National Technical Assistance Center on Transition

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United States - North Carolina - Charlotte
National Technical Assistance Center on Transition
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This is a quick guide of resources for different audiences to help with working with transition-age culturally and linguistically diverse youth with disabilities. It provides links to various resources.
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This is a tool to assist with tracking data on middle students who are at-risk for dropping out of school.
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This spreadsheet can be used to track discipline referrals for middle school students who are at-risk for dropping out.
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This spreadsheet can be used to track discipline referrals for high school students who are at-risk for dropping out.
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This is a spreadsheet that can be used to track the academic progress of middle school students who are at-risk for dropping out.
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This is a spreadsheet that can be used to track students who are at-risk for dropping out in high school.
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This is a spreadsheet that can be used to track attendance for middle school students who are at-risk for dropping out.
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This is a spreadsheet to help with tracking attendance for those at-risk for dropping out in High School
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This is a list of resources focused on school completion included male minorities. It includes strategies for parent involvement, cultural diversity, and early warning systems strategies.
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This provides references and information about effective professional development conducted with special education teachers. It provides implications for how to conduct quality professional development and coaching.
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This is a guide to going from the transition assessment to the transition component of the IEP, then to IEP goals, and then to what instruction should look like in the classroom! This is a great tool for teachers and transition specialists! Also,
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This resource provides an overview of resources to help students gain CIE for administrators, teachers, transition specialists, vocational rehabilitation counselors, parents, and students.
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This is a guide to assist schools in developing partnerships with the community and local businesses to enable students to have access to additional opportunities in high school. The guide includes resources, step-by-step process, and guidance in
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This is a document that shows how to align evidence based practices with the predictors of post-school success and includes links to resources on the NTACT website
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This is a practice description of a practice based on high quality research. There is a link for a lesson plan within the practice description.
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This is a practice description of a practice based on high quality research. There is a link for a lesson plan within the practice description.
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This is a practice description of a practice based on high quality research and there is a link to a lesson plan within the practice description.
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This is a practice description for a practice based on high quality research with a link to a lesson plan within the practice description
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TEACHING EXPERIENCE

NTACT’s purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

MY TEACHING STYLE

NTACT will identify and promote evidence-based and promising practices to Increase access, participation and success of students with disabilities in academically rigorous instruction and assessment in preparation for college, career, and community readiness Increase access, participation and success of students with disabilities in career related curricula and activities in preparation for college, career, and community readiness Improve the provision of additional factors associated with quality transition planning and school completion, such as engagement, leadership, self-advocacy Promote collaboration and stakeholder engagement focused on improving college, career, and community success Increase the use of data-driven decision making to improve programs and systems that address college, career, and community readiness, as well as use of early warning systems and interventions focused on reducing dropout and increasing graduation rates for students with disabilities Promote use of effective personnel development, coaching, and technical assistance strategies that build state and local capacity to prepare students with disabilities for college, career and community readiness

HONORS/AWARDS/SHINING TEACHER MOMENT

N/A

MY OWN EDUCATIONAL HISTORY

NTACT is a partnership of the University of North Carolina at Charlotte, University of Oregon, Western Michigan University, the Transition Coalition at the University of Kansas, and TransCen, Inc. The project’s co-directors are David Test - dwtest@uncc.edu, Loujeania Bost – lbost8@uncc.edu, Paula Kohler – paula.kohler@wmich.edu, and Deanne Unruh – dkunruh@uoregon.edu. The project coordinator for NTACT is Catherine Fowler – chfowler@uncc.edu. Additional leadership, technical assistance providers, knowledge development specialists, and evaluation specialists include Ruth Allison, TransCen, Inc.; Charlotte Alverson, University of Oregon; June Gothberg, Western Michigan University; Jacque Hyatt, TransCen, Inc.; Matthew Klare, UNC Charlotte; Dana Lattin, Transition Coalition at the University of Kansas (KU).; Rich Leucking, TransCen, Inc.; Caroline Magee and Valerie Mazzotti, University of Oregon; Mary Morningstar, Transition Coalition at KU; Dawn Rowe, University of Oregon; Bradley Stevenson, UNC Charlotte; Lydia Schuck, Western Michigan University. Florence Parkhill, UNC Charlotte and Karen Devries, Western Michigan University provide administrative support for NTACT.

ADDITIONAL BIOGRAPHICAL INFORMATION

NTACT is funded by a grant from the U.S. Department of Education, Office of Special Education Programs and the Rehabilitation Services Administration Grant No. H326E140004 from January 2015 through December 2019. Dr. Selete Avoke serves as the project officer from OSEP. Ms. Kristen Rhinehart-Fernandez serves as the project officer from RSA. The views expressed herein do not necessarily represent the positions or policies of the Department Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred. Products and resources here are public domain. Authorization to reproduce in whole or in part is granted. While permission to reprint is not necessary, citation recommendations for specific documents are noted on the individual documents

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