Welcome to the website of the National Secondary Transition Technical
Assistance Center (NSTTAC)!
NSTTAC is a national Technical Assistance and
Dissemination center funded from January 1, 2021 through December 31, 2020 by
the U.S. Department of Educations Office of Special Education Programs (OSEP)
The National Secondary Transition Technical Assistance Center ( NSTTAC ) is directed and staffed by the Special Education Program at the University of North Carolina at Charlotte, in partnership with the Special Education Programs at Western Michigan University and Appalachian State University. In order to ensure full implementation of IDEA and help youth with disabilities and their families achieve desired post-school outcomes, NSTTAC will help states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities and disseminate information and provide technical assistance on scientifically-based research practices with an emphasis on building and sustaining state-level infrastructures of support and district-level demonstrations of effective transition methods for youth with disabilities. The NSTTAC will provide efficient and effective large-scale implementation and sustainability of research-based secondary transition
Expert Panels on Identifying Research Based Transition Practices, Enhancing States’ Capacity , and Dissemination and Outreach include both consumers (i.e., parents, students, teachers, administrators) and content experts. We expect to build effective, efficient, and sustainable research-based interventions and models that improve outcomes of youth with disabilities by:
- Assisting State Education Agencies in collecting data on federally mandated State Performance Plans’ Indicator 13 and using these data to improve transition services.
- Identifying research-based practices in transition. These knowledge generation activities will include, at a minimum: (a) an analysis of IDEA Part B State Annual Performance Reports; (b) identifying and synthesizing effective and promising practices from the WWC, as well as other OSEP-funded centers; (c) consulting with other relevant federal and state agencies; and (d) conducting literature reviews, as needed.
- assistance and dissemination. The plan will identify each activity necessary to advance implementation of transition-related actions in states and demonstrate the strategic relationship of these actions to improved outcomes for youth with disabilities.
- Implementing a strategic plan for technical assistance that enhances state capacity to support and improve transition planning, services, and outcomes using a capacity building institute model which is a proven process for linking research-based practices to state and local implementation, an accessible website and other activities. Capacity building will be planned in collaboration with other OSEP funded technical assistance centers, regional resource centers for special education, state directors of special education, and regional parent training and information centers.
- Developing and disseminating an array of products to State-specific audiences including students, families, teachers, rehabilitation counselors, administrators, policymakers, and researchers. Products and strategies will be developed and disseminated in collaboration with other technical assistance providers, organizations, and agencies.
STATE OF TRANSITION
High school graduation traditionally signifies a time filled with many challenges and changes. It is a time anxiously awaited by students and parents, filled with hopes and dreams of successfully leaving high school and moving into employment and/or post-secondary education. Halpern (1992) has defined this transition as “a period of floundering that occurs for at least the first several years after leaving school as adolescents attempt to assume a variety of adult roles in their communities” (p. 203) . Unfortunately for students with disabilities the “floundering period” often lasts for years, and in some cases, a lifetime. To ensure full implementation of IDEA and to help youth with disabilities and their families achieve desired post-school outcomes, NSTTAC helps states build capacity to support and improve transition planning, services, and outcomes for youth with disabilities.
David Test, Project Co-Principal Investigator – Knowledge Generation
Department of Special Education and Child Development
University of North Carolina at Charlotte
9201 University City Blvd.
Charlotte , NC 28223
Paula Kohler, Project Co-Principal Investigator – Capacity Building
Department of Educational Studies
Western Michigan University
3506 Sangren Hall
Kalamazoo , MI 49008
Larry Kortering, Project Co-Principal Investigator – Dissemination and Outreach
Appalachian State University
Reich College of Education
Department of Language Reading and Exceptionalities
ASU Box 32085
Boone , NC 28608-2085
Marlene Simon-Burroughs, Project Officer
Associate Division Director
Secondary Transition, Postsecondary Team
Office of Special Education Programs [auto link to OSEP website]
U.S. Department of Education
550 12th Street, S.W., Room 4151
Washington, DC 20202-2600
Ph (202) 245-7525 Fax (202) 245-7619
Catherine Fowler, Project Coordinator
Special Education & Child Development
9201 University City Blvd. , UNC Charlotte
Charlotte , NC 29223
Patricia Braziel, Project Coordinator, ASU
Jennifer Hill, Project Coordinator, WMU
Terry McClannon, Technology Facilitator, ASU
Sharon Richter , Graduate Research Assistant, UNC Charlotte
Harvey Crawley, Graduate Research Assistant, WMU
Adam Combs , Graduate Assistant, ASU
Christopher Needham, NSTTAC Notes editor
Valerie Mazotti, Graduate Research Assistant, UNC Charlotte
James White - Graduate Research Assistant, UNC Charlotte
Florence Parkhill, Project Secretary, UNC Charlotte
Shirley Swift, Office Associate, WMU
Robert Green, firstname.lastname@example.org
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