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Collaborative Assessment Guide for Transition Planning

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Title: Collaborative Assessment Guide for Transition Planning
Language: English
Authors: M. Stoehr, M. Diehl, M. Morningstar, D. Rowe, B. K. Simmons, C. Fowler, D. Lattin, J. Vicchio, E. Wall, National Technical Assistance Center on Transition (NTACT)
Source: National Technical Assistance Center on Transition: The Collaborative. 2024.
Availability: National Technical Assistance Center on Transition: The Collaborative. Web site: https://transitionta.org/
Peer Reviewed: N
Page Count: 27
Publication Date: 2024
Sponsoring Agency: Office of Special Education Programs (OSEP) (ED/OSERS)
Contract Number: H326E200003
Intended Audience: Students; Parents; Teachers; Counselors; Support Staff
Document Type: Reports - Descriptive
Guides - Non-Classroom
Descriptors: Transitional Programs, Equal Education, Educational Legislation, Students with Disabilities, Federal Legislation, Evaluation Criteria, Labor Legislation, Labor Force Development, Stakeholders, Evaluation Methods, Data Use, Employment, Training, Independent Living, Special Education, Individualized Education Programs
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act, Workforce Innovation and Opportunity Act 2014
Abstract: The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for transition planning and service delivery. The set of resources which make up the CAG includes sections designed for students and families. It also includes a supplement to highlight the assessment requirements of the Individuals with Disabilities Education Act (IDEA, 2004) and the Rehabilitation Act of 1973 (Rehab Act), as amended by title IV of the Workforce Innovation and Opportunity Act (WIOA) as well as a supplement of Definitions referenced throughout. Finally, it includes a supplement of sample assessment tools. The assessment process for identifying post-school goals and relevant transition services for students and youth consists of six separate but interconnected processes: (1) Determining What to Assess; (2) Determining Stakeholders; (3) Selecting Appropriate Assessments; (4) Conducting Assessments; (5) Reviewing Assessment Results; and (6) Using Assessment Data.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED653425
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22National+Technical+Assistance+Center+on+Transition%3A+The+Collaborative%22"><i>National Technical Assistance Center on Transition: The Collaborative</i></searchLink>. 2024.
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  Data: National Technical Assistance Center on Transition: The Collaborative. Web site: https://transitionta.org/
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  Data: The National Technical Assistance Center on Transition: the Collaborative (NTACT:C) Collaborative Assessment Guide for Transition Planning (CAG) is intended to help students, family members, educators, vocational rehabilitation counselors, human services and health agency staff, and other partners develop a coordinated assessment approach for transition planning and service delivery. The set of resources which make up the CAG includes sections designed for students and families. It also includes a supplement to highlight the assessment requirements of the Individuals with Disabilities Education Act (IDEA, 2004) and the Rehabilitation Act of 1973 (Rehab Act), as amended by title IV of the Workforce Innovation and Opportunity Act (WIOA) as well as a supplement of Definitions referenced throughout. Finally, it includes a supplement of sample assessment tools. The assessment process for identifying post-school goals and relevant transition services for students and youth consists of six separate but interconnected processes: (1) Determining What to Assess; (2) Determining Stakeholders; (3) Selecting Appropriate Assessments; (4) Conducting Assessments; (5) Reviewing Assessment Results; and (6) Using Assessment Data.
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  Data: ED653425
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      – Text: English
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      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Educational Legislation
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Evaluation Criteria
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      – SubjectFull: Labor Legislation
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      – SubjectFull: Labor Force Development
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      – SubjectFull: Stakeholders
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Data Use
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      – SubjectFull: Employment
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      – SubjectFull: Training
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      – SubjectFull: Workforce Innovation and Opportunity Act 2014
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