Expect, Empower, Engage Resource Database

This highly rated resource focuses on the age of majority- the age when children legally become adults. This is when they gain the rights of adults, which include the right to vote, marry, apply for a credit card, make medical and financial decisions for themselves, sign contracts, live independently, and much more. Tips, resources, and helpful connections are provided.

La Mayoría de Edad, es la edad cuando los adolescentes se convierten legalmente en adultos. A partir de este momento adquieren los derechos de los adultos, que incluyen el derecho a votar, casarse, solicitar una tarjeta de crédito, tomar decisiones médicas y financieras por sí mismos, firmar contratos, vivir de forma independiente y muchos más. En casi todo los estados de los EEUU la mayoría de edad es a los 18 años.

This resource describes characteristics associated with White dominant culture as compared to those rooted in an intentional equity mindset. This resource can be used to assess the cultural norms that currently exist and to think about what changes are needed to create authentic opportunities for partnership that can improve learning conditions and outcomes for historically marginalized populations.

Transition services are mandated and expected to be provided by multiple agencies. This resource is a conversation starter for understanding roles and responsibilities in serving students and young adults as they strive toward successful outcomes.

This resource and the associated process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community throughout their entire school experience. With a focus on each and every child as a general education student, even if they qualify for special education services, this resource allows for educational teams, inclusive of families, to support access and progress within the general education curriculum and on the student’s IEP goals. This planning and collaboration ultimately enhances post-school outcomes and capitalizes on the contributions of each student within their schools and communities.

Peers have an influential role in promoting inclusive education for students with extensive support needs in their schools and communities. This resource is a toolbox of educational interventions for educators to promote relationships within inclusive educational settings. Each of these approaches are feasible to implement within schools and communities and are effective at improving the educational experiences and post-school outcomes of students with and without disabilities.

School should be a place of belonging for each and every student. Belonging is easy to affirm, but much harder to define. This research-based resource provides ten essential dimensions of belonging for students with and without disabilities. The guide helps educational school communities to celebrate, reflect, and create observable, actionable steps to address each of the 10 dimensions, and to promote greater inclusion and belonging in schools and communities. When each of these dimensions are addressed well, schools become learning environments in which students with disabilities thrive and are seen as valued and indispensable members of the school community and beyond.

This self-paced module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process to become better advocates for their own needs, and partnering with outside agencies such as vocational rehabilitation.

This self-paced module helps users better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be better able to prepare students to actively participate in their own IEP meetings.

This self-paced module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school.

This blueprint was designed with input from in-person and remote educators, leaders, researchers, professional learning providers, and technical assistance providers — it details the indicators of learning programs that successfully integrate equity, well-being, and academics. The blueprint leverages an asset-based approach that values diversity in race, culture, language, ability, and ways of interacting with the world, rather than characterizing students and families by what they may need or lack.

This tip sheet, which is part of our IEP Tip Sheet Series, introduces transition services. Beginning not later than the first IEP where the child turns 16 (or 14 in some states), IEP teams will need to develop a transition plan that includes transition services and measurable postsecondary goals [IDEA, Sec. 300.320(b)]. This tip sheet includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

This frequently-asked questions document, with an accompanying appendix, addresses the dual enrollment of students with disabilities in secondary school and postsecondary education institutions, including comprehensive transition and postsecondary education programs for students with intellectual disabilities.

The employment of individuals with disabilities benefits our communities and our nation as they maximize their skills and talents and contribute fully to our economy. RSA, in partnership with the U.S. Department of Labor’s Office of Disability Employment Policy and the U.S. Department of Health and Human Services’ Administration for Community Living and Substance Abuse and Mental Health Services Administration, published this framework, to present a joint Federal vision for community engagement by individuals with disabilities, including students and youth with disabilities. Community engagement, supported by a variety of service systems, enables individuals with disabilities to expand skills and experience so that they may secure high-quality and personally satisfying careers and jobs and the benefits of employment. In addition to explaining what community engagement means and its benefits, this paper contains information about the wide variety of services, that when provided together, expand opportunities for youth and adults with disabilities to achieve competitive integrated employment.

Description: A book study is a popular method of capacity building in schools, districts, and systems. This Book Study in a Box includes a Facilitator Guide, a Facilitator Implementation Guide, and a Participant Guide to support agencies in conducting a book study for the book Coherence: The Right Drivers in Action for Schools, Districts, and Systems, by Michael Fullan and Joanne Quinn (2016, Corwin Press). These resources can promote professional learning at the system level and help leaders build capacity about comprehensive improvement models to better school systems and improved student outcomes.