Volume 2 Issue 5

September, 2007

	Project Updates - What NSTTAC has been doing recently
	Indicator 13 - News and information
	Announcements - New projects, legislative alerts, calls to participate
	Events - Upcoming NSTTAC and other national events
	Resources - Publications and products
	Funding Opportunities - Grant opportunities and funding resources, including scholarships
	Websites to explore - Featured Web sites
	State Focus - Useful tools that have been developed in specific states
	Additional Information - Additional topics of interest

NSTTAC Notes Feedback We appreciate the feedback we received in response to our summer NSTTAC Notes Survey. We are in the process of trying to respond to as many of the concerns and ideas as possible. For a complete report, go to http://www.nsttac.org/pdf/nsttac_notes_eval07.pdf Knowledge Generation Update The Knowledge Generation Panel participated in meetings in Washington, D.C. in July and August including the data managers meeting related to Indicator 13 and the other SPP indicators; the OSEP Project Directors Meeting, and the OSEP Leadership Conference. The panel is also developing online resources including descriptions of evidence-based practices in secondary transition, which should be available at NSTTACs website and then the subject of teleconferences in September and throughout the fall. They developed and posted I-13 Checklist for State Annual Performance Reports (APRs) at www.nsttac.org and also posted draft training materials for the Indicator 13 Checklist. The final, approved version of the training materials with minor changes will be available online by mid-September. Capacity-Building Institute (CBI) Update During July and August we have continued work on a program evaluation toolkit, followed up on the state institute work with Colorado and Oklahoma, and planned for planned local work in New Mexico, in collaboration with 2 local school districts, NM state team, National Post-School Outcomes Center, and National Dropout Prevention Center for Students with Disabilities. We also have processed evaluations from Oklahoma and Colorado Institutes and the New Mexico cadre meeting, analyzed New Mexico cadre IEP data, and organized information from state plans from the national state planning institute, hosted in May, to plan further assistance and coordination with states. Other activities have included developing the presentation for the 3+2 evaluation meeting with OSEP and review panel, planning for the Mid-Year State Planning Institute as a pre-activity to the International Division on Career Development and Transition conference, October 18 20th, 2007. Finally, we have continued with our email and phone contacts with states regarding their progress on their state plans and to answer any other questions/concerns and initiated work on a guide for putting on institutes. Dissemination Update During the months of July and August we posted a National State Planning Tool and sample planning tools from states for building capacity in secondary transition education and services; continued work with the US Business Leaders Network and the Youth to Work Coalition, and compiled the results from the NSTTAC Notes survey. We also participated in the Project Directors and State Leadership Meetings in Washington, DC.

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Legal Update A recent Office of Civil Rights (OCR) ruling (47 IDELR 273) suggests that a students course of study identified in their transition plan is sufficient provided the school offers parents and students a process by which they may request changes in specific courses. In this case, a teenagers parent requested that her child take band and drumming instruction as electives instead of introduction to technology and fine arts as indicated in the transition plan. The parent alleged discrimination as the motive for the failure to change the students course of study. The request was deemed informal in that it did not take place at an IEP meeting or through the IEP process. It was further held that the IEP team had properly informed the mother of a process by which she could request changes (via the annual IEP meeting) and the need for approval by her childs IEP team. This OCR ruling, while narrow in focus, suggests that schools inform and make available to parents a formal process to request changes in a students course of study, including electives. In this case, the annual IEP process was seen as sufficient provided the parent receives formal notification of this process. NSTTAC Indicator 13 Resources Indicator 13 Checklists (OSEP approved) Form A allows states or districts to determine if student IEPs meet the minimum requirements for Indicator 13. Form B allows a school, district, or state to meet the minimum requirements, and analyze professional development and program change needs by providing data on each item for each postsecondary goal area. I-13 Frequently Asked Questions (OSEP approved) Provides 24 side-by-side questions and answers about Indicator 13 and the NSTTAC Indicator 13 Checklist I-13 Checklist for State Annual Performance Reports (Draft) Provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13 I-13 Data Collection Tool (Draft) Provides a web-based system for recording and storing individual student IEP data for Indicator 13 in a standard Excel spreadsheet. The tool allows schools, districts, or states to monitor their I-13 data relative to key student features including ethnicity, disability category, district or school, gender, or level of service. I-13 Training Materials (Draft) Provides definitions (with examples and non-examples) for all terms used in the I-13 Checklist The final, approved version of the training materials with minor changes will be available online by mid-September. All resources are/ will be available from www.nsttac.org

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The What Works Transition Research Synthesis Project, (Grant #H324W010005) This project was funded by OSEP to synthesize research related to effective practices for secondary-aged students with disabilities in the areas of academics, dropout prevention, and secondary transition. The findings from each synthesis are available on different TA&D websites as follows: The syntheses on effective academic interventions can be found on the website of the National Post-Schools Outcomes Center at http://www.psocenter.org/publications.html The synthesis of cognitive behavioral strategies as a dropout prevention strategy can be found at the website of the National Dropout Prevention Center for Students with Disabilities at http://www.ndpc-sd.org/resources/research.htm The syntheses for secondary transition can be found at NSTTACs website at www.nsttac.org/?FileName=what_works&type=1 Making Connections: Engaging Employers in Preparing Chicago's Youth for the Workforce Engaging employers with workforce preparation activities is widely supported by program providers as a good practice. Research, although limited, supports this practice as well. Based on interviews with youth program providers, employers and policy-makers, this paper explores the inclusion of employers in workforce preparation activities for disadvantaged youth. It discusses the degree to which youth and employers are prepared to engage with each other, how race and culture influence the entire experience, and whether program and policy efforts to increase employer engagement are in scale with youth program demand. Abstract: http://www.chapinhall.org/article_abstract.aspx?ar=1449; Complete Report: http://www.chapinhall.org/content_director.aspx?arid=1449&afid=341&dt=1 "Circle of Champions" The Office of Disability Employment Policy has issued a new "Circle of Champions" brochure, which includes examples of effective disability employment practices among companies that have been recipients of the Secretary of Labor's New Freedom Initiative Award. http://www.dol.gov/odep/newfreedom/coc2007/brochure.htm Urban Institute Releases Report on Innovative Employment Approaches for Low-Income Populations Prepared for the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, the Urban Institute's Report provides information on innovative approaches and programs that promote stable employment and wage growth among low-income populations, including those with barriers to employment such as physical or mental health problems. The report presents a typology that groups approaches into four broad categories: 1) service-focused employment preparation targeted at those with significant barriers to employment; 2) employment-based experience; 3) skill development; and 4) income and work supports. http://www.urban.org/UploadedPDF/411467_employment.pdf Parent Brief: Post-School Outcomes Surveys: Coming Soon to a Student Near You! In 2007, states began surveying former special education students-high school graduates, recent dropouts, and young adults reaching the state's maximum age to receive special education services-to find out whether they have pursued further education or found competitive employment. Prepared by PACER Center staff in collaboration with the National Post-School Outcomes Center, the brief helps families learn what to expect if they are contacted and asked to participate. It provides examples of survey questions and describes how information from the survey will improve secondary education and transition programs. http://www.psocenter.org/Docs/ParentBriefJune07FINAL.pdf Other Announcements Workers with Disabilities: Talent for a Winning Team The US Department of Labor's Office of Disability Employment Policy (ODEP) has announced that "Workers with Disabilities: Talent for a Winning Team!" will be the official 2007 theme for National Disability Employment Awareness Month, which is observed in October throughout the US. http://www.dol.gov/opa/media/press/odep/odep20070555.htm Secondary School Experiences of Students with Autism The National Center for Special Education Research at the Institute of Education Sciences has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. http://ies.ed.gov/ncser/pubs/

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Teleconferences of the Exiting Community of OSEP's TA Communities of Practice Call in numbers will be posted at NSTTAC's website www.nsttac.org or www.tacommunities.org Tuesday, September 18 at 1:00 Central Time - Dr. Sandra Christensen, University of Minnesota "Check and Connect", A What Works Clearinghouse researched-based strategy for reducing the number of dropouts Wednesday, October 3 at 1:00 Central Time - Dr. Michael Sharpe, North Central Regional Resource Center Director Evaluating the Effectiveness of Your Improvement Strategies Webcourses Supported Employment Web-Based Certificate Series. This online course provides an extensive overview of supported employment and how to facilitate competitive jobs for individuals with significant disabilities. Supported Competitive Employment for Individiduals with Mental Illness. This online course provides an extensive overview of supported competitive employment for individuals with mental illness. There will be six lessons posted every two weeks Both courses begin September 10, 2007 and end December 10, 2007 www.worksupport.com/training/courses.cfm 2007 National Dropout Prevention Conference September 14-16, 2007 This conference, held in Phoenix, AZ and presented by the Arizona Department of Education, will provide participants with access to effective strategies and best practices to combat the dropout problem. http://www.ade.az.gov/asd/dropout/conference/ American Sign Language Expo, 2007 September 15, 2007 The ASL sponsors the Expo in Long Beach, CA. The Expo is a trade show targeting the sign language community, with an emphasis on bringing together the deaf and the hearing communities. The purpose of the Expo is to educate consumers, establish material visibility, and generate sales leads for exhibitors of all kinds, including video relay services, wireless communications, interpreter services, American Sign Language video distributors, baby sign video distributors, and any other businesses that want to market their products and services to consumers experiencing hearing loss. http://aslexpo.com/ 2007 DeafNation Expo September 15, 2007 - Worcester, MA. September 22, 2007 - Portland, OR October 6, 2007 - Chicago, IL October 27, 2007 - Pleasanton, CA November 17, 2007 - Secaucus, NJ The DeafNation Expo began with 6 Expos in Spring 2003 and has grown to 12 Expos annually attracting in excess of 125,000 participants. http://www.deafnation.com/page.php?id=451 The 20th Annual National Independent Living Conference "Growing Pains 2007" September 19 - 22, 2007 Growing Pains is sponsored by the Daniel Memorial Institute and held in Denver, CO. The conference will offer numerous seminars, workshops and exhibits (plus Pre-Conference Institutes on Wednesday) to assist personnel dedicated to helping teens become competent, responsible, and independent adults. http://www.danielkids.org/sites/web/content.cfm?id=276 Building the New Workforce: Inclusion & Innovation September 23-26, 2007 The New Workforce conference is in Orlando, FL and represents the US Business Leadership Networks 10th Annual Conference and 2nd Annual National Career Fair at the Buena Vista Palace and Spa. The 2007 conference is the preeminent national event for business, community leaders and BLN chapters that have an interest in hiring, retaining, and marketing to people with disabilities. http://www.newworkforceconference.org/ Secondary Transition Mid-Year Institute October 17, 2007 This pre-conference workday is sponsored by NSTTAC and held in Orlando FL at the Disney Contemporary Resort hotel. The mid-year follow-up is part of a continuous improvement process and will give state teams an opportunity to review progress on transition capacity building plans developed at the Secondary Transition State Planning Institute (May, 2007). http://www.nsttac.org/?FileName=midyear_institute&type=1 DCDT Conference October 18 - 20, 2007 The Division on Career Development and Transition will hold its conference at the Disney Contemporary Resort Hotel. http://www.dcdt.org/calendar/index.html Guiding All Students to the Winner's Circle: Rigor, Relevance, Relationships October 27 - 31, 2007 The 19th Annual National Dropout Prevention Conference will be in Louisville, KY at the Galt House Hotel and Suites. The Conference program will include more than 100 sessions with strands focusing on the following topics: secondary school redesign, programs for students with disabilities, juvenile justice/safe schools, truancy, adolescent literacy, differentiated learning, service-learning, cooperative education, vendor presentations, and English as a Second Language (ESL). http://guest.cvent.com/EVENTS/Info/Summary.aspx?e=79ae469a-8183-4d79-b618-b4bb47f36b2c Symposium on Postsecondary Opportunities on College Campus for Students with Intellectual/Cognitive Disabilities November 5, 2007 The Developmental Disabilities Institute (DDI) announces an upcoming Symposium on Postsecondary Opportunities on College Campuses for Students with Cognitive/Intellectual Disabilities. The first ever Michigan event will take place November 4th & 5th, 2007 on the campus of Oakland University in Rochester, MI. http://www.ddi.wayne.edu/postsecondary_symposium.php "Transforming Relationship: For the Common Good", The 2007 Healthy Communities Healthy Youth Conference November 8 - 10, 2007 Sponsored by the Search Institute and held in Rochester, NY. For more information go to http://www.search-institute.org/hchy "Teaching Communication Skills to Children with Autism and other Developmental Disabilities" December 10 - 12, 2007 Held in Augusta, GA. For more information contact Tammy Evans at te1969@netzero.com or 706-831-1107. The 2008 National ADA Symposium and EXPO May 12-14, 2008 Hosted by the network of DBTAC-ADA Centers and held in St. Louis, MO. http://www.adasymposium.org International Conference on Self-Determination May 26 - 28, 2008 An international conference on self-determination is sponsored by the Center for Self-Determination and held in Detroit, MI. http://www.self-determination.com IASSID 13TH World Congress People with Intellectual Disabilities: Citizens in the World August 25 - 30, 2008 Sponsored by IASSID and held in Cape Town, South Africa. For more information go to http://www.iassid.org

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IDEA 2004 Video Clips The U.S. Department of Education has created a series of video clips to make the IDEA 2004 Part B final regulations easier to navigate. Video clips are available on the following topics: Children Enrolled by Their Parents in Private Schools, Discipline, Early Intervening Services/Response To Intervention (RTI), Highly Qualified Teachers, Individualized Education Program (IEP) Changes in Initial Evaluation and Reevaluation, Monitoring and Enforcement, National Instructional Materials Accessibility Standard (NIMAS), and Procedural Safeguards. http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CVideoClips%2C DisabilityInfo.gov The New Freedom Initiative's Online Resource for American with Disabilities. DisabilityInfo.gov is the Federal Government's one-stop web site for people with disabilities, their families, employers, veterans, workforce professionals and many others. http://www.disabilityinfo.gov/ On-Campus Outreach (OCO) The purpose of this online training module is to provide guidance on developing an Individual Support Model (ISM) to increase access to inclusive college experiences and to improve chances for the success of students with intellectual disabilities. An ISM approach provides students with individualized services and supports (e.g., educational coach, tutor, technology, natural supports) in college courses, certificate programs, internships, and/or degree programs. The training is offered by the On-Campus Outreach project at the University of Maryland and funded by the U.S. Office of Special Education Programs. http://www.education.umd.edu/oco/training/oco_training_modules/IndividualSupports/start.html Newspaper in Education Starting in September 2007, The New York Times Electronic Edition will be available for classroom use. The Electronic Edition is a digital replica of the complete New York Times newspaper as it appears in print, including every article, photograph and advertisement. http://www.nytimes.com/learning/teachers/NIE/index.html Wrightslaw: Special Education Law and Advocacy Parents, educators, advocates, and attorneys can go to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Begin your search for information in the Advocacy Libraries and Law Libraries. http://www.wrightslaw.com/ America's Career Resource Network (ACRN) ACRN consists of state and federal organizations that provide information, resources and training on career and education exploration.. The ACRN web site serves as an online hub for career development professionals, parents, and students who want information on how career development encourages and enhances solid academic achievement. The network's national activities are funded by a grant from the U.S. Department of Education. http://www.acrnetwork.org/ Mental Health Resources On the Move: Helping Young Adults with Serious Mental Health Needs Transition into Adulthood A new policy brief outlining lessons learned from SAMHSA's Partnerships for Youth Transition (PYT) initiative is now available. http://ntacyt.fmhi.usf.edu/publications/what-we-learned.pdf The Availability and Accessibility of Transition-to-Adulthood Services for Youth with Serious Mental Health Conditions This article from Portland Data Trends shows results from transition-to-adulthood service programs in child and adult state mental health systems across the United States. Results from this research emphasize that transition-to-adulthood service programs are lacking in both availability and accessibility, signaling the need for increased awareness and funding to best assist young people with mental illness as they undergo this transition. The article can be found by going to http://www.rtc.pdx.edu/pgDataTrends2007.shtml and scrolling down to item #139. A Difficult Passage: Helping Youth with Mental Health Needs Transition into Adulthood Developed by the National Conference of State Legislators and the National Collaborative on Workforce and Disability/Youth, this Policy Brief discusses current state strategies for improving outcomes for youth with mental health needs and offers additional policy recommendations. http://www.ncsl.org/programs/health/forum/youthmentalneeds.htm Transition Fact Sheets Produced by the U.S. Department of Labor, these fact sheets to provide guidance to assist youth with a successful transition into the workforce by answering questions regarding disclosure, accommodations and resources. The Why, When, What, and How of Disclosure in an Academic Setting, After High School http://www.dol.gov/odep/pubs/fact/wwwh.htm Youth, Disclosure, and the Workplace Why, When, What, and How http://www.dol.gov/odep/pubs/fact/ydw.htm Entering the World of Work: What Youth with Mental Health Needs Should Know about Accommodations http://www.dol.gov/odep/pubs/fact/transitioning.htm Money Follows the Person Toolbox: Services for Individuals with Developmental Disabilities This publication presents information about states' efforts to transition individuals with Developmental Disabilities from Medicaid funded facilities into the community and to provide support services to these individuals using techniques compatible with the Money Follows the Person (MFP) Demonstration program. Source: Rutgers/NASHP More Info: http://www.hcbs.org/moreInfo.php/nb/doc/1968 Transition Guide to Community Living with a Self Assessment Tool This Louisiana booklet is a self assessment transition guide to assist individuals in nursing facilities on how to start planning for a move to the community and obtaining the supports and services they may need. http://www.hcbs.org/moreInfo.php/nb/doc/1946 Resources provided do not necessarily reflect an endorsement from NSTTAC. In addition, some of the resources may contain a purchase fee.

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GrantsAlert.com The number one goal of GrantsAlert.com is to make life a little easier for those who devote their time to searching for new funding opportunities for their organizations, schools, districts, consortia and state education agencies. http://www.grantsalert.com/ Wachovia Center for Scholarship Administration The funds for this program are provided through the generosity of corporations, foundations, individuals and trust funds. Select the scholarship program listed in which you are interested and by clicking on the link the next page will provide links to the scholarship-specific guidelines and instructions. http://www.wachoviascholars.com/wscholarships.php Grants to Mobilize Youth for Service-Learning and Community Service Youth Service America is looking for organizations that will function as lead agencies for Global Youth Service Day (April 25-27, 2008), the largest service event in the world that mobilizes youth to identify and address the needs of their communities through service-learning and community service. Maximum Award: $2,000 GYSD planning grant and direct assistance and support from Youth Service America. Eligibility: Organizations that engage youth in service in one or more of the 50 U.S. states, the District of Columbia, or the Canadian provinces of Alberta, Ontario, or New Brunswick. Deadline: September 17, 2007. http://ysa.org/GYSD/LeadAgency/tabid/177/Default.aspx 2007 Kids In Need Teacher Grants Kids In Need Teacher Grants are available to fund projects that make creative use of common teaching aids, approach curriculum from an imaginative angle, or tie nontraditional concepts together for the purpose of illustrating commonalities. Innovation and merit account for 40 percent of the evaluation. Maximum Award: $500. Deadline: September 30, 2007. http://www.kidsinneed.net/grants/guidelines.php Funds for School Improvement Projects Led by Parents Lowe's Toolbox for Education grant program funds school improvement projects initiated by parents in recognition of the importance of parent involvement in education. Maximum Award: $5,000. Eligibility: K-12 schools (including charter, parochial, private, etc) or parent groups (associated with a non-profit K-12 school). Deadline: October 12, 2007. http://toolboxforeducation.com Nominations for Outstanding Young Educator Award The Association for Supervision and Curriculum Development (ASCD) is seeking nominations for its Outstanding Young Educator Award, which recognizes a teacher under 40 who demonstrates excellence in his or her profession, a positive impact on students, creativity in the classroom, and leadership in his or her school or district. Maximum Award: $10,000. Deadline: October 15, 2007. http://servicelearning.org/resources/funding_sources/index.php?popup_id=242 "Pay It Forward Service-Oriented Mini-Grants" Pay It Forward Mini-Grants fund one-time-only service-oriented projects identified by youth as activities they would like to perform to benefit their school, neighborhood, or greater community. Projects must contain a "pay it forward" focus that is, they must be based on the concept of one person doing a favor for others, who in turn do favors for others, with the results growing exponentially. Maximum Award: $500. Eligibility: K-12 youth. Deadline: October 15, 2007. http://payitforwardfoundation.org/educators/grant.html "NEA Foundation Student Achievement Grants" The NEA Foundation Student Achievement Grants provide funds to improve the academic achievement of students by engaging in critical thinking and problem solving that deepen knowledge of standards-based subject matter. The work should also improve students habits of inquiry, self-directed learning, and critical reflection. Maximum Award: $5,000. Eligibility: practicing U.S. public school teachers, public school education support professionals, or faculty or staff at public higher education institutions. Deadline: October 15, 2007. http://www.neafoundation.org/programs/StudentAchievement_Guidelines.htm

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Disability World A web-zine of international disability news and views. Disability World is produced by the World Institute on Disability (WID).  http://www.disabilityworld.org/ Campaign for High School Equity: Preparing Every Student for Graduation, College, Work, and Life The Campaign for High School Equity is a coalition of national organizations representing communities of color that believe that high schools should have the capacity and motivation to prepare every student for graduation, college, work, and life. The Campaign represents Americans of all racial, ethnic, and socioeconomic backgrounds, united under the mission of raising every U.S. high school to the high level of excellence that all of the countrys youth deserve and upon which the nations future depends. http://www.highschoolequity.org/ Ibiblio, the Public's Library and Digital Archive Home to one of the largest "collections of collections" on the Internet, ibiblio.org is a conservancy of freely available information, including software, music, literature, art, history, science, politics, and cultural studies. ibiblio.org is a collaboration of the Center for the Public Domain and the University of North Carolina at Chapel Hill. www.ibiblio.org The George Lucas Educational Foundation (GLEF) GLEF was founded in 1991 as a nonprofit operating foundation to celebrate and encourage innovation in schools. Since that time, they have been documenting, disseminating, and advocating for exemplary programs in K-12 public schools to help these practices spread nationwide. http://www.edutopia.org/ Adolescent Health Transition Project A resource for adolescents with special health care needs, chronic illnesses, physical or developmental disabilities. It is designed to help smooth the transition from pediatric to adult health care for adolescents with special health care needs. This site is a resource for information, materials, and links to other people with an interest in health transition issues. The project is housed at the Center on Human Development and Disability (CHDD) at the University of Washington, Seattle and sponsored by the Children with Special Health Care Needs Program, Washington State Department of Health. http://depts.washington.edu/healthtr/ Transition Research Institute at Illinois (TRI) The TRI, established in 1985, identifies effective practices, conducts intervention and evaluation research, and provides technical assistance activities that promote the successful transition of youth with disabilities from school to adult life. TRI also serves as an information resource for teachers, service providers and researchers statewide, nationally and internationally. The Transition Research Institute is the lead institution for the consortium, the National Transition Alliance for Youth with Disabilities (NTA). http://www.ed.uiuc.edu/SPED/tri/institute.html Transition to Independence Process (TIP) system The mission of the TIP system is to assist young people with emotional or behavioral difficulties (EBD) in making a successful transition to adulthood with all young persons achieving, within their potential, their goals in the transition domains of education, employment, living situation, and community life. http://tip.fmhi.usf.edu/ The National Center on Youth Transition web site The Mission of the National Center on Youth Transition is to improve practices, systems, and outcomes for transition-age youth and young adults (14-25 years of age) with emotional or behavioral difficulties (EBD). In October 2002, the Substance Abuse and Mental Health Services Administration (SAMHSA), of the US Department of Health and Human Services, awarded $2.3 million for the Partnerships for Youth Transition initiative, which funds five sites across the nation to develop and implement transition programs for youth with emotional and behavioral difficulties (E/BD) as they enter adulthood. http://ntacyt.fmhi.usf.edu/ PERC online The resource is sponsored by the Postsecondary Education Research Center (PERC) project, which is coordinated by TransCen, Inc. this web site provides information and resources on college options for students with intellectual disabilities. The purpose of the Post-Secondary Education Research Center (PERC) project is to demonstrate and research exemplary practices in supporting students with intellectual disabilities ages 18-21 in postsecondary settings. http://www.transitiontocollege.net/percinfo.html National Youth Leadership Network (NYLN) NYLN is a project of the Portland State University (PSU) Regional Research Institute and is the national voice for young people with disabilities. Promoting leadership development and education in the pursuit of ensuring that all youth with disabilities have the opportunity to attain their maximum, unique and personal potential. http://nyln.org/index.html Jim Casey Youth Opportunities Initiative Helping youth in foster care make successful transitions to adulthood. The Jim Casey Youth Opportunities Initiative is a national foundation whose mission is to help youth in foster care make successful transitions to adulthood. Formed by two of the leading foundations focused exclusively on child and youth well-beingThe Annie E. Casey Foundation and Casey Family Programs the Initiative brings together the people and resources needed to help youth make the connections they need to education, employment, health care, housing, and supportive personal and community relationships. http://www.jimcaseyyouth.org/index.htm Center for Implementing Technology in Education (CITEd) CITEd is supporting school districts in using technology to provide differentiating instruction through the Technology Implementation Partnership. They are currently working with selected districts to improve identified areas of need. http://www.cited.org/index.aspx International Society for Technology in Education (ISTE) ISTE is the trusted source for professional development, knowledge generation, advocacy, and leadership for innovation. It provides leadership and service to improve teaching, learning, and school leadership by advancing the effective use of technology in PK12 and teacher education. Home of the National Educational Technology Standards (NETS), the Center for Applied Research in Educational Technology (CARET), and the National Educational Computing Conference (NECC), ISTE represents more than 85,000 professionals worldwide. http://www.iste.org/ Emerging Technologies Games and Utilities All materials found on this site may be used for on-profit educational settings. All rights for any trademark or copyright protected items in the presentations are maintained by their respective owners. A recent study found that close to 60% of teachers would like to use video games in their classrooms (Future Lab Press Release, 2006). The materials located here enhance education through the use of technology.  http://people.uncw.edu/ertzbergerj/msgames.htm Health & Ready to Work (HRTW) Success in the classroom, within the community, and on the job requires that young people with special health care needs stay healthy. To stay healthy, young people need an understanding of their health and to participate in their health care decisions. This site provides information and connections to health and transition expertise nationwide from those in the know, doing the work and living it! http://www.hrtw.org/ Independent Living Research Utilization (ILRU) ILRU, founded in 1975, has a long history of providing research, education and consultation in the areas of independent living, the Americans with Disabilities Act, home and community based services and health issues for people with disabilities. ILRU provides training and information dissemination in a number of ways including on-site and on-line training, Web casts and teleconferences. http://www.ilru.org/index.html TAcommunities.org This web site is one of several forums available as part of OSEP's Technical Assistance initiative to exchange strategies and ideas that will improve outcomes for children with disabilities. This project seeks to combine OSEP resources from the Monitoring and State Improvement Planning Division and technical assistance resources from the Research to Practice Division. http://www.tacommunities.org/ STEPS Forward - Inclusive post-secondary education STEPS Forward Inclusive Post-secondary Education Society was incorporated in 2001 by a group of parents concerned that there was no place in society for their children with intellectual disabilities as they reached adulthood no place for lifelong education, no place for employment, no place to participate as citizens. STEPS mandate is to transform post-secondary education in the province of British Columbia by modeling inclusion for students with intellectual disabilities, starting at UBC (STEPS-Campus) and eventually expanding to other colleges and universities throughout the lower mainland and the rest of the province. http://www.steps-forward.org/ The International Dyslexia Association (IDA) IDA is a non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that support them. IDA is the oldest learning disabilities organization in the nation -- founded in 1949 in memory of Dr. Samuel T. Orton, a distinguished neurologist. Throughout their history, their goal has been to provide the most comprehensive forum for parents, educators, and researchers to share their experiences, methods, and knowledge. http://www.interdys.org/ Resource Clearinghouse These resources include research or advocacy reports and books from the Association for Supervision and Curriculum Development (ASCD) and other organizations with an expertise in these issues. A wide range of articles and research briefs from ASCD. Articles include Is It Good For The Kids? (Monthly columns by ASCD Executive Director Gene R. Carter), Education Update (our monthly newsletter), Educational Leadership (our flagship monthly magazine), ASCD Info brief (our quarterly policy publication), and Research Brief (our monthly Web-based summaries of key research). Links to related ASCD websites and others maintained by like-minded organizations. http://www.wholechildeducation.org/clearinghouse/

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The University of Montana Rural Institute The Rural Institute: Center for Excellence in Disability Education, Research, and Service is part of the national network of programs funded by the Federal Administration on Developmental Disabilities (ADD). It is committed to increasing and supporting the independence, productivity, and inclusion of persons with disabilities into the community. Based at the University since 1979, the Rural Institute advocates for and supports full participation in community life by rural Americans of all ages. From integrated childcare to supported employment, the Institute's wide range of grant-funded research, service and training projects blend innovative approaches and techniques with existing community services. http://ruralinstitute.umt.edu/ Connecticut Summary Of Performance In January, 2006, after over a year of development, the Connecticut State Department of Education revealed Form ED 635 (http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/ED635.pdf). This Summary of Performance (SOP) was to be used by all school districts to comply with the IDEA 2004 regulation to provide a summary of a students academic achievement and functional performance, including recommendations on how to assist a student in meeting their postsecondary goals. This form was developed by the Connecticut Transition Task Force which acts as a statewide, interagency advisory committee on secondary transition for the Bureau of Special Education. Connecticut school districts began using this form during the 2005-06 school year. Statewide implementation training was expanded during 2006-07 to include suggestions for implementing a comprehensive process for developing SOPs. This process would involve developing the SOP as a group (preferably not in an IEP meeting, but with input from a wide range of professionals); writing the SOP over the course of a students final year or using the SOP as a living document, beginning its development during the students first transition year; using the review of the SOP as an exit interview in preparation for discussing the post-school outcomes survey that the student would be receiving the following year; and having the student assist in the writing of the SOP. In addition, the Task Force is working on instructions to help students understand different ways to use the SOP upon exiting from high school and to help professionals who are receiving the SOP to know how to best implement the information contained in the SOP. Rather than provide sample SOPs, the Task Force developed a list of best practices that could be included in the various sections of the SOP for a wide range of students from those entering postsecondary education to students who would be participating in adult day programs and working in supported employment. In addition, the State Department of Education is collaborating with the Connecticut Association on Higher Education (CT AHEAD) and the Transition Committee of the Bureau of Rehabilitation Services (BRS) to identify the type of information postsecondary and VR service providers are looking for to identify the functional needs of students accessing adult services under Section 504 and the ADA. Through these collaborations, Connecticut is laying the groundwork for our students to be able to use the SOP more as it was intended under IDEA as at least partial documentation for receiving services and accommodations via colleges, universities and adult service agencies. All of these suggestions will be incorporated into a set of guidelines for completing the Summary of Performance. Currently, the State Department of Education has developed a list of Frequently Asked Questions to assist districts in completing the Summary of Performance (http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/TopicBrief-SOPFAQ.pdf) For additional information regarding Connecticuts Summary of Performance, please contact Dr. Patricia Anderson, State Transition Coordinator, Connecticut State Department of Education: patricia.anderson@ct.gov or 860/7136923.

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The Nation, Not Schools, takes Lousy Care of our Children Educators know first hand that less-privileged students -- an ever-growing number, seemingly -- enter school at a significant disadvantage compared to their more privileged peers. That gap opened up long before the school bell tolled. Even in schools where low-income children have made strong gains, the gap persists. Schools have little impact on poverty or the lack of good health care, decent jobs for parents, affordable housing and other social factors that contribute to a childs readiness to learn. Educators who voiced these concerns were often chastised as racist, class-biased or indulging in the "soft bigotry of low expectations." Schools may exacerbate the achievement gap, but they didn't create it in the first place. As a nation, writes Julia Steiny in The Providence Journal, we are shockingly content to tolerate widespread poverty among our fellow citizens. We are the richest country in the world, but one in five children is brought up in a family living at the federal poverty line. The quintile above them is not much better off. In short, we take lousy care of our kids, but find it convenient to blame the schools. http://www.projo.com/opinion/columnists/content/se_educationwatch03_06-03-07_PT5QQFV.24c035f.html Who Needs Honors Courses? Try Everyone The honors course was once a vital part of American high schools, respected by all. That is changing fast and many students and their parents are upset about it, writes Jay Mathews in the Washington Post. School districts are replacing honors studies with more strenuous, college-level Advanced Placement (AP), International Baccalaureate or Cambridge courses. Ambitious students who have already signed up for several of these demanding courses and are hoping to take the less terrifying honors option in some subjects find they must choose between other AP courses or rudimentary regular courses. http://www.washingtonpost.com/wp-dyn/content/article/2007/07/16/AR2007071601288.html Access for Persons with Disabilities in Schools Faulted An audit of the Los Angeles Unified School District's progress in building and remodeling schools to make them accessible to people with disabilities found chronic problems in the design of parking, restrooms, ramps and drinking water fountains, as well as a troubling lack of documentation and misstatements of accomplishments. "We find this to be really offensive and frankly kind of squandering limited tax resources that are designed to build schools for everyone," said Catherine Blakemore, a lawyer with the public interest law firm Protection and Advocacy. The audit, performed by Disability Access Consultants, found ramps with handrails that stopped short, new bleachers without wheelchair seating and outdoor lunch tables without wheelchair access. Bathrooms or stalls marked for use by the disabled did not provide proper clearance or the appropriate height for wheelchair users. Auditors found numerous problems in each of the 19 schools selected randomly for compliance, including four new campuses, reports Evelyn Larrubia in the Los Angeles Times. It was the latest audit in a series commissioned by the monitor, but the first to tackle disabled access. In a scathing letter to the school board and superintendent, monitor Frederick Weintraub said the district had failed so dismally that it "appears indicative of a systemic problem in the management and oversight of the district's facilities program." http://www.latimes.com/news/education/la-me-lausd31may31,1,581904.story?coll=la-news-learning Laboratories of Reform: Virtual High Schools and Innovation in Public Education Over 90 percent of public colleges and universities offer online courses and high schools have offered virtual learning for over a decade. Though online education is controversial in some circles, research shows that it can be as effective as traditional classroom learning. The small body of research focused on the effectiveness of K12 virtual schooling programs supports findings of similar studies on virtual courses in higher education. They find "no significant difference" in student performance in online courses versus traditional face-to-face learning. http://www.educationsector.org/research/research_show.htm?doc_id=502307 The American Inequality Lab The lab is devoted to understanding the causes and consequences of inequality in American society. The primary objective of the Lab is to ask relevant, targeted questions about inequality, and use every tool available (empirical, experimental, and theoretical) to answer these questions. The broader objective of the lab is to use scientific methods rather than anecdotal or ideological reasoning to improve public decision making and policy around issues related to inequality in the U.S. http://www.people.fas.harvard.edu/~rfryer/ Education the Key to Better Security Survey results suggest that schools need to focus less on technology, and more on teaching, to keep their networks and buildings secure according to Laura Devaney, Associate Editor, eSchool News. A survey by technology reseller CDW-G suggests that schools need to do a better job of educating students, and not just rely on technology-based security solutions, to keep their buildings and networks safe. http://www.eschoolnews.org/news/showStoryts.cfm?ArticleID=7253 Teens using M-rated games to vent anger According to the Massachusetts General Hospital's (MGH) Centre for Mental Health and Media, many young people play video games to manage their feelings, such as stress and anger, and those who play violent video games are among those more likely to play to deal with their anger. http://www.electricnews.net/article/64997.html Where siblings lead the way The two siblings take classes together in courses that emphasize reading, math and art. La Salle University graduate students specializing in education staff the three-week summer program as teachers and classroom supervisors. The experience is designed to challenge the future teachers to deal with special-needs children and their non-disabled siblings at the same time. "This is a very unique program because we have daily communication with the parents and we take the entire family," said Carole A. Patrylo, program director and assistant professor of education at La Salle. Sheldon H. Horowitz, director of professional services at the National Center for Learning Disabilities in New York, said inclusion programs have been around for years but including siblings is a new approach. http://www.philly.com/philly/education/8426077.html

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If you think you'll lose, you're lost for out in the world we find success begins with a fellow's will - it's all in the state of mind Napoleon Hill

Note: Thanks to Reference Points: Transition Updates from the TATRA project for providing some of the information including in this issue of NSTTAC Notes. Reference Points is administered by PACER Center http://www.pacer.org/ as a joint technical assistance activity of the TATRA Project and the National Center on Secondary Education and Transition http://www.ncset.org/. The National Center on Secondary Education and Transition is funded by and is a partner with the U.S. Department of Education, Office of Special Education Programs, cooperative agreement # H326J000005. The TATRA Project is funded by the Rehabilitation Services Administration http://www.ed.gov/offices/OSERS/RSA/index.html.

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