Keene State College / MCST Transition Resources

"The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them."

Whose Future Is It Anyway? is a transition planning process emphasizing student preferences, needs and interests. The curriculum provides opportunities for students with disabilities to explore issues of self-awareness and acquire problem-solving, decision-making, goal-setting, and small-group communication skills. The outcome of this process is that students learn how to be meaningfully involved in their transition planning process. The Whose Future Is It Anyway? curriculum is based on the conviction that: 1) students who are involved in planning for their future will more likely be full participants in the planned educational activities resulting from that plan; 2) students of all abilities can learn the skills to be involved; and 3) students who believe that their voice will be heard will be more likely participate in the planning process and ongoing educational decisions."

"Since 1990, the Check & Connect student engagement intervention has been used in K-12 schools with students showing early warning signs of disengagement from school and learning or at risk of dropping out. The 2012 edition of the manual builds on the experience and continuing research of the past two decades and incorporates new findings about the model."

"The NH Department of Education supports and encourages local school districts to adopt policies that encourage 'extended learning'. Extended learning means: the primary acquisition of knowledge and skills through instruction or study outside of the traditional classroom methodology, including, but not limited, to Apprenticeships Community service Independent study Online courses Internships Performing groups Private instruction"

"We are making a draft version of It's All About Us! Encouraging Self-Determination in Early Childhood Education and Services available as a free download.  We want to know what you think.  Please let us know what works, what doesn't and any comments or suggestions you may have."

Important framing of the interplay between vision, skills, incentives, plan, and resources.

You will need a login created to access this site and use the tools for program improvement

"Many teacher education programs offer just one class about students with disabilities to their general education teachers, "Special Ed 101," as it's called at one New Jersey college. It's not enough to equip teachers for a roomful of children who can range from the gifted to students who read far below grade level due to a learning disability. A study in 2007 found that general education teachers in a teacher preparation program reported taking an average of 1.5 courses focusing on inclusion or special education, compared to about 11 courses for special education teachers. Educators say little has changed since then."

"Students get plenty of advice about picking a major. It turns out, though, that most of it is from family and friends, according to a September Gallup survey. Only 11 percent had sought guidance from a high school counselor, and 28 percent from a college adviser. And most didn't think that the advice was especially helpful. Maybe it's because much of the conventional thinking about majors is wrong."

The Lastinger Center for Learning is the brainchild of University of Florida Alumni Allen and Delores Lastinger. They saw the potential to wed cutting edge academic research and academic practice to improve education and accelerate learning. Their vision also aligned with a larger effort by the University of Florida's College of Education to generate and field innovations to improve educational outcomes in Florida and beyond.

"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)."