy, and discussion on topics pertinent to secondary special educators. The topics are each related to secondary students with disabilities accessing and succeeding in the high school curriculum to be prepared for their adult lives. Each are also topics on which other organizations and centers (e.g., IDEA Partnership, National High School Center, National Center on Accessible Instructional Materials, National Center on Response to Intervention) have published resources (which are referenced and linked to in these). The purpose of these products is to put those resources in one place and extend or target these discussions to providers of professional development and services in secondary education for students with disabilities.

Link to the individual documents here:

College and Career Ready Standards and Secondary Transition Planning for Students with Disabilities: 101 (pdf 1.3 (MB);

High School Redesign and Secondary Transition Planning for Students with Disabilities: 101 (pdf, 291 KB);

Tiered Interventions and Secondary Transition Planning for Students with Disabilities: 101 (pdf, 468 KB); and

Universal Design for Learning and Secondary Transition Planning for Students with Disabilities: 101 (pdf, 614 KB).

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Students w/ Disabilities and College/Career Readiness: 101 Documents

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STUDENTS WITH DISABILITIES AND READINESS FOR COLLEGE AND CAREERS: 101 DOCUMENTS As the OSEP funded technical assistance and dissemination center on secondary transition for students with disabilities, NSTTAC is aware that secondary transition is multi-faceted and occurs within the complex systems of high schools, communities, and the education system as a whole.

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As I plan to be a secondary education teacher, using the post-secondary activity goals, I can provide this to my students to get an early start. If I have students begin to thing about the post secondary education goals, I can help better prepare them throughout their secondary education career. I also hope by doing this, my students will come back to me to help and to show me all they're proud of.

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In this website I found a list of age appropriate transition applications. Keeping this list of applications handy will help me to make sure each student who I may be transitions is getting the proper help. I wouldn't want to help a 16 year old with applications best used for older aged individuals.

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Division for Career Development and Transition (DCDT) Fact Sheets

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Division for Career Development and Transition (DCDT) Fact Sheets

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This a great resource for any educator that wants to keep statistics, facts, and information on-hand at all times. There are many different fact sheets available on topics such as age-appropriate transition, predictors of employment, self-determination, and predictors of independent living. This is useful specifically for educators to have on call to back up and use when presenting information to colleagues and parents.

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This resource is great for students preparing for post-secondary education and in need of easy-to-access assessments and tools for teaching/accessing these resources. It consists of primarily free resources to assist in planning transitions.

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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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These resources are available through the National Dropout Prevention Center for Students with Disabilities and works to provide information to secondary transition educators and improve outcomes for students. This is a great resource for teachers to explore in order to better benefit their students. It includes a plethora of resources including visual aid and intervention resources.

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This is a very useful program that teaches students how to use skills such as Microsoft office functions. The paths of this program is the 2 year or 4 year path and each path provides life skills. The only difference is the educational skill in the 4 year program.

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This resource is extremely helpful for students and families because it lets them see what other resources on here are the most helpful. This is something that will allows students to connect and asking questions is a key aspect of this. I do believe that students who use this resource will gain much more from looking at this then just wondering around the website.

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There is a whole section on this website and time to work on skills that benefit the students. Having a place to work on the skills and the necessary conversational parts to obtain a job. There is a whole section on communication boards and the link that takes you to the different ways that it can help students who have disabilities in communicating.

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Evidence-Based Practices Organized by Skill being Taught

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Evidence-Based Practices Organized by Skill being Taught

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This resource is a collection of practices for a variety of categories including student-focuses planning, student development, family involvement, and program structure. This is a good resource for information regarding any of these topics and can be used for research. These practices can also be referred to and referenced in our own work.

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This activity allows you to experience what it would be like to plot out your postsecondary goals after high school and gives you a good sense of what someone in that position would go through and can even be used as practice for someone who is going that transition currently.

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This collection of case studies of individuals with IEPs can be a great resource for someone who is trying to familiarize themselves with what having an IEP would look like or someone training to developing the appropriate IEP for a certain individual.

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http://www.nsttac.org/content/student-focused-planning-0/
This source is great for teachers who are apart of transition teams and want to plan lessons that are going to help students transition from school. The source provides student focused plans and lifeskill plans that teachers can use to support their students. The plans are well organized into
IEP Development, Student Participation, and Planning Strategies for website users to navigate.

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This resource has many starter lesson plans that teachers can build off of. They can be used to run meetings and create plans, build skills, and structure lessons outside of the classroom. All of the lesson plans can be personalized to fit each student.

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The resource I found was evidence based practices which was like real life sill lesson that you were able to practice banking skills, social skills and how to grocery shop. I think this is a very good transition that is free and don't need to spend tons of money on to develop these skills as a student.

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Age Appropriate Transition Assessment Toolkit 

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Age Appropriate Transition Assessment Toolkit 

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The age appropriate transition assessment toolkit is a resource that provides background information and resources to how best to conduct and employ transition assessments. I think its really interesting because it is an easy click on the website to find this useful tool. It also provides a PDF version and well as a cover and labels toolkit notebook.

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Another resource that I found was under the "What's new" section on the home page. This resource outlines evidence-based practices with predictors for post-school success. This is important for therapists and educators to utilize because these practices can truly work, and it is important to utilize practices that actually make an impact. The resource also shows additional resources and activities that educators/therapists can use to help aid with the evidence based practices.

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The Charleston Job Corp is a program that offer training, support, and experience for students who are wanting to enter the work force after graduation. Students can participate in the program while still completing high school so they can enter into a field of their choice as soon as they graduate.

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Appalachian Center for Independent Living 

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Appalachian Center for Independent Living 

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The Appalachian Center for Independent living is a program designed to teach individuals with disabilities how to live independently. They are taught how to do skills such as washing dishes, managing their finances, doing laundry, etc.

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The Disability Rights of WV is a program designed to help families of a student with disabilities. This organization informs the family of their legal rights that are protected under the state law, and assist them in finding legal counsel when those rights are violated.

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On the NSTAC website, I found a resource for evidence based practices. These practices vary from social skills, shopping skills, money skills, etc. You can access these practices through links on the site that will take you to examples of the practices that have been used in classrooms.

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Pace Enterprises is designed to help those with disabilities find employment after graduation. Those with varying types of disabilities are placed with work in fields they are interested in and can grow a career in.

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Fairmont State AIMSS is a program that is designed to support students that are enrolled in Fairmont State with daily living support, individualized planes, academic support, and various other programs. It is designed for student who want to continue their academics at a collegiate level and provides them support and the proper accommodations to succeed.

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Transition Team Leader Sustainability Toolkit 

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Transition Team Leader Sustainability Toolkit 

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This toolkit that I found on the website is a guide to help teachers plan for transition. It explains topics like the importance of teaming to the history of transition programs.

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I think this is an important tool because being there for the families of our students and allowing them to be a part of their Childs learning

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Parent, Family and Community Engagement
General

" Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature-Linda C. Halgunseth and Amy Peterson, National Association for the Education of Young Children and Deborah R. Stark and Shannon Moodie , Pre-K Now
http://www.naeyc.org/files/naeyc/file/ecprofessional/EDF_Literature%20Review.pdf

"Resources for Supporting and Involving Families in Meaningful Ways" in Beyond the Journal, by the National Association for the Education of Young Children, lists articles, multimedia resources, and Web sites that provides information about involving families. http://www.naeyc.org/yc/pastissues/2006/january

Harvard Family Research Project (HFRP): HFRP works with policymakers, providers, philanthropists, and concerned people to strengthen family, school, and community partnerships. Information about parent involvement is available at www.hfrp.org/family-involvement.

Bibliography of Family Involvement in Early Childhood Education by the Family Involvement Network of Educators, a Harvard Family Research Project, highlights family involvement research literature related to early childhood education from 1999-2005. http://www.hfrp.org/publications-resources/publications-series/family-involvement-bibliographies/bibliography-on-family-involvement-in-early-childhood-education--

"Building the Future of Family Involvement" Evaluation Exchange, Vol. XIV, No. 1 & 2, published by the Harvard Family Research Project, examines the current state of and future directions for the family involvement field in research, policy, and practice. http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/current-issue-building-the-future-of-family-involvement

"Reframing Family Involvement in Education: Supporting Families to Support Educational Equity-A Research Initiative of the Campaign for Educational Equity" by Heather B. Weiss, Suzanne M. Bouffard, Beatrice L. Bridglall, and Edmund W. Gordon, December 2009

http://www.hfrp.org/publications-resources/browse-our-publications/reframing-family-involvement-in-education-supporting-families-to-support-educational-equity

Governance

"The Next Step in Systems-Building-Early Childhood Advisory Councils and Federal Efforts to Promote Policy Alignment in Early Childhood" http://www.newamerica.net/publications/policy/next_step_system_building_0

Parent Leadership and Advocacy

Family Connections: The primary goal of Family Connections' parent education, leadership and advocacy component is to help parents gain the skills and confidence necessary to become lifelong leaders and advocates for their children. Each parent who enters Family Connections arrives with a different set of expectations and needs. We work with parents to help them identify attainable goals and give them opportunities to take on leadership and advocacy roles throughout the school year. http://www.familyconnections.org/programs/parent-leadership.php

Circle of Parents ® is a national network of national parent leaders and twenty-five statewide and two metropolitan regional non-profit organizations dedicated to using a peer-to-peer, self-help model of parent support as one of the means of preventing child abuse and neglect and strengthening families. The organization works in collaboration with Prevent Child Abuse America and has been a resource partner for the FRIENDS for over three years.
http://www.friendsnrc.org/

See NCPIE website for national parent organizations... List of Family and Community Organizations http://www.ncpie.org/Resources/Organization.cfm

Financing

"Adding it up: A Rationale for Mapping Public Resources for Children, Youth and Families", intergovernmental commissions, task forces and policy and advocacy organizations have always relied on some level of data on investments in children, youth, families and communities to do their jobs. http://www.financeproject.org/publications/AddingItUpRationale.pdf

Standards

"Engaged Families, Effective Pre-K," explores state-level policies to encourage and enhance family engagement as a critical component of high-quality pre-k. http://preknow.org/documents/FamilyEngagement_Feb2010.pdf

Child Trends-summary report of QRIS standards, including those related to family engagement, forthcoming....
http://www.childtrends.org/Files/Child_Trends-2010_05_10_HL_QRIS.pdf

Needs Assessments, Data Systems, Evaluations and Research

" Family Involvement in Early Childhood Education" a Family Involvement Makes a Difference Brief, No. 1, by the Family Involvement Network of Educators, published by the Harvard Family Research Project, summarizes research studies that link family involvement in early childhood to children's outcomes. It also reports on programs that have been evaluated in order to show successful strategies. http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-in-early-childhood-education

" Evaluating Family Involvement Programs" , Evaluation Exchange, Vol. X, No. 4, published by the Harvard Family Research Project, addresses the challenges of evaluating family involvement programs. It notes the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. This resource is available at http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/evaluating-family-involvement-programs

" A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement" by Anne T. Henderson and Karen L. Mapp, National Center for Family and Community Connections With Schools, published by the Southwest Educational Development Laboratory, reviews research about positive contributions that parent and school partnership programs can make toward student achievement. This resource is available at www.sedl.org/connections/resources/evidence.pdf

Professional Development

Putting Partnerships into Practice-Resources for Professional Development by The National Coalition for Parent Involvement in Education (NCPIE) http://www.ncpie.org/Resources/resources_by_subject.cfm?resourceTypeID=28

Outreach and Communication

Born Learning is a public engagement campaign that helps parents, grandparents and caregivers explore ways to turn everyday moments into fun learning opportunities. http://www.bornlearning.org/default.aspx?id=40

National Coalition for Parent Involvement in Education -organization that advocates for the involvement of parents and families in their children's education to foster relationships between home, school, and community and to enhance the education of all our nation's young people. http://www.ncpie.org/----List of Family and Community Organizations http://www.ncpie.org/Resources/Organization.cfm

Partnerships and Capacity Building

Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services: The Head Start Program Performance Standards require programs to involve parents in programs and to provide or link families to support services. Information about parent involvement is available at http://eclkc.ohs.acf.hhs.gov/hslc/Family%20and%20Community%20Partnerships/New%20Parental%20Involvement.

Child Care Aware: Child Care Aware helps parents find quality child care and child care resources in their community by providing parenting information and connecting parents to their local child care resource and referral agencies nationwide. A guide for selecting child care, electronic parenting newsletter, and other parent resources are available at www.childcareaware.org.

Strengthening Families Program (SFP): SFP engages early care and education programs, child welfare departments, and others in using the SFP approach to build five protective factors (parental resilience, social connections, knowledge of parenting and child development, concrete support in times of need, and children's social and emotional development) in families. More information is available at www.strengtheningfamilies.net.

" The Parents as Teachers Program: Its Impact on School Readiness and Later School Achievement " by Edward Zigler and Judy Pfannenstiel, published by the Parents as Teachers National Center, describes research that demonstrates that participation in the Parents as Teachers program closes the achievement gap between children entering kindergarten from families living in poverty and children from families above the poverty limit, and that these positive effects are sustained through third grade. http://www.parentsasteachers.org/site/pp.asp?c=ekIRLcMZJxE&b=3637679

National Network of Partnership Schools- was established at John Hopkins University in 1996, NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. http://www.csos.jhu.edu/p2000/

" School, Family, and Community Partnerships: Your Handbook for Action " by Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, and Frances L. Van Voorhis, National Network of Partnership Schools, published by Corwin Press, Inc., guides school leaders and district and State facilitators to plan, implement, and improve school, family, and community partnership programs. The model is based on supporting six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. www.csos.jhu.edu/P2000/publications/manual.htm

" We Can't Get There Without Them: Addressing the Barriers to Parent Participation in Building America's Child Care System" by Roberta Weber and Jerri Wolfe, published by the Oregon Child Care Research Partnership, notes the critical importance of involving parents in child care decisions at the policy level, describes barriers to their participation, and lists resources for those people and organizations responsible for bringing people to the table. http://health.oregonstate.edu/sites/default/files/sbhs/pdf/2002-We-Cant-Get-There-Without-Them.pdf

Center on the Social and Emotional Foundations for Early Learning (CSEFEL): CSEFEL focuses on promoting the social emotional development and school readiness of young children birth to age 5. Resources include Infant/Toddler Training Modules, Preschool Training Modules, and Parent Training Modules. More information is available at www.vanderbilt.edu/csefel.

AVANCE unlocks America's potential by strengthening families in at-risk communities through effective parent education and support programs by focusing on what parents can do during the critical first three years of their child's life. www.avance.org

Colorín Colorado: Colorín Colorado provides articles, resources, and ideas to support English language learners at school and at home. More information is available at www.colorincolorado.org.

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Parent, Family and Community Engagement " Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature-Linda C. Halgunseth and Amy Peterson, National Association for the Education of Young Children and Deborah R.

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This is a visual organizer that outlines all of the steps associated with transition. It starts in early childhood education and ends after high school. This could be given to parents to make sure that they are aware of what transition services are available to them.

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This pdf highlights skills that students to should develop to have a good sense of self-determination. These skills are: choice making, decision making, problem solving, goal setting, self-advocacy in leadership, self-management and self-regulation, and self-awareness and self-knowledge. This sheet helps educate teachers on how to develop these skills in their students and also provides them with ideas of how to practice these skills. I would use a resource like this to help my students learn self-determination and to become more in control of their education. Self-determination is a skill that my students can use throughout their lives to be successful.

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1. Coordinating council for independent living for students with autism.
2. WV able for students with learning differences and physical disabilities.
3. Pathways to the future for students with autism or learning deficits.
4. Charleston Job corps for students with learning deficits and intellectual disabilities.
5. Disability rights for WV students with disabilities who do not get treated the proper way.
6. Shepherds University for students that need certain accommodations to succeed.
7. Employment 101 for any individual with any type of disability.
8. How to get a drivers license (Lecture) for students with autism or any other disability
9. Country Roads Program WVU for students with learning disabilities.
10. Fairmont State University autism support for their students.

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Under the students and families tab, and after clicking transition and health care resource on the side bar, I discovered a very informational PowerPoint that explains health car reform: opportunities and challenges for young adults of transition age. This resource informed me about health reform, benefit eligibility, financials and state instituted criteria that impacts young, transitioning adults.

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A good tool I found is Age Appropriate Transition Assessment Toolkit this is helpful because transition plans for each age group is different so it is helpful to see the transition idea spread out into different age groups.

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This pdf will be beneficial for me as a physical educator to know how to better support students with disabilities within the physical education setting.

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A resource I found through the NSTTAC website was Transition Team Leader Sustainability Toolkit. I feel that this could be useful as a future professional when working with students with disabilities,  because if I am ever in the ‘leader’ position while working with a transition team I could refer to this toolkit. This would allow me to provide a successful transition for the student as well as participating in leading a transition team with the individual with disabilities' success in making and reaching their goals.

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Another resource that I found through the NSTTAC website was a Transition Team Leader Sustainability Toolkit. This could be useful as a professional working with students with disabilities because if you are ever in the leader position when working in a transition team you could refer to this toolkit to ensure you are successful in leading a transition team with the individual with disabilities' success in making and reaching their goals being prioritized.

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This will help you write standards that will work with all requirements. It focuses on common core, state testing, and transition standards.

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I chose the student and families tab. I think it is super helpful because it provides a way for students and parents to find all necessary resources. I think it is super beneficial to have everything in one place.

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Through the website NSTAC has provided I was able to find tools for lesson plan starters and how to grab the attention of the student while helping them work towards the transition goals the IEP team has created with them. This can be helpful to teachers and students while working towards the post secondary goals.

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On the NSTTAC website, I found this resource to be very informative when addressing how evidence-based practices affect our future careers and how different methods affect our students with disabilities. It has different links that lead to more in depth explanations as you explore the page. You can find this by clicking the evidence-based practices tab, then the sidebar option that says EDP E-Flyer 2013. From parent-involvement to simulations, this flyer addresses many options we can use in the future to assist our students.

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The recourse I found was a link full of lesson plans based on how to help children transitions to new settings, I think this can be very helpful for new teachers when looking for resources fro lesson plans.

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I think that the life skills lesson plan resources would be beneficial to use in my future practice as an SLP. It would help me guide clients that I work with that have a disability develop as much as they can in regards to their maturity levels while in the session, to better prepare them for the future. I think it is really important to help clients become the best version of themselves as well as the best member to society as they can be.

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On the NSTTAC website, I found a section called the What Works Transition Research Synthesis. In this section, professionals have access to read the different research synthesis papers being published on transition planning. I think this could be helpful because professionals can refer back to this resource and read different research papers if they need assistance when working with an individual with disabilities who is transitioning to postsecondary life. The papers have research on transition for individuals with disabilities from the past 20 years.

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On the NSTTAC website they have a link to different internet transition-related resources. There are a plethora of these resources that can be used as a professional to be able to use to refer back to when needed. These resources include career and technical education, college planning resources, data relating to transition, career-related information, federal resources, technical assistance and related service providers, parent organizations, resources for youth, professional organizations, communities of practices relating to transition, postsecondary education resources, and school to work resources. All of these resources would be very helpful for a professional working with a student who is working on transition planning to have access to.

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http://www.nsttac.org/content/interactive-websites-transition-planning/
This webpage offers interactive websites for students who are going through transition planning! I think this is a great resource because it provides students to understand what their transition plan is and why they have one. I think it is really important for students to be apart of and interactive in this process, so helping them understand what a transition plan is through some technology is great!

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Interactive Websites for Transition Planning

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Interactive Websites for Transition Planning

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I found this resource under the students & families tab. The teens helping teens is a groups of students from NM that have developed this resource. It gives the other students exploring these resources an area to rate the page, your name, email and any comments you may have. I thought this was really cool so teenagers can listen and help other teenagers whether they are struggling or have any questions.

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Using Counting-on Strategy for Purchasing (Lesson Plan Starter)

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Using Counting-on Strategy for Purchasing (Lesson Plan Starter)

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This lesson plan starter would be great to use in my meth classroom, as it would properly teach students how to purchase things with one more dollar than requested. This will provide them with a math skill that they can use in the real world to be more independent.

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http://www.nsttac.org/content/capacity-building/
I think this area of the website is a really good tool to have in my kit because there is an in depth description of the taxonomy of transition planning to help me really be able to help my students one day reach their goals.

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Click on the links below for information regarding (a) NSTTAC's model for building state capacity for secondary transition education and services, (b) secondary transition education planning tools, and (c) resources from Institutes hosted by NSTTAC. Additional resources from Institutes may be found as Presentations under Products and Resources.

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Click on the links below for information regarding (a) NSTTAC's model for building state capacity for secondary transition education and services, (b) secondary transition education planning tools, and (c) resources from Institutes hosted by NSTTAC. Additional resources from Institutes may be found as Presentations under Products and Resources.

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I think this feature is super helpful as sometimes creating lessons can be difficult. With this, it helps ideas generate. It also takes into account other skills.

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A resource that I found that could be beneficial to me on the NSTTAC website is the NSTTAC's Model for Capacity Building. This model lays out a framework for effective transition practices and can be utlized by professionals within the education system. The model provides guiding questions about how teachers/therapists can increase capacity to implement effective transition practices, as well as guiding questions about how to facilitate implementation of effective transition practices. There are also examples of how these things can be done.

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Students could use this activity to generate ideas and begin planning for their transition services.

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Student-Focused Planning IEP Development, Student Participation, and Planning Strategies

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Student-Focused Planning IEP Development, Student Participation, and Planning Strategies

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This is a collection of choice maker self directed IEP resource to help student engagement within the IEP

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http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit/
The resource I found was a bunch of tool kits that teachers can use to make transition plans. I think this is a great addition to the site because you offers a bunch of resources in one area making the website easy to navigate.

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Age Appropriate Transition Assessment Toolkit 3rd Edition | NSTTAC

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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004 and H326J110001. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Departmen…

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A resource I found was talking about postsecondary education where students can get an idea how college is compared to higschool and it can give students and idea about college before they go.

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What Secondary Special Education Teachers need to know.

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What Secondary Special Education Teachers need to know.

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This resource would be helpful for my future career as an educator because it has embedded resources that can help individuals better navigate the transition process. It has resources for families, educators, administrators, and students. Therefore, I believe this would be helpful to educate myself further on the transition process as well as educate my students and their families.

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I found a list of lesson plans for transition learning and I think that this is very important especially for a new teacher when starting to plan lessons.

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A resource I found that could be useful is the Life Skills Instruction section. It is under lesson plan starters. This section provides a lot of different lesson plans for different areas of life skills, including leisure skills, social skills, self-determination skills, choice making, and more. This could help me as a future speech therapist because I could build off these lessons and change them into a way that relates to what I am trying to teach my student.

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LIFE SKILLS INSTRUCTION
Leisure Skills Social Skills

Social Communication Skills at Lunch and Dinner
Embregts, J.C.M. (2000).Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation. Research in Developing Disabilities, 21, 409-423.
Lesson Plan 13
Self-Determination Skills Choice Making Decision Making Goal Setting Problem Solving Self-Awareness Self-Advocacy Skills
For additional and related plans, see IEP Development Student Participation Strategies in Student Focused Planning section of the Research to Practice Lesson Plan Library.﻿

See also: IEP Development Student Participation Strategies in Student Focused Planning section of the Research to Practice Lesson Plan Library.
Help Recruiting Skills
Balcazar, F. E., Fawcett, S. B., & Seekins, T. (1990). Teaching people with disabilities to recruit help to attain personal goals.Rehabilitation Psychology, 36, 31-41.
Lesson Plan 39
Independent Living Skills

Paying Attention to the Environment
Frea, W. D., (1997). Reducing stereotypic behavior by teaching orienting responses to environmental stimuli. Journal of the Association for Persons with Severe Handicaps, 22, 28-35.
Lesson Plan 42
Money (Banking & Purchasing) Grocery Shopping (Specific Purchasing Skill) Home Maintenance Skills Meal Planning and Preparing Restaurant Skills

Ordering in a Restaurant
Mechling, L. C., & Cronin, (2006). Computer-based video instruction to teach the use of augmentative and alternative communication devices for ordering at fast food restaurants. The Journal of Special Education, 39, 234-245.
Lesson Plan 60
Safety Skills Self-Care Skills Functional Reading Skills Functional Math Skills
Cannella-Malone, H.I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J.H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 332-344.

Cannella-Malone, H.I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J.H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 332-344.

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Leisure Skills Social Skills Social Communication Skills at Lunch and Dinner Embregts, J.C.M. (2000).Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation. Research in Developing Disabilities, 21, 409-423.

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This resource is free and an online curriculum for students who are deaf or hard of hearing. This resource helps these individuals prepare for their future after high school. Some examples include:
1. career interests and education choices
2. It's my plan first year college success
3. Be the one essential skills for college living
4. Its my life folio
5. My online portfolio

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This website offers resources to for families, educators, and community members to help educate individuals that may lack knowledge on the subject. I think this would be beneficial if I became an SLP and stayed in the state of WV to help others, and show them where they are able to find more information on a certain topic

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This transition opportunity is beneficial to individuals with learning disabilities who are planning on attending a university, but will need accommodations. This website has many ways to get in touch with the accessibility department. They also have a new system coming called "accommodate" that will better streamline their services.

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Our mission at the Office of Accessibility Services is to assist students with diverse needs to achieve their academic and social potential by facilitating the use of reasonable and documented accommodations. We are committed to the best learning environment for every student. The Office of Accessibility Services provides reasonable accommodations to students with disabilities in accordance with the Americans with Disabilities Act and the Rehabilitation Act of 1973 and its amendments. Students, faculty, and staff are encouraged to reach out to the Office of Accessibility Services with any questions, and please check out our Accessibility Handbook for additional information! We are here to support you!

Extended Time on Quizzes and Exams

Reduced Distraction Environment for Testing

Permission to Record Class Lecture

Preferred Seating

Single Room

Emotional Support Animal

Priority Registration

Have questions about the accommodation process? Looking for your accommodation letter? Email us, call our office, or stop by during our operation hours!

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Our mission at the Office of Accessibility Services is to assist students with diverse needs to achieve their academic and social potential by facilitating the use of reasonable and documented accommodations. We are committed to the best learning environment for every student.

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This resource is serves individuals with a variety of different disabilities. They have many protection programs. They also provide trainings on self-advocacy which is extremely important for individuals.

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8. WVDRS Sensory Impairment Programs - Blind and Deaf Services

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8. WVDRS Sensory Impairment Programs - Blind and Deaf Services

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This resource would be most appropriate for an individual with a physical disability, specifically with vision or hearing. It includes a list of services and contact information.

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This resource is helpful for individuals who have difficulties learning, hearing, seeing, communicating, participating in physical activities, or coping with stress. This resource lists a variety of services that are available and contact information to help individuals get started!

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6. The Learning Center Technology and Software

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6. The Learning Center Technology and Software

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This resource would be very helping for a student with a learning disability who is planning on attending a two or four year college. This resource lists software to assist with reading, taking notes, hardware to assist with taking notes, and learning center technology lab.

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The Learning Center Technology and Software

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This transition opportunity would best benefit an individual with a learning difference or mild intellectual disability, as this opportunity will still allow the individual to experience college life, but with needed accommodations. Individuals on the spectrum could also be a good fit, depending on severity.

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4. Coordinating Council for Independent Living: Personal Care Services

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4. Coordinating Council for Independent Living: Personal Care Services

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This transition opportunity would benefit individuals with physical disabilities as professionals would enter the home of the individual to offer assistance and to help empower individuals to be independent.

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http://www.nsttac.org/content/age-appropriate-transition-assessment-toolkit/
This toolkit makes it easy to find what is age appropriate as you help a student through their transition plan. By setting age appropriate goals, it makes them easier to accomplish.

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Age Appropriate Transition Assessment Toolkit 3rd Edition | NSTTAC

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This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. H326J050004 and H326J110001. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Departmen…

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I feel that this would be a great tool for us as future educators and educators now. It helps teachers create plans for transitions that meet the requirements. It is able to be downloads onto the your desktop. That gives teachers easy access to the tool kit.

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On the website, I found a category titled, "Resources for Families." This section has a list of resources pertaining to governance, parent leadership and advocacy, financing, standards, needs assessments, data systems, evaluations and research, professional development, outreach and communication, and partnership and capacity building. These resources can be used to educate and further involve families in their loved one's life. When students have families that are involved in their educational experience, they will obtain more support and often succeed at higher rates. I think this resource would be great to share with families at parent-teacher conferences!

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Parent, Family and Community Engagement
General

" Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature-Linda C. Halgunseth and Amy Peterson, National Association for the Education of Young Children and Deborah R. Stark and Shannon Moodie , Pre-K Now
http://www.naeyc.org/files/naeyc/file/ecprofessional/EDF_Literature%20Review.pdf

"Resources for Supporting and Involving Families in Meaningful Ways" in Beyond the Journal, by the National Association for the Education of Young Children, lists articles, multimedia resources, and Web sites that provides information about involving families. http://www.naeyc.org/yc/pastissues/2006/january

Harvard Family Research Project (HFRP): HFRP works with policymakers, providers, philanthropists, and concerned people to strengthen family, school, and community partnerships. Information about parent involvement is available at www.hfrp.org/family-involvement.

Bibliography of Family Involvement in Early Childhood Education by the Family Involvement Network of Educators, a Harvard Family Research Project, highlights family involvement research literature related to early childhood education from 1999-2005. http://www.hfrp.org/publications-resources/publications-series/family-involvement-bibliographies/bibliography-on-family-involvement-in-early-childhood-education--

"Building the Future of Family Involvement" Evaluation Exchange, Vol. XIV, No. 1 & 2, published by the Harvard Family Research Project, examines the current state of and future directions for the family involvement field in research, policy, and practice. http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/current-issue-building-the-future-of-family-involvement

"Reframing Family Involvement in Education: Supporting Families to Support Educational Equity-A Research Initiative of the Campaign for Educational Equity" by Heather B. Weiss, Suzanne M. Bouffard, Beatrice L. Bridglall, and Edmund W. Gordon, December 2009

http://www.hfrp.org/publications-resources/browse-our-publications/reframing-family-involvement-in-education-supporting-families-to-support-educational-equity

Governance

"The Next Step in Systems-Building-Early Childhood Advisory Councils and Federal Efforts to Promote Policy Alignment in Early Childhood" http://www.newamerica.net/publications/policy/next_step_system_building_0

Parent Leadership and Advocacy

Family Connections: The primary goal of Family Connections' parent education, leadership and advocacy component is to help parents gain the skills and confidence necessary to become lifelong leaders and advocates for their children. Each parent who enters Family Connections arrives with a different set of expectations and needs. We work with parents to help them identify attainable goals and give them opportunities to take on leadership and advocacy roles throughout the school year. http://www.familyconnections.org/programs/parent-leadership.php

Circle of Parents ® is a national network of national parent leaders and twenty-five statewide and two metropolitan regional non-profit organizations dedicated to using a peer-to-peer, self-help model of parent support as one of the means of preventing child abuse and neglect and strengthening families. The organization works in collaboration with Prevent Child Abuse America and has been a resource partner for the FRIENDS for over three years.
http://www.friendsnrc.org/

See NCPIE website for national parent organizations... List of Family and Community Organizations http://www.ncpie.org/Resources/Organization.cfm

Financing

"Adding it up: A Rationale for Mapping Public Resources for Children, Youth and Families", intergovernmental commissions, task forces and policy and advocacy organizations have always relied on some level of data on investments in children, youth, families and communities to do their jobs. http://www.financeproject.org/publications/AddingItUpRationale.pdf

Standards

"Engaged Families, Effective Pre-K," explores state-level policies to encourage and enhance family engagement as a critical component of high-quality pre-k. http://preknow.org/documents/FamilyEngagement_Feb2010.pdf

Child Trends-summary report of QRIS standards, including those related to family engagement, forthcoming....
http://www.childtrends.org/Files/Child_Trends-2010_05_10_HL_QRIS.pdf

Needs Assessments, Data Systems, Evaluations and Research

" Family Involvement in Early Childhood Education" a Family Involvement Makes a Difference Brief, No. 1, by the Family Involvement Network of Educators, published by the Harvard Family Research Project, summarizes research studies that link family involvement in early childhood to children's outcomes. It also reports on programs that have been evaluated in order to show successful strategies. http://www.hfrp.org/publications-resources/browse-our-publications/family-involvement-in-early-childhood-education

" Evaluating Family Involvement Programs" , Evaluation Exchange, Vol. X, No. 4, published by the Harvard Family Research Project, addresses the challenges of evaluating family involvement programs. It notes the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. This resource is available at http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/evaluating-family-involvement-programs

" A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement" by Anne T. Henderson and Karen L. Mapp, National Center for Family and Community Connections With Schools, published by the Southwest Educational Development Laboratory, reviews research about positive contributions that parent and school partnership programs can make toward student achievement. This resource is available at www.sedl.org/connections/resources/evidence.pdf

Professional Development

Putting Partnerships into Practice-Resources for Professional Development by The National Coalition for Parent Involvement in Education (NCPIE) http://www.ncpie.org/Resources/resources_by_subject.cfm?resourceTypeID=28

Outreach and Communication

Born Learning is a public engagement campaign that helps parents, grandparents and caregivers explore ways to turn everyday moments into fun learning opportunities. http://www.bornlearning.org/default.aspx?id=40

National Coalition for Parent Involvement in Education -organization that advocates for the involvement of parents and families in their children's education to foster relationships between home, school, and community and to enhance the education of all our nation's young people. http://www.ncpie.org/----List of Family and Community Organizations http://www.ncpie.org/Resources/Organization.cfm

Partnerships and Capacity Building

Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services: The Head Start Program Performance Standards require programs to involve parents in programs and to provide or link families to support services. Information about parent involvement is available at http://eclkc.ohs.acf.hhs.gov/hslc/Family%20and%20Community%20Partnerships/New%20Parental%20Involvement.

Child Care Aware: Child Care Aware helps parents find quality child care and child care resources in their community by providing parenting information and connecting parents to their local child care resource and referral agencies nationwide. A guide for selecting child care, electronic parenting newsletter, and other parent resources are available at www.childcareaware.org.

Strengthening Families Program (SFP): SFP engages early care and education programs, child welfare departments, and others in using the SFP approach to build five protective factors (parental resilience, social connections, knowledge of parenting and child development, concrete support in times of need, and children's social and emotional development) in families. More information is available at www.strengtheningfamilies.net.

" The Parents as Teachers Program: Its Impact on School Readiness and Later School Achievement " by Edward Zigler and Judy Pfannenstiel, published by the Parents as Teachers National Center, describes research that demonstrates that participation in the Parents as Teachers program closes the achievement gap between children entering kindergarten from families living in poverty and children from families above the poverty limit, and that these positive effects are sustained through third grade. http://www.parentsasteachers.org/site/pp.asp?c=ekIRLcMZJxE&b=3637679

National Network of Partnership Schools- was established at John Hopkins University in 1996, NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. http://www.csos.jhu.edu/p2000/

" School, Family, and Community Partnerships: Your Handbook for Action " by Joyce L. Epstein, Mavis G. Sanders, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, and Frances L. Van Voorhis, National Network of Partnership Schools, published by Corwin Press, Inc., guides school leaders and district and State facilitators to plan, implement, and improve school, family, and community partnership programs. The model is based on supporting six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. www.csos.jhu.edu/P2000/publications/manual.htm

" We Can't Get There Without Them: Addressing the Barriers to Parent Participation in Building America's Child Care System" by Roberta Weber and Jerri Wolfe, published by the Oregon Child Care Research Partnership, notes the critical importance of involving parents in child care decisions at the policy level, describes barriers to their participation, and lists resources for those people and organizations responsible for bringing people to the table. http://health.oregonstate.edu/sites/default/files/sbhs/pdf/2002-We-Cant-Get-There-Without-Them.pdf

Center on the Social and Emotional Foundations for Early Learning (CSEFEL): CSEFEL focuses on promoting the social emotional development and school readiness of young children birth to age 5. Resources include Infant/Toddler Training Modules, Preschool Training Modules, and Parent Training Modules. More information is available at www.vanderbilt.edu/csefel.

AVANCE unlocks America's potential by strengthening families in at-risk communities through effective parent education and support programs by focusing on what parents can do during the critical first three years of their child's life. www.avance.org

Colorín Colorado: Colorín Colorado provides articles, resources, and ideas to support English language learners at school and at home. More information is available at www.colorincolorado.org.

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Parent, Family and Community Engagement " Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature-Linda C. Halgunseth and Amy Peterson, National Association for the Education of Young Children and Deborah R.

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NSTTAC offered a tab that went into depth about lesson planning starters and gave some good information about IEP meetings as well. The indicator 13 training material and the indicator 13 checklist were also looking like great resources that can be used bu teachers. Lastly the lesson plan library contains over 85 lesson plans developed directly from intervention studies used to identify the evidence-based interventions in secondary transition. Users may access these lesson plans for specific topics from the Practice Descriptions, or may search the RtPLP Library, using the broad and specific areas of the Taxonomy for Transition Programming. This seems like a great resource as well.

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I think the resources for post secondary education options are a good think to have in this toolkit because there is career and technical education information linked under there which explains so many resources students have access to. There is help on there for just about any issue that could come up during this process. There is also just a lot of information on there about different programs and people that could be of value in these situations. The college planning resources can be especially helpful to those who may feel overwhelmed and confused by such big steps in their lives.

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A resource I found on thte NSTTAC website is the NSTTAC Indicator 13 Checklist. I thought this was a relative resource to what we are currently learning about in class and one that could be very useful to students and families. This resource provides a framework for the requirements at an IEP meeting. It could be very useful for each member of an IEP team to have laid out in front of them to physically check off that all of the requirements were met at the meeting. It would ensure that nothing went unaddressed.

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In order to help states collect data to meeting Indicator 13 of the Part B State Performance Plan and Annual Performance Report, as required by the Department of Education, Office of Special Education Programs, NSTTAC has developed two checklists which can be used. Both checklists were approved for this purpose by OSEP on September 8, 2006. States may choose to use either form or states may choose to develop their own forms for data collection.
NSTTAC Indicator 13 Checklist: Form A
This single column form is designed to meet the minimum requirements for collecting and reporting data on Indicator 13 of the Part B State Performance Plan and Annual Performance Report. It allows a school, district, or state to review the data for each item simultaneously across all postsecondary goal areas.﻿
NSTTAC Indicator 13 Checklist: Form B
This multiple column form meets the requirements for collecting and reporting data on Indicator 13, allows a school, district, or state to more deeply analyze professional development and program change needs by providing data on each item for each postsecondary goal area.
Note: Forms A and B were last updated on July 9th, 2009.

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In order to help states collect data to meeting Indicator 13 of the Part B State Performance Plan and Annual Performance Report, as required by the Department of Education, Office of Special Education Programs, NSTTAC has developed two checklists which can be used. Both checklists were approved for this purpose by OSEP on September 8, 2006.

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I found a program called Student Focus Planning on the website. It helps students in the program with IEP development, student participation, and planning strategies. I think this is a great resource for me since I am going to be a teacher. These are areas where all teachers need help, and it provides a lot of information on the areas on the website.

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As a future Educator, i found the Age Appropriate Assessment Toolkit (3rd Edition) to contain very valuable information. This document contains information that explains what a transition assessment is, why we use the, how to use them, and so much more. It also provides a Transition Assessment Implication Timeline to help guide us on an ongoing transition process.

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Another source I found that would be of value for me in my future as an educator would be the evidence-based practices. This would be helpful for me to see what works and seeing descriptions and skills taught as well as predictors of improved post-school outcomes.

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A resource I found was youth to work coalition which was a resource that has different tool kits, guides, and how to instructors that helps students with special needs. This is a big link that employers use to find students with special needs to get them a job.

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The section that I focused on a lot of today was the self management to academic skills successes. What it touches on was using the ability to teach students about how to manage ones self and making sure they are able to be Independent that they can also learn academics in this process. It showed a study and gave a lot of examples of how academics can be built off of based on teaching everyday things that people need.

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National Secondary Transitions Technical Assistance Center

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National Secondary Transitions Technical Assistance Center

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In the NSTTAC website I found a tab consisting of Lesson Plan Starters that teachers could use. These lesson plan starters have lesson objectives, procedures, and evaluation methods including many more other information already provided in the lesson for teachers who may not be entirely sure how to differentiate their lesson to refer to. I would use this resource in this way, to inform my own lessons or to borrow lessons that already include differentiation.

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The lesson plan starters are really neat and useful for educators. The lesson plan starts provide lesson objectives, setting and materials, lesson content, teaching procedures, evaluation methods, and citation for article in which the lesson plan was developed.

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Web-based Examples and Nonexamples for SPP/APR Indicator 13 Checklist: Overview

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Web-based Examples and Nonexamples for SPP/APR Indicator 13 Checklist: Overview

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This link gives a quick checklist to give parents or specialist guides to understanding the process and what the student is entitled too.

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Age Appropriate Transition assessment toolkit 

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Age Appropriate Transition assessment toolkit 

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This tool would be very useful to me when interacting with a client that has a disability as a future SLP. Having an age specific guidelines for teaching/interacting with  transition lessons/administering transition assessments would make the process much smoother  for both the client and myself.

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I really liked the using self management to teach academic skills. Specifically because of everything with covid the last two years. I think it is very important to have self management during the unexpected times that we have experienced .

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NSTAC Resource for my Future as an Educator.

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NSTAC Resource for my Future as an Educator.

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In my future as an educator, this website would provide me with a "need to know" pdf. having a "need to know" document for special education educators, transition specialist, and state agency secondary special education administrators will ensure every individual working with a child is knowledgable. All individuals are getting the proper education because I was able to refer to the pdf and keep my knowledge up to date.

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They provide free classes for WV residents. They provide skills assessments, job training, and prep classes for further education.

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Mountain State centers for independent living uses peer support to help with the transition process. They teach advocacy and other transition skills.

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They help employ and provide vocational training to people who have barriers to employment. They provide services for every step of the employment process.

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WV Assistive Technology System has an assistive technology library. They help people try out and use AT for free.

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Pace runs the project SEARCH program. They provide job training, life skills training, and job placements. They work to provide employment to community members.

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They provide rehabilitation services to people with disabilities. They provide job training and employment.

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This program helps indivials prepare for their future. It provides planning for their education, and helps them with thier every day life.

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This universuty has a disabilities specialist and they try to help students get all the needs met for the student to succeed in he classroom and every day life.

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This program is associated with WVU Medicine. It helps students with getting a job and the skill needed for that job. It helps with life skills as well.

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this program helps families that have a child with disabilites. It helps them understand how to get their child into independent living.

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This program is for deaf and blind students. It's main goal is to help these students get into the work force.

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Students that have moderate intellectual disabilities learn life skills. These students learn these skills of independence living by staying on campus.

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Appalachian Center for Independent Living 

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Appalachian Center for Independent Living 

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There main focus is for indivials to take control of their life. They stive for them to find independence and living skills. They also proviode equipment needed for independent living as well.

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This progam offeres individulas training for their future careers. This way students can get their high school dipolama or just experience work-based training.

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This program helps families with disabilities. they are anon-profit organization as well. they help families by informing of their legal laws.