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National Center on Secondary Education and Transition

ESSENTIAL TOOLS —
Interagency Transition Team Development and Facilitation

Additional Resources

Byrd, R., Stephens, P., Dyk, L., Perry, E., & Rous, B. (Eds). (1991). Sequenced transition to education in the public schools: Project STEPS replication manual (2nd ed.). Project STEPS [Sequenced Transition to Education in the Public Schools]: Lexington, KY.

Chadsey, J., Leach, L., & Shelden, D. (2001). Including youth with disabilities in educational reform: Lessons learned from school-to-work states. Retrieved February 1, 2005, from http://www.ed.uiuc.edu/SPED/tri/statestories.htm

Culturally and Linguistically Diverse (CLD) Transition Research Project. (n.d.). Literature Review. Retrieved July 10, 2007, from http://www.cld.hawaii.edu/CLD_lit_review/

Culturally and Linguistically Diverse (CLD) Transition Research Project. (n.d.). Products. Retrieved July 10, 2007, from http://www.cld.hawaii.edu/final_products/

ERIC Clearinghouse for Disabilities and Gifted Education. (2000). Research Connections in Special Education, 6.

• Collaboration enhances transition planning. Retrieved February 1, 2005, from http://www.hoagiesgifted.org/eric/osep/recon6/rc6sec3.html
• New ideas for planning transitions to the adult world. Retrieved February 1, 2005, from http://www.hoagiesgifted.org/eric/osep/recon6/rc6cov.html

English, T. (n.d.). Teamwork in transition. Williamsburg, VA: College of William and Mary, Training and Technical Assistance Center. Retrieved February 1, 2005, from http://www.wm.edu/ttac/articles/transition/teamwork.html

Industrial College of the Armed Forces (Ed.). (1999). Strategic leadership and decision making, chapter 10: Creating and managing teams. Retrieved February 1, 2005, from http://www.ndu.edu/inss/books/Books%20-%201999/Strategic%20Leadership%20and%20Decision-making%20-%20Feb%2099/pt3ch10.html

Lockhart, J., Hill, B., Heinzelman, C., Anchondo, M., Rivet, K., & Kilburn, J. (1996). Best practices for transition services from school to adult life from the consumer/family viewpoint. Retrieved February 1, 2005, from http://www.everhart.leon.k12.fl.us/ts_bestprac.htm

Maryland Transition Initiative. (1999). Transition planning and anticipated services in the Individualized Education Program (IEP) process: An informational guide for students, families, professionals. Retrieved July 11, 2006 from http://www.msde.state.md.us/NR/rdonlyres/5F4F5041-02EE-4F3A-B495-5E4B3C850D3E/1553/TransGuide9_English1.pdf (403K, 20 pages)

National Center on Secondary Education and Transition. (2004). Aligning school and community resources: Frequently asked questions. Retrieved February 1, 2005, from http://www.ncset.org/topics/resources/faqs.asp?topic=20

New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities.

• Families help bridge the gap from student to adult life - Fact sheet about transition. (n.d.). Retrieved February 1, 2005, from http://www.vesid.nysed.gov/specialed/transition/otps.htm
• Transition services: A planning and implementation guide. (1993). Retrieved February 1, 2005, from http://www.vesid.nysed.gov/specialed/publications/transition/guide.htm
• Transition: Vocational and educational services for individuals with disabilities and special education. Retrieved February 1, 2005, from http://www.vesid.nysed.gov/specialed/transition/home.html

Pacer Center, Center of Expertise. (n.d.). Interagency collaboration and transition. Retrieved August 29, 2007, from http://www.pacer.org/tatra/resources/inter.asp

Transition Coalition. (n.d.). Free publications. Retrieved July 28, 2005, from http://www.transitioncoalition.org/cgiwrap/tcacs/new/resources/publications/index.php

University of North Carolina at Charlotte, Transition Technical Assistance Center.

• Transition in practice sheet: Evaluating your transition program. (2001). Retrieved February 1, 2005, from http://www.uncc.edu/ttac/tipsheets/evaluating.pdf (156K, 2 pages)
• Transition in practice sheet: Interagency collaboration. (2001). Retrieved February 1, 2005, from http://www.uncc.edu/ttac/tipsheets/interagency_collaboration.pdf (164K, 2 pages)
• Taxonomy of transition planning. (2002). Retrieved February 1, 2005, from http://www.uncc.edu/ttac/taxonomy.pdf (129K, 6 pages)

U.S. Office of Special Education Programs. (1996). Eighteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act: Activities and results of the state transition grants. Retrieved February 1, 2005, from http://www.ed.gov/pubs/OSEP96AnlRpt/appf.html

State Resources

Indiana’s state transition initiative for young children and families. Retrieved February 1, 2005, from http://www.state.in.us/fssa/first_step/trans/

Kentucky early childhood transition. Retrieved November 16, 2005, from http://www.transitiononestop.org/infanttopreschool.asp

Vermont transition Web page. Retrieved February 1, 2005, from http://www.uvm.edu/~trans/index.html

West Virginia early childhood transition steering committee. Retrieved November 10, 2005, from http://www.wvearlychildhood.org/steer.asp

Citation: Stodden, R. A., Brown, S. E., Galloway, L. M., Mrazek, S., & Noy, L. (2004). Essential tools: Interagency transition team development and facilitation. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition.

Permission is granted to duplicate this publication in its entirety or portions thereof. Upon request, this publication will be made available in alternative formats. For additional copies of this publication, or to request an alternate format, please contact: Institute on Community Integration Publications Office, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455, (612) 624-4512, icipub@umn.edu.

This document was published by the National Center on Secondary Education and Transition (NCSET). NCSET is supported through a cooperative agreement #H326J000005 with the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education Programs, and no official endorsement should be inferred. The University of Minnesota, the U.S. Department of Education, and the National Center on Secondary Education and Transition are equal opportunity employers and educators.