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The Monadnock Center for Successful Transitions (MCST), is a training and technical assistance center providing support to individuals (ages 14-21), especially individuals with disabilities, as they transition from high school throughout adulthood. MCST also works to improve the employment opportunities for individuals with disabilities by fostering professional connections within the community and supporting projects that encourage employment.

The amount of information on this site in innumerable. This is such a good resource for those who are involved in transtion services. I especially enjoy the "Transition Planning" page under "Educators". This page features a variety of resources to help special educators help their students plan for transition.

"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."

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

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 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."

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.

"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."

"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.

A great video on self determination by youth for youth

Thank you for posting this here. It will make it easier for me to find it in the future. This video does such a good job at capturing the idea of self determination and what it is all about. Any viewer of this video can instantly become more in tune to student needs and how to help students to be more self determined.

This video hits home with so many individuals. Everyone can find a connection and learn from this video.

Nice article Amanda! I like that this site provides ample information in short chunks and each chunk has another resource attached to it. I think it is very helpful

I really enjoyed this article. It is very easy to navigate through and will be very helpful in the teaching profession.

This website resource covers ages from 0-22 as a transition into adulthood which I honestly thing everyone could use help with, not just individuals with disabilities. There are 3 different links to help with transition; The basics of Student Involvement, Person-Centered Planning and Materials for Students. As you scroll down the website, each category gives a brief summary and a link for more information/agencies that can be helpful. There is also related information which discusses and IEP, how a disability is defined and the health care transition for youth with special care needs. This website would be important to use with a student. They would be able to research about transition under their own age at the link at the top of the page. After all, there is a quote on the home page saying ,"there's a very simple and common sense reason why IDEA 2004 requires that students with disabilities be invited to attend every IEP meeting where postsecondary transition goals will be considered: It's their lives."

"Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction This Module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours). "

"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 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."