National Technical Assistance Center on Improving Transition to Postsecondary Education

and Employment for Students with Disabilities (CFDA 84.326E)

Abstract
The purpose of this proposed National Technical Assistance Center on Improving
Transition to Postsecondary Education and Employment for Students with Disabilities (the
Center), as defined by the Office of Special Education Programs, U.S. Department of Education,
will be to assist SEAs, LEAs, state VR agencies, and other VR service providers to implement
evidence-based and promising practices and strategies that ensure students with disabilities,
including those with significant disabilities, graduate from high school with the knowledge, skills,
and supports needed for success in postsecondary education and employment.
The Center will address the following priorities outlined by OSEP to provide professional
development (PD), technical assistance (TA) and disseminate information to SEAs, LEAs,
schools, VR agencies and service providers, and other stakeholders to build state capacity to
achieve the following outcomes:
1. Implement evidence-based and promising practices and strategies designed to increase the
percentage of students with disabilities who meet challenging academic expectations
(including rigorous coursework) in high school that will prepare youth for postsecondary
education and competitive integrated employment.
2. Increase participation of students with disabilities in career-related curricula designed to
develop the knowledge and skills needed for success in competitive integrated employment
through: (a) work-based learning; (b) career planning; (c) career awareness, exploration, and
preparation; (d) employability and technical skills; and (e) community and financial literacy
skills
3. Improve collaboration across agencies to improve outcomes for students and families
through: (a) coordinated PD, TA and services to families and students with disabilities; (b)
technical assistance to establish coalitions of stakeholders focused on employment as a
transition service and an outcome; (c) capacity building to implement student-focused
transition planning to identify postsecondary goals and services in IEPs and IPEs; and (d)
technical assistance regarding roles, responsibilities, and provisions of formal interagency
agreements between education and VR agencies.
4. Increase sharing and use of data as critical methods for data driven decisions.
5. Implement evidence-based and promising practices and strategies designed to increase
school engagement and completion such as the use of early warning systems and dropout
prevention and student engagement interventions designed to increase graduation rates, as
well as strategies to increase student-directed planning and self-advocacy skills used in
school and across postsecondary and employment outcomes.
The proposed Center will be a partnership of national leaders, from six universities and
organizations including the University of North Carolina at Charlotte, Clemson University, the
University of Oregon, Western Michigan University, the University of Kansas, and TransCen, Inc.
By partnering with a strong advisory and work group partners, the proposed Center will be a
dynamic group of partners whose broad experience will comprehensively, competently, and
responsively address all of the federal priority areas in the RFP. Proposed activities will include:
1. Knowledge Development to: (a) support comprehensive literature reviews and prepare papers
and products identifying evidence-based and promising practices and policies related to
successful transition of students with disabilities to postsecondary education and
employment; (b) analyze State performance on SPP/ARR Indicators (e.g., 1, 2, 13, and 14),
VR Case Service Report data, and other relevant data to support SEAs in each phase of the
SSIP; and (c) develop technically sound technical assistance products and tools to increase
knowledge and implementation of evidence-based and promising practices.

2. Technical Assistance (TA) and Dissemination will be delivered through a three-tiered model
of TA (universal, targeted, intensive) that will incorporate current implementation science
research and blended learning methods (e.g., online + intensive face to face training and
coaching). Our proposed scaffolded TA and professional development system across audiences
(e.g., SEAs, LEAs, VR and VR providers, families) will ensure states have the capacity to
implement evidence-based and promising practices and strategies to improve opportunities
for students with disabilities through: (a) ongoing (online, blended, and face to face)
consultation and coaching; (b) meetings among SEAs, LEAs, State VR agencies, and other
providers and stakeholders to coordinate and collaborate across transition-related issues;
and (c) program evaluation. Improving data collection and reporting systems for SPP/APR
and VR indicators within the results driven performance areas targeted by the SSIP will
strengthen overall capacities. All materials will be prepared and disseminated across critical
content related to effective transition services, high school completion, fostering student
achievement in academically-rigorous and career-focused curricula, and ensuring effective
VR approaches for supporting students to successfully obtain postsecondary education and
employment outcomes. Across all activities, a systemic plan for building state capacity
through effective TA and data-driven decision-making will engage researchers, policymakers,
administrators, practitioners, families, youth, and other appropriate stakeholders in capacity
building and change.
3. Leadership and Coordination through a highly collaborative partnership approach that
includes secondary education agencies, families and youth with disabilities, business
organizations, VR agencies and community providers, as well as core content, career
technical education, and special education researchers and practitioners to promote success in
high school and postsecondary education and employment. Our collaboration with federally
funded projects focused on successful outcomes for youth and young adults will further
strengthen our effectiveness. Our strong advisory board and technical work groups will be
actively engaged in the work of the Center and represent critical domains of influence needed
to ensure success.
The proposed Center will begin January 1, 2015 and end December 31, 2019. During this
time, the Center will work collaboratively to build the capacity of SEAs, LEAs, schools, VR
agencies and service providers, and other stakeholders to implement evidence-based and
promising practices and strategies to improve postsecondary education and employment
outcomes for all students with disabilities.