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"The Transition Assessment Matrix was developed for secondary education transition teachers by the Indiana Northeast Cadre of Transition Leaders and the Indiana Secondary Transition Resource Center (INSTRC).  Assessments included in the Matrix have either been created by INSTRC, are available online, or are those for which INSTRC has received permission from the original publisher.  Recent Matrix updates make it easier to navigate and identify assessments that meet the specific needs of your students."

"Transition services are intended to prepare students to make the transition from the world of school to the world of adulthood. In planning what type of transition services a student needs to prepare for adulthood, the IEP team must first consider areas such as vocational training, community employment and post secondary education for the student. If the IEP team thinks that independent living and community participation are appropriate for a student then these areas should also be considered." This website is from the State of Vermont Department of Education. The website has an overview of transition planning and what to do. There are many other great links on the site as well. This is a terrific resource for anyone who will be working in Vermont. The laws are different in each state so it is good for those of us who are certified in NH and are planning to head to Vermont in the future.

Summary: This PDF document is in the form of a book which serves as a guide for professionals working on generating transition plans. The guide progresses through tips for planning for employment, education, independent living, etc. , and also features informal assessments for each. The guide closes with examples of letters to parents or guardians about transition planning, as well as questionaires to assess learning styles. Professional Practice: This guide is a "one stop shop" for those who are looking for resources for writing a transition plan for a student. It features a variety of different questions to guide the creation of this important document. As I work with students of transition age, I could see myself using this booklet regularly to guide my process.

Awesome resource! Transition plans are so important and this resource is really helpful when it comes to creating them.

This is a great resource. I liked how it was broken out by the ages so you can see how relevant transition services are at the different stages. It's helpful to see/consider things you might not have thought of for a plan. It will be very useful when creating transition plans for middle and school kids.

How can educators align transition goals with standards-based education? Addressing the individual needs of students with disabilities and successfully meeting academic standards for all students is challenging. Therefore, it is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports (Kochhar-Bryant & Bassett, 2002). This website is all about enhancing transition outcomes by using technology. The Ohio State University developed a standards-driven computer-based curriculum for students with disabilities in grade 8-10. They emphasized 3 skills: reading competencies, information literacy skills, and career planning. This would be great for a special educator to read and adopt the standards that OSU developed. It is interesting to see what different states are doing in the field as we at times tend to stay in our own little bubbles.

"Development of the TAGG began in 2007 with creation of the basic idea, collection of initial research studies, and social validation studies of the basic concept. A grant award from the National Institute of Education Science's National Center for Special Education Research provided the funding to bring together an involved group of assessment experts and transition professionals to create the TAGG. The following chapters of the TAGG Technical Manual describe the iterative development process that produced the TAGG assessment and results of various validity studies. We developed the TAGG following the steps detailed in the Standards for Educational and Psychological Testing (1999) by the American Educational Research Association, American Psychological Association, and the National Council on Measurement in Education. The Technical Manual Chapters will be updated as additional validity evidence becomes available."

"This site has been put together by the Indiana Northeast Cadre of Transition Leaders and the Indiana Secondary Transition Resource Center. This is a �living� site that will be monitored and improved on a regular basis. New transition assessments may be added and additional sorting will take place in the future. If you have suggestions for the site or find links that need corrections, please click on the button below and share your thoughts with us. The goal is to continually improve upon the access and usability of the system."

"Welcome to the LD@School online learning module for educators. This learning module has been created to provide course materials in a logical, sequential order, guiding you through the content and assessments in the order specified. You are required to complete content before they are allowed to proceed to the next content. This online learning module takes 45 - 60 minutes to complete. The module is unable to keep track of your progress, so it must be completed in one sitting."

"This Module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours)."

"From Gretchen Rubin: Hello! I created the Four Tendencies framework during my research into habits for my book, Better Than Before. What's the secret to making or breaking a habit? To change our habits, we first have to figure out ourselves.   When we try to form a new habit, we're setting an expectation for ourselves. Therefore, to change our habits, it's crucial to understand how we respond to expectations.   We all face outer expectations (meet deadlines, observe traffic regulations) and inner expectations (stop napping, give up sugar).   I've devised the "Four Tendencies" framework to describe how a person responds to expectations: as Upholder, Questioner, Obliger, or Rebel. If you'd like to figure out your Tendency, take this quiz. "

"Sponsored by NTACT, Michael Wehmeyer will identify how the Self-Determined Learning Model of Instruction can be implemented in classrooms, schools and throughout a district. Also learn about a new self-determination assessment, the Self-Determination Inventory."

The Center for Assistive Technology (CAT) was created by the School of Public Health and Health Professions at the University of Buffalo. It is a center that "conducts research, education, and service to increase knowledge about assistive devices for persons with functional impairments of all ages." The center focuses on four main areas, (1) "Research, Development, Transfer, and Commercialization," (2) "Education Programs," (3) "Client Assessment & Training Services," and (4) "Dissemination." These four areas include faculty members from approximately thirteen departments at the University of Buffalo. The website created by CAT provides information about the program as a whole, current research, educational programs and services that they provide, as well as current projects and past projects. As a special educator, I would use this website to learn about new assistive technology programs that would be beneficial for my students. I would also use this site to learn about workshops for educators that teach about new assistive technology. This information would be very beneficial during transition and career development time because it would provide me with the most recent information to give to my students.

NH Statewide Autism Spectrum Disorder (ASD) Needs Assessment 2014