The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12. The Best Evidence Encyclopedia provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review. The summaries are written by CDDRE staff members and sent to review authors for confirmation.
Division on Career Development and Transition (DCDT), a division of the Council for Exceptional Children (CEC), is a membership organization for teachers, other professionals, and families of students with disabilities who are interested in their successful transition and positive post school outcomes for students with disabilities. Publications include newsletters, fact sheets, position papers and a journal.
The Effects of Self-Management Interventions on Academic Outcomes for Youth with Disabilities. Jennifer R. Wolgemuth, R. Brian Cobb, James J. Dugan. The relationship between self-management (the intervention) and academic performance and classroom behavior (the outcomes) for secondary aged youth with disabilities was explored in this systematic review of 17 studies. The findings of this review strongly support the efficacy of self-management interventions across educational environments, disability types, ages, and genders in the improvement of academic performance and correlates of academic achievement (classroom behavior). A series of more detailed implications for practice are also suggested. (2006)
The Effects of Technology-Based Interventions on Academic Outcomes for Youth with Disabilities. James J. Dugan, R. Brian Cobb, Colorado State University; Morgen Alwell, Appalachian State University (2006) The relationship between technology-based interventions and academic performance for secondary aged youth with disabilities was explored in this systematic review. The findings of this review of 39 studies strongly support the efficacy of technology-based interventions across treatment types, educational settings, and disability categories in the improvement of academic achievement. Detailed implications for special education practice in secondary school environments are presented.
The Effects of Visual Display Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review. Jennifer R. Wolgemuth, Eric Trujillo, R. Brian Cobb, Colorado State University; Morgen Alwell, Appalachian State University
The relationship between visual displays (the intervention) and academic performance (the outcome) for secondary aged youth with disabilities was explored in this systematic review. A total of seven studies intervening with 318 youth with learning disabilities, developmental disabilities, and hearing deficits were reviewed. The findings of this review support the efficacy of visual display interventions to improve reading comprehension, content learning, and problem solving for secondary youth with disabilities. A series of implications for practice are suggested as well as directions for the reader to locate more detailed descriptions of how these interventions might be implemented in secondary educational environments.
High School Agenda: Who's Doing What HIGH SCHOOL REFORMThis updated report from Education Commission of the States (ECS) provides information on the high school improvement projects, initiatives and products of ECS and other national education and policy organizations. It is designed to direct policymakers to various groups and resources that might be useful in developing and implementing effective high school policy. (2008)
National Standards & Quality Indicators: Transition Toolkit for Systems Improvement.
This Web site offers the contents of NASET's National Standards and Quality Indicators: Transition Toolkit for Systems Improvement. This downloadable publication contains information and tools to provide a common and shared framework to help school systems and communities identify what youth need in order to achieve successful participation in postsecondary education and training, civic engagement, meaningful employment, and adult life.
The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities. Transition Solutions is a fee-based service that helps state education agencies and local school districts nationwide improve transition services and outcomes for young people moving from youthhood to adulthood. It is a strategic alliance of the nation's top researchers, educators, and technical assistance providers in the areas of transition systems change, education reform, postsecondary education, workforce preparation, and team and leadership development.
* Use data to guide system improvements
* Meet transition requirements
* Customize solutions using research-based practices
* Build effective interagency teams
* Create a shared plan for action
* Map and align resources
National Secondary Transition Technical Assistance Center (NSTTAC) assists State Education Agencies with collecting data on Part B State Performance Plan Indicator 13 and using these data to improve transition services. Indicator 13: Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the post-secondary goals. [20 U.S.C. 1416(a)(3)(B)]
The Regional Resource Center Program page on Secondary Transition includes links to extensive resources from several states.
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.
Transition Requirements: A Guide for States, Districts, Schools, Universities and Families. Collaboratively developed by Jane Storms, Western Regional Resource Center; Ed O'Leary, Mountain Plains Regional Resource Center, and Jane Williams, Arizona State University West (May 2000). This monograph provides technical assistance for the appropriate implementation of the transition requirements of Public Law 105-17, the Individuals with Disabilities Education Act (IDEA) of 1997 and the final regulations published on March 12, 1999. This monograph clarifies the transition requirements of the IDEA '97, provides samples, and suggests practices to implement those requirements. Note: IDEA was reauthorized in 2004. Some transition requirements have changed.
Transition Resource Directory includes descriptions of Federally funded projects and centers that focus on youth transition. (2008)
The Transition Coalition, located at the University of Kansas, Department of Special Education, provides professional development on secondary school reform and transition at the national, state, and local levels. Professional development forums include face-to-face and online training as well as a variety of technical assistance methods. The website includes training modules and a database of 18-21 year old Transition programs.
