INFORMING, EDUCATING, EMPOWERING FAMILIES
Transition  101  High School to Adulthood Produced by the Parent Training and Information project at the Federation for Ch...
<ul><li>Parent Training and Information Center 800-331-0688 www.fcsn.org/pti </li></ul>Informing, Educating, Empowering Fa...
Workshop Agenda <ul><li>Defining Transition </li></ul><ul><li>Being Proactive  </li></ul><ul><li>Transition Assessments an...
True or False <ul><li>Age of Majority is 18 for all. </li></ul><ul><li>Student’s who are on a 504 are not eligible for Tra...
Transition – WHAT is it? It’s all about leading a successful adult life! <ul><li>PREPARATION for life! </li></ul><ul><li>S...
Transition Services - IDEA 2004   <ul><li>“ A coordinated set of activities  </li></ul><ul><li>for a student with disabili...
Who is eligible ? <ul><li>Students age 14 to 22 or until  </li></ul><ul><li>graduate with a High School  diploma </li></ul...
WHY is Transition important? <ul><li>To  prepare  young adults with disabilities moving  from school to post school activi...
What Options Does My Child Have? <ul><li>The same options that are open to everyone else! </li></ul><ul><li>Adult Educatio...
Getting Started … <ul><li>Request Transition Assessments  </li></ul><ul><li>Request an Transition Planning Meeting using t...
Age Appropriate  Transition Assessments <ul><li>IDEA 2004 </li></ul><ul><li>Data to document need </li></ul><ul><li>Areas ...
Selecting Appropriate Assessments <ul><li>Work with your child and IEP team to help select </li></ul><ul><li>assessments t...
Formal  verses  Informal  Assessments <ul><li>Administered by trainer  </li></ul><ul><li>professionals: </li></ul><ul><li>...
Transition Assessment Resources <ul><li>Age Appropriate Transition Assessment Guide from the National Secondary Transition...
Transition Planning Form  TPF <ul><li>Mandated  form  for transition  (Sept. 06) </li></ul><ul><li>Revisit the TPF every y...
3 Step Transition Planning Form  www.doe.mass.edu/sped/28MR28m9.pdf   <ul><li>Transition Planning Form Includes: </li></ul...
Developing The Student’s Vision <ul><ul><ul><li>Student and Family Vision </li></ul></ul></ul><ul><ul><ul><li>High expecta...
Self Advocacy Skills <ul><li>Student participation in the IEP </li></ul><ul><li>Decision making goals </li></ul><ul><ul><l...
Becoming an Effective Self Advocate <ul><li>To be effective self advocates  students can: </li></ul><ul><li>Know their own...
Self Advocate Groups <ul><li>Kids As Self Advocates (KASA)  www.fvkasa.org/ </li></ul><ul><li>National Youth Leadership Ne...
IEP Outcome Considerations Postsecondary Education Instruction Transportation Education Related Services Recreation Commun...
Age of Majority <ul><li>Age 18 (state law) </li></ul><ul><li>Decision making rights transfer to student </li></ul><ul><li>...
Guardianship <ul><li>Lawyer > Probate court </li></ul><ul><li>Medical doctor, social worker, psychiatrist </li></ul><ul><l...
Students with Disabilities  take  MCAS <ul><li>MA law requires  all  students take the Massachusetts Comprehensive Assessm...
MCAS Options for Graduation  <ul><li>  Students who struggle passing MCAS can: </li></ul><ul><li>Retake the MCAS test beyo...
Successful Options <ul><li>Students who  do not pass MCAS   </li></ul><ul><li>have many options to consider: </li></ul><ul...
Other Options for Success <ul><li>Concurrent Enrollment </li></ul><ul><li>Adult Education </li></ul><ul><li>Private - Grou...
Not Ready for  Competitive Employment ? <ul><li>Work on Employment Skills: </li></ul><ul><li>How to use public transportat...
MCAS News…2010 and 2012 <ul><li>Class of 2010 </li></ul><ul><li>10 th  grade students must pass with a score of 240 or abo...
Transition Services… <ul><li>Post secondary options </li></ul><ul><li>Concurrent Enrollment </li></ul><ul><li>Career explo...
Community Based  Planning Strategies… * RECREATION * SOCIAL NETWORKS LEISURE ACTIVITIES  TEAM SPORTS FITNESS YMCA * WORK *...
Chapter 688 – the process <ul><li>“ Turning 22 law” </li></ul><ul><li>Two year planning process </li></ul><ul><li>School M...
MA Adult Service Agencies <ul><li>Massachusetts Rehabilitation Commission-  MRC </li></ul><ul><li>Department of Developmen...
Adult Service Agency Eligibility <ul><li>Separate from the 688 process  </li></ul><ul><li>Referral from school, parents, i...
Changing the World… <ul><li>“ Inspiration is only good  if it moves people to action. Otherwise, it just gives off a  warm...
Resources <ul><li>Federation for Children with Special Needs (FCSN)   www.fcsn.org   </li></ul><ul><li>Parent Training & I...
Resources for Transition <ul><li>Institute for Community Inclusion  www.communityinclusion.org </li></ul><ul><li>Think Col...
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Transition 101: High School to Adulthood

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PREPARATION for life!

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Transition 101: High School to Adulthood

  1. 1. INFORMING, EDUCATING, EMPOWERING FAMILIES
  2. 2. Transition 101 High School to Adulthood Produced by the Parent Training and Information project at the Federation for Children with Special Needs, supported in part by grant #H328M040001 from the U.S. Department of Education, Office of Special Education Programs and the Massachusetts Department of Education.
  3. 3. <ul><li>Parent Training and Information Center 800-331-0688 www.fcsn.org/pti </li></ul>Informing, Educating, Empowering Families
  4. 4. Workshop Agenda <ul><li>Defining Transition </li></ul><ul><li>Being Proactive </li></ul><ul><li>Transition Assessments and Planning </li></ul><ul><li>Age of Majority Considerations </li></ul><ul><li>MCAS and Graduation </li></ul><ul><li>Transition Services, Strategies and Options </li></ul><ul><li>Chapter 688 and MA Adult Agencies </li></ul>
  5. 5. True or False <ul><li>Age of Majority is 18 for all. </li></ul><ul><li>Student’s who are on a 504 are not eligible for Transition Planning. </li></ul><ul><li>The Transition Planning for a student begins no later than 14. </li></ul><ul><li>IEP Teams use the Transition Planning Form to guide. </li></ul><ul><li>Measurable Transition skill based goals in the IEP enable success. </li></ul><ul><li>The planning is based on the schools vision for the student. </li></ul><ul><li>Parents can request formal and informal assessments. </li></ul><ul><li>Service Learning could be part of the Transition Plan. </li></ul><ul><li>PREPARATION for life could include </li></ul><ul><ul><ul><li>post-secondary </li></ul></ul></ul><ul><ul><ul><li>vocational </li></ul></ul></ul><ul><ul><ul><li>employment opportunities </li></ul></ul></ul><ul><ul><ul><li>Housing </li></ul></ul></ul><ul><ul><ul><li>Transportation </li></ul></ul></ul>
  6. 6. Transition – WHAT is it? It’s all about leading a successful adult life! <ul><li>PREPARATION for life! </li></ul><ul><li>School to communi t y </li></ul><ul><li>Exploration of: </li></ul><ul><ul><ul><li>post-secondary </li></ul></ul></ul><ul><ul><ul><li>vocational </li></ul></ul></ul><ul><ul><ul><li>employment opportunities </li></ul></ul></ul><ul><ul><ul><li>Housing </li></ul></ul></ul><ul><ul><ul><li>Transportation </li></ul></ul></ul><ul><li>Each student’s BIG vision </li></ul><ul><li>Self advocacy and self determination </li></ul><ul><li>Skill based learning </li></ul>
  7. 7. Transition Services - IDEA 2004 <ul><li>“ A coordinated set of activities </li></ul><ul><li>for a student with disabilities, </li></ul><ul><li>designed within a </li></ul><ul><li>results oriented process, </li></ul><ul><li>that promotes movement from </li></ul><ul><li>school to post-school activities…” </li></ul><ul><li>www.nichcy.org/reauth/IDEA2004regulations.pd f </li></ul>
  8. 8. Who is eligible ? <ul><li>Students age 14 to 22 or until </li></ul><ul><li>graduate with a High School diploma </li></ul><ul><li>Any student receiving special education services </li></ul><ul><li>Any disability classification </li></ul>
  9. 9. WHY is Transition important? <ul><li>To prepare young adults with disabilities moving from school to post school activities. </li></ul><ul><li>To increase your student’s ability to achieve .. successful outcomes in adult life. </li></ul>
  10. 10. What Options Does My Child Have? <ul><li>The same options that are open to everyone else! </li></ul><ul><li>Adult Education </li></ul><ul><li>Employment </li></ul><ul><li>College or university education </li></ul><ul><li>Service learning (Volunteering) </li></ul><ul><li>Apprenticeship </li></ul><ul><li>Internship </li></ul><ul><li>Distance education </li></ul><ul><li>Private or group lessons </li></ul><ul><li>Vocational education, etc … </li></ul>
  11. 11. Getting Started … <ul><li>Request Transition Assessments </li></ul><ul><li>Request an Transition Planning Meeting using the Transition Planning Form </li></ul><ul><li>Including student, parent, teachers and others important to the student </li></ul><ul><li>Invite adult service agency to attend </li></ul><ul><li>Consider transition assessment data * </li></ul><ul><li>Request an IEP meeting to develop Transition Goals guided by the Transition Planning Form </li></ul>
  12. 12. Age Appropriate Transition Assessments <ul><li>IDEA 2004 </li></ul><ul><li>Data to document need </li></ul><ul><li>Areas of strength, weakness, & interest </li></ul><ul><ul><ul><li>Training </li></ul></ul></ul><ul><ul><ul><li>Education </li></ul></ul></ul><ul><ul><ul><li>Interest Inventories </li></ul></ul></ul><ul><ul><ul><li>Functional Vocational Evaluation </li></ul></ul></ul><ul><ul><ul><li>Independent Living </li></ul></ul></ul><ul><ul><ul><li>Functional Behavioral Assessment </li></ul></ul></ul><ul><ul><ul><li>Assistive Technology </li></ul></ul></ul><ul><ul><ul><li>Other appropriate Transition assessments </li></ul></ul></ul>
  13. 13. Selecting Appropriate Assessments <ul><li>Work with your child and IEP team to help select </li></ul><ul><li>assessments that answer the following questions: </li></ul><ul><li>Who am I? </li></ul><ul><li>What do I want in life, now and in the future? </li></ul><ul><li>What am I able to do now? (home, school, work, community) </li></ul><ul><li>What are the main barriers to getting what I want and need at home and work, in school and in my community? </li></ul><ul><li>What options are available or can be created to help me prepare for what I want- now and in the future? </li></ul><ul><li>www.dcdt.org/pdf/Trans_Assess_Fact_Sheet%20.pdf </li></ul>
  14. 14. Formal verses Informal Assessments <ul><li>Administered by trainer </li></ul><ul><li>professionals: </li></ul><ul><li>Interest &Preference inventories </li></ul><ul><li>Functional Vocational Evaluations </li></ul><ul><li>Assistive Technology Evaluations </li></ul><ul><li>Functional Behavioral Assessment </li></ul><ul><li>Independent Living Assessment </li></ul><ul><li>Educational Assessments </li></ul><ul><li>Completed by Teachers, </li></ul><ul><li>Counselors, Transition Coordinators, </li></ul><ul><li>parents and students </li></ul><ul><li>Interviews </li></ul><ul><li>Questionnaires </li></ul><ul><li>Learning styles assessments </li></ul><ul><li>Interest & preference inventories </li></ul><ul><li>Direct observation </li></ul><ul><li>Self assessments </li></ul><ul><li>Social support Assessments </li></ul><ul><li>Environmental analysis </li></ul>
  15. 15. Transition Assessment Resources <ul><li>Age Appropriate Transition Assessment Guide from the National Secondary Transition Technical Assistance Center www.nsttac.org/pdf/transion_guide/nsttac_tag.pdf </li></ul><ul><li>Quick Book of Transition Assessments from the South Dakota Transition Services Liaison Project: </li></ul><ul><li>http://www.tslp.org/docs/QuickbookIEPChecklistFinal091407.pdf </li></ul><ul><li>Career Planning Begins with Assessment from the National Collaborative on Workforce and Disability for Youth: www.ncwd-youth.info/resources_&_Publications/assessment.html#download </li></ul><ul><li>Transition Assessment: Wise Practice for Quality Lives by Caren L. Sax & Colleen A Thoma </li></ul>
  16. 16. Transition Planning Form TPF <ul><li>Mandated form for transition (Sept. 06) </li></ul><ul><li>Revisit the TPF every year </li></ul><ul><li>Guide team with transition discussion </li></ul><ul><li>In student file (not attached to IEP) </li></ul><ul><li>Parent, student, community, school </li></ul><ul><li>Needs transfer into Transition Skill goals in the IEP * </li></ul>*Transfer skills (from box #2 on TPF) to Transition goals in the IEP
  17. 17. 3 Step Transition Planning Form www.doe.mass.edu/sped/28MR28m9.pdf <ul><li>Transition Planning Form Includes: </li></ul><ul><li>Post-Secondary Vision considering the student’s preferences, interests and the desired outcomes for education/ training, employment and adult living </li></ul><ul><li>Disability Related Skill Needs will be defined by skill development addressed in the IEP goals </li></ul><ul><li>A call to ACTION of HOW students can develop self-determination skills being prepared both academically and functionally to meet their vision for the future and WHO will support them </li></ul>
  18. 18. Developing The Student’s Vision <ul><ul><ul><li>Student and Family Vision </li></ul></ul></ul><ul><ul><ul><li>High expectations </li></ul></ul></ul><ul><ul><ul><li>Preferences & interests </li></ul></ul></ul><ul><ul><ul><li>Dreams & Exploration </li></ul></ul></ul><ul><li>Consider courses of study </li></ul><ul><li>to support employment, recreational, social and </li></ul><ul><li>life planning goals. </li></ul>
  19. 19. Self Advocacy Skills <ul><li>Student participation in the IEP </li></ul><ul><li>Decision making goals </li></ul><ul><ul><li>Good health should be </li></ul></ul><ul><ul><li>part of everyone’s vision </li></ul></ul><ul><li>Decision making goals </li></ul><ul><li>Personal portfolio development </li></ul><ul><li>Importance of student preferences & interests </li></ul><ul><li>Insure an individualized student driven IEP process </li></ul>
  20. 20. Becoming an Effective Self Advocate <ul><li>To be effective self advocates students can: </li></ul><ul><li>Know their own strengths and weaknesses </li></ul><ul><li>Know their personal goals </li></ul><ul><li>Express their personal concerns </li></ul><ul><li>Take responsibility for their choices and actions </li></ul><ul><li>Identify and utilize a mentor </li></ul><ul><li>Be good listeners </li></ul><ul><li>Become aware and involved in their community </li></ul><ul><li>*Understand their rights and responsibilities under disability law* </li></ul>
  21. 21. Self Advocate Groups <ul><li>Kids As Self Advocates (KASA) www.fvkasa.org/ </li></ul><ul><li>National Youth Leadership Network http://nyln.org/ </li></ul><ul><li>National Youth Leadership Council www.nylc.org/aboutus.cfm </li></ul><ul><li>Youthhood-online self-exploration and community www.youthhood.org/ </li></ul><ul><li>National Service Inclusion Project www.serviceandinclusion.org/index.php?page=about </li></ul><ul><li>Self-Advocates Becoming Empowered www.sabeusa.org </li></ul>
  22. 22. IEP Outcome Considerations Postsecondary Education Instruction Transportation Education Related Services Recreation Community Living Employment Functional Vocational Evaluation
  23. 23. Age of Majority <ul><li>Age 18 (state law) </li></ul><ul><li>Decision making rights transfer to student </li></ul><ul><li>Education, health, other areas </li></ul><ul><li>IEP Student “choice” options </li></ul><ul><ul><li>Acting on own </li></ul></ul><ul><ul><li>Share decision making with parent </li></ul></ul><ul><ul><li>Delegate decision making to parent </li></ul></ul><ul><ul><li>Court appointed guardian* </li></ul></ul>
  24. 24. Guardianship <ul><li>Lawyer > Probate court </li></ul><ul><li>Medical doctor, social worker, psychiatrist </li></ul><ul><li>Permanent </li></ul><ul><li>Less restrictive alternatives </li></ul><ul><li>Power of attorney </li></ul><ul><li>Representative payee </li></ul><ul><li>Self determination goals </li></ul>
  25. 25. Students with Disabilities take MCAS <ul><li>MA law requires all students take the Massachusetts Comprehensive Assessment System (MCAS) test with a passing score of 220. </li></ul><ul><li>To graduate with a high school diploma students must: </li></ul><ul><li>Pass the standard MCAS test for grade 10 English and Mathematics </li></ul><ul><ul><li>With or without accommodations </li></ul></ul><ul><ul><li>Through alternate assessment </li></ul></ul><ul><li>2. Meet local graduation requirements </li></ul>
  26. 26. MCAS Options for Graduation <ul><li> Students who struggle passing MCAS can: </li></ul><ul><li>Retake the MCAS test beyond grade 10 </li></ul><ul><li>Participate in remediation and instructional opportunities at school OR contact participating Community Colleges </li></ul><ul><ul><li>’ 03-’09 remediation & support classes are FREE! </li></ul></ul><ul><li>Engage in Self Study </li></ul><ul><li>After 3 tries, request an MCAS Appeal based </li></ul><ul><li>on grades and/or individual academic work </li></ul><ul><ul><li>http:// www.doe.mass.edu/mcasappeals / </li></ul></ul>
  27. 27. Successful Options <ul><li>Students who do not pass MCAS </li></ul><ul><li>have many options to consider: </li></ul><ul><li>Contact the local One Stop Career Center </li></ul><ul><li>Enter Trade Programs/Vocational Education </li></ul><ul><li>Get a High School Equivalency (GED) </li></ul><ul><li>Audit a college course/ certificate programs </li></ul><ul><li>Some students may receive a certificate and </li></ul><ul><li>remain eligible to receive special education </li></ul><ul><li>services until their 22 birthday. </li></ul>
  28. 28. Other Options for Success <ul><li>Concurrent Enrollment </li></ul><ul><li>Adult Education </li></ul><ul><li>Private - Group Lessons </li></ul><ul><li>Service Learning (volunteering) </li></ul><ul><li>Certificate Programs </li></ul><ul><li>Online/Distance Education </li></ul><ul><li>MRC – MA Rehabilitation Commission </li></ul>
  29. 29. Not Ready for Competitive Employment ? <ul><li>Work on Employment Skills: </li></ul><ul><li>How to use public transportation </li></ul><ul><li>How to interview </li></ul><ul><li>How to arrive on time </li></ul><ul><li>What to wear </li></ul><ul><li>What a supervisor does </li></ul><ul><li>How to fill lunch/ break time </li></ul><ul><li>Workplace relationships </li></ul><ul><li>CONSIDER </li></ul><ul><li>Job fairs </li></ul><ul><li>Workplace tours </li></ul><ul><li>Job shadowing/ Mentor programs </li></ul><ul><li>Apprenticeships </li></ul><ul><li>Volunteering or Community Service Projects </li></ul>
  30. 30. MCAS News…2010 and 2012 <ul><li>Class of 2010 </li></ul><ul><li>10 th grade students must pass with a score of 240 or above </li></ul><ul><ul><li>English Language Arts (ELA), </li></ul></ul><ul><ul><li>Mathematics and Science and Technology/Engineering (STE) </li></ul></ul><ul><ul><li>~OR~ </li></ul></ul><ul><ul><li>10 th grade students must exceed 220 on both ELA and Mathematics </li></ul></ul><ul><ul><li>Fulfill the requirements of an Educational Proficiency Plan (EPP) </li></ul></ul><ul><ul><ul><li>Educational Proficiency Plan requested from Principal </li></ul></ul></ul><ul><ul><ul><li>Will review student education history </li></ul></ul></ul><ul><ul><ul><li>Passing Courses in the 11 th and 12 th grades in the relevant content areas </li></ul></ul></ul><ul><ul><ul><li>Assessment that bears out student progress toward proficiency. </li></ul></ul></ul><ul><li>Class of 2012 </li></ul><ul><li>10 th grade students will need to pass </li></ul><ul><li>US History www.doe.mass.edu/mcas/alt . </li></ul><ul><ul><li>www.masspirc.org </li></ul></ul>
  31. 31. Transition Services… <ul><li>Post secondary options </li></ul><ul><li>Concurrent Enrollment </li></ul><ul><li>Career exploration, internships </li></ul><ul><li>Vocational experiences </li></ul><ul><li>Job development </li></ul><ul><li>Work support options </li></ul><ul><li>Recreation & Independent Living </li></ul><ul><li>Community experiences/supports </li></ul>… While In High School or After Senior Year
  32. 32. Community Based Planning Strategies… * RECREATION * SOCIAL NETWORKS LEISURE ACTIVITIES TEAM SPORTS FITNESS YMCA * WORK * JOB COACH ONE STOP CAREER CENTERS CAREER EXPLORATION COMPETITIVE WAGE JOB SUPPORTS * COMMUNITY * CITIZENSHIP / VOTING CULTURE / RELIGION COMMUNITY SERVICE SOCIAL NETWORKS VOLUNTEERING * EDUCATION * COLLEGE INSTRUCTIONAL COACH MUSIC / ART CLASSES SKILLS TRAINING CONTINUING ED ADULT ED … While In High School or After Senior Year TRANSPORTATION
  33. 33. Chapter 688 – the process <ul><li>“ Turning 22 law” </li></ul><ul><li>Two year planning process </li></ul><ul><li>School Makes the referral to adult agency </li></ul><ul><li>Develop an Individualized Transition Plan </li></ul><ul><li>688 is NOT: </li></ul><ul><ul><li>Continuation of Special Education </li></ul></ul><ul><ul><li>Determination of adult service eligibility </li></ul></ul><ul><ul><li>Entitlement to adult services </li></ul></ul><ul><ul><li>www.doe.mass.edu/sped/688/brochure.pdf </li></ul></ul>
  34. 34. MA Adult Service Agencies <ul><li>Massachusetts Rehabilitation Commission- MRC </li></ul><ul><li>Department of Developmental Services - DDS </li></ul><ul><li>Department of Mental Health - DMH </li></ul><ul><li>Massachusetts Commission for the Deaf and Hard of Hearing - MCDHH </li></ul><ul><li>Massachusetts Commission for the Blind – MCB </li></ul><ul><ul><li>Department of Youth Services - DYS </li></ul></ul><ul><ul><li>Department of Children and Families - DCF </li></ul></ul>
  35. 35. Adult Service Agency Eligibility <ul><li>Separate from the 688 process </li></ul><ul><li>Referral from school, parents, individual, </li></ul><ul><li>and others </li></ul><ul><li>Each adult agency has their own </li></ul><ul><li>eligibility requirements </li></ul>
  36. 36. Changing the World… <ul><li>“ Inspiration is only good if it moves people to action. Otherwise, it just gives off a warm and fuzzy feeling. And those warm and fuzzy feelings don’t change the world, they only make people comfortable.” </li></ul><ul><li>Mimi Kenney Smith </li></ul><ul><li>  </li></ul>
  37. 37. Resources <ul><li>Federation for Children with Special Needs (FCSN) www.fcsn.org </li></ul><ul><li>Parent Training & Information Center at FCSN http://fcsn.org/pti/ </li></ul><ul><li>Massachusetts Department of Education www.doe.mass.edu </li></ul><ul><li>MA PIRC at FCSN-Parent’s PLACE www.pplace.org </li></ul><ul><li>Family TIES at FCSN www.massfamilyties.org </li></ul><ul><li>Disability Law Center www.dlc-ma.org </li></ul><ul><li>Massachusetts Arc http://www.arcmass.org/ </li></ul><ul><li>Massachusetts Advocates for Children www.massadvocates.org </li></ul><ul><li>Mass. Association of Special Education PACs www.masspac.org </li></ul><ul><li>Parent Professional Advocacy League (PAL) http://ppal.net/default/ </li></ul><ul><li>Parent’s Guide http://www.fcsn.org/parentguide/pgintro.html </li></ul>
  38. 38. Resources for Transition <ul><li>Institute for Community Inclusion www.communityinclusion.org </li></ul><ul><li>Think College www.thinkcollege.net </li></ul><ul><li>Massachusetts Work-Based Learning Plan ww.skillslibrary.com/wbl.htm </li></ul><ul><li>National Center on Secondary Education and Transition www.ncset.org/default.asp </li></ul><ul><li>Business Leadership Network ww.usbln.org </li></ul><ul><li>National Collaborative on Workforce and Disability for Youth www.ncwd-youth.info/index.html </li></ul><ul><li>One-Stop Career Centers w ww.servicelocator.org </li></ul><ul><li>National Secondary Transition Technical Assistance Center www.nsttac.org </li></ul><ul><li>Thank You for Your Attention! </li></ul>

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