A key technical assistance activity that we at NTACT:C provide is resources and support to states that are engaging in state-level interagency team planning. We have created a number of tools and resources state interagency teams can use to prepare for and participate in quality team planning. Below are a few resources team leads can use with their teams prior …
Research Review
We identify effective practices (eg)for instruction and service delivery for secondary students and out-of-school youth with disabilities. Our goal is to translate knowledge gained from research into resources that help practitioners use this information in their daily work to improve outcomes for young adults with disabilities. The content here is included so researchers and others can be confident that the …
Self-Determination Presenter Guide
This presenter guide is a set of resources for conducting a 1-hour professional development on teaching self-determination to students with disabilities. We welcome your feedback on their use. The PowerPoint cannot be edited to maintain the accuracy of the resources. Facilitator notes for each slide are included and provide guidance on how to use the additional materials assembled here for …
2020 OSEP Part B Indicator Analysis
Each year, NTACT:C (and before that, NTACT) has analyzed and summarized the data for the IDEA Part B Indicators: 1 (Graduation Rate), 2 (Dropout Rate), 13 (Secondary Transition), and 14 (Post-School Outcomes). These analyses are combined with the data analyses and reports of the other IDEA Part B Indicators that are completed by other centers and entities (see the Table …
Supporting American Indian/Alaskan Native Students with Disabilities
Presenters Wayne Dage, Christine Johnson, Thomas Draghi, Maria Nevala, Nicholas Harris, and Joy Kramer present strategies to develop a collaborative plan for the State VR Agencies and AIVRS Programs to provide transition and Pre-ETS to American Indian/Alaskan Native youth with disabilities. Although CRC credit through George Washington University is no longer available, the information is suitable for anyone working with …
VR Continuum of Services
Since the amendments to the Rehabilitation Act made by title IV of the Workforce Innovation and Opportunity Act (WIOA), the vocational rehabilitation (VR) program can be characterized as providing a continuum of services beginning with pre-employment transition services (Pre-ETS) for students with disabilities in the early stages of career and employment exploration. We created this simple continuum to provide a …
Fiscal and Reporting Resources
The links and resources below pertain to the tracking and reporting of pre-employment transition services and requirements for the reservation of the funds reserved. Time Allocation Guide for Pre-Employment Transition Services Pre-Employment Transition Services: Set Aside Determination Guide RSA-911 Case Service Reporting RSA-17 Instructions for Vocational Rehabilitation Financial Report
Side By Side View: Transition Services
NTACT:C partners have developed this document to help compare and contrast the transition services requirements for Education, Vocational Rehabilitation (VR), including Pre-Employment Transition Services (Pre-ETS) consistent with the Individuals with Disabilities Act (IDEA) and the Rehabilitation Act as amended by WIOA. Organized by major parts of these laws, this document outlines how each entity addresses: Definitions of transition services Target …
Indicator 13 Checklists
Originally developed by NSTTAC these checklists have been used to identify how IEPs meet minimum compliance with Indicator 13, the transition requirements of the IEP. These checklists have been developed to provide professional development to transition personnel . Indicator 13 states: “Percent of youth with IEPs aged 16 and above with an IEP that includes appropriate measurable postsecondary goals that are …
NTACT:C Levels of Technical Assistance
NTACT:C builds state agency capacity to: use data-based decision making processes strengthen interagency partnerships provide quality professional development and implement technical assistance (TA) supports. This technical assistance is in the form of universal, targeted, and intensive levels so that all students and youth with disabilities experience increased enrollment in: postsecondary education graduation credential attainment competitive integrated employment and community engagement. …