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"Welcome! I'm Eugene. I'm trying to do my part to create a world that is more alive. I've spent the past decade focusing on the role that collaboration and community play toward that end."

The National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has released three new publications, including "By Youth, for Youth: Employment," "Transition Truths: An Overview of Transition Systems," and "Supporting Families of Students with Disabilities in Postsecondary Education: Learning from the Voices of Families." NCWD/Youth assists state and local workforce development systems to better serve all youth, including youth with disabilities and other disconnected youth, and is composed of partners with expertise in education, youth development, disability, employment, workforce development, and family issues.

"In our professional development, we work with interdisciplinary teams to increase their capacity to implement three elements necessary to support college and career competencies (CCC) for all students: Collaboration between all stakeholders (e.g., administrators, general and special educators, counselors, service providers, families, etc.) Multi-tiered instruction and intervention Effective use of data to inform decisions at multiple levels"

"The Office of Student Wellness at NH DOE is committed to the development of the whole child. We work, in collaboration with local communities, school districts, and individuals, to support students as they become fully productive members of society. Our approach allows us to affect real, meaningful change in the lives of all Granite Staters while remaining fiscally responsible, culturally competent, and youth guided."

"The Annenberg Institute for School Reform (AISR) at Brown University and the John W. Gardner Center (JGC) at Stanford University have each received three-year grants from the Bill & Melinda Gates Foundation to work together to select a network of sites and develop models for College Readiness Indicator Systems (CRIS). As part of this collaborative effort, AISR and JGC develop, test, and disseminate effective tools and resources that provide early diagnostic indications of what students need to become college ready. The two organizations serve complementary, but distinct roles. JGC develops and studies the implementation of a tri-level (individual, setting, and system) early warning system using a flexible, "design-build" approach with the partner districts. AISR focuses on cross-site learning; brokering expertise and supports for partner districts; understanding issues related to district, municipal, state, and federal contexts; and process documentation. The CRIS sites are Dallas, New Visions for Public Schools (New York City), Philadelphia, Pittsburgh, and San Jose, California."

"The National Center on RTI in partnership with the Idaho's State Department of Education and Boise State University presents a webinar discussing Idaho's specific learning disability (SLD) criteria. The webinar illustrates the deliberate and continued collaboration among various programs in the SEA in the design, development, and implementation of Idaho's SLD eligibility process."

"The New England Secondary School Consortium state liaisons are our in-state representatives and spokespersons. In collaboration with each state's department of education, they lead Consortium programs and support on-the-ground activities, from providing technical assistance to participating schools and working with state partner organizations to delivering presentations and coordinating events. If you are interested in learning more about Consortium activities in your state, reach out to your state liaison."

This toolkit has been developed by an ad hoc team comprised of a small representation of individuals from across the state working in Centers for Independent Living (CIL), Local Education Agencies (LEA) and Vocational Rehabilitation (VR). The goal was to create a resource tool to enhance collaboration in transition planning for young adults with disabilities. A special acknowledgement to members of these three organizations for the many valuable resources and links included in this toolkit.

a partner in the National Collaborative on Workforce and Disability for Youth, has established a new center to research the conditions under which this help is most successful and to translate what is learned from this research by providing training and technical assistance to VR agency programs throughout the U.S.

"The National Technical Assistance Center on Transition (NTACT) developed the Transition Gradebook as a school-level tool for recording individual students' transition-related activities, including the required pre-employment transition services (Pre-ETS), and various risk and protective factors associated with dropout, graduation and positive postschool outcomes. The Transition Gradebook is a locally served database application that records transition-related activities from five major areas from NTACT's Predictors of Postschool Success-specifically, Career Awareness, Work Experience, Inclusion, Student Supports, and Collaboration. It also tracks whether a student has received instruction in self-determination, social skills, life skills, and/or transportation skills. Finally, the tool also records some of the risk and protective factors associated with school completion: specifically in the areas of attendance, behavior and course performance, as well as other factors that impact school engagement and postschool outcomes."

"A broad group of individuals has been working since 2009 to develop the skills and improve the stability of the NH Children's Behavioral Health Workforce. This group, called the NH Children's Behavioral Health Workforce Development Network (the Network), includes family organizations, universities, providers, trainers, and state policy makers."

"Chartered in 1966 as Northwest Regional Educational Laboratory, Education Northwest now conducts nearly 200 projects annually, working with schools, districts, and communities across the country on comprehensive, research-based solutions to the challenges they face. Our wide-ranging projects are making an impact in areas such as school improvement, community building, literacy, equity, and research. Although our services and publications have national reach, we primarily work in the five Northwest states of Alaska, Idaho, Montana, Oregon, and Washington."

An Open Letter to Parents of Students With Disabilities About to Enter College

"Administrators, we have our eye on you with this week's FREE tool-a table full of scheduling guidelines to help you keep your ship sailing smoothly! By following these tips, you'll discover how small things like setting limits you can follow and seeking feedback from staff can help you create a schedule that works for everyone. The tool comes from CEC's "Leading the Co-teaching Dance: Leadership Strategies to Enhance Team Outcomes," a must-have for busy administrators committed to harnessing the power of co-teaching in their schools. CEC's Tool of the Week is a free resource designed to support you in your special education practice. "

This article describes the need for parents to be equal partners in the transition programming of their disabled child. Even after a student has transitioned from high school, their parents often remain a very strong and important part of their life. The article explores reasons that some parents may be less inclined to participate in the transition planning for their child. The authors then go on to suggest ways include parents more in the process. Professional Practice: It is very easy for us educators to get frustrated when parents aren't as involved in important processes for their children such as IEP planning and Transition planning. This article does a good job a explaining the different reasons that parents might not be as involved. This article will remind me of the unique perspective that parents have, and will help me in my effort to get parents more involved.

Excellent choice on this article Krystin! I find that the role of parents in the transition processes is very important and I think that it would be beneficial for parents to read.

Nice article. I like that there is a resource that discusses advocacy for the students. I feel that much of the time we talk about self-advocacy, which is extremely important, but I feel that it is equally important to have family support and involvement.

This website resource provides transition resources for parents, teachers and professionals. Throughout the website, there are headings for specific disabilities such as ADHD, autism and visual impairment. Each of these disabilities is provided with a brief summary and link which discusses success stories, suggestions and tips about transitions with those particular disabilities. The website is broken down into grade level options which make the search more specific. At the top of the page, there are headings related to worksheets, videos and colleges. This website will be useful to any student at any age that is transitioning either into a higher grade or new school. It will be important for parents of children who are going through the transition process to check out this website and read about what parents can do to help. I would highly recommend this to families who I speak to about this process.

I like how this article discusses success stories instead of negative views. The suggestions and tips for each disability is helpful to. What i really like is how it is broken up into grade levels so that it is easy to find what you need.

This is a great article, full of many resources, and is very easy to follow. I liked how for the student section it broke it down and from why students should be involved their IEP meetings and transition services, to providing students with resources to see about what to do after high school. Very user friendly and I would direct my students to this site.