Expect, Empower, Engage Resource Database

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.

As part of its charge to provide training and technical assistance that will enable State VR agency personnel to manage available resources, improve effective service delivery, and increase the number and quality of employment outcomes for individuals with disabilities, the Vocational Rehabilitation Technical Assistance Center for Quality Management (VRTAC-QM) developed this resource outlining the specific VR program requirements on transition services.

The Rehabilitation Act and its regulations require VR agencies to enter into formal interagency agreements with SEAs describing how the entities will collaboratively plan and coordinate transition services for students with disabilities needing those services. This formal interagency agreement is an important foundational document that helps to ensure students with disabilities experience a smooth transition from school to post-school activities. To support these efforts, RSA, in collaboration with OSEP, created this review instrument for formal interagency agreements between SEAs and VR agencies.

The VRTAC-QM and NTACT-C developed this guide for the development of policies and procedures for VR agencies in the provision of pre-employment transition services.

RSA issued this frequently-asked questions document related to how VR agencies may use the reserve requirement for the provision of pre-employment transition services to students with disabilities.

RSA published this final notification of interpretation to clarify current policy regarding the permissibility of using funds reserved for pre-employment transition services for auxiliary aids and services, and to announce a change in policy regarding the use of Federal VR funds reserved for pre-employment transition services.

Belonging is experienced when students are present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed. This resource provides reflection questions to assist practitioners as they reflect on these ten dimensions of belonging.

These engagement guides invite leading experts to share their expertise on implementing these nine educational interventions to promote meaningful engagement and relationships among students with and without disabilities. They created short, practical implementation guides based on their extensive experience working with local schools.

In this presentation, practitioners will learn about how Charting the LifeCourse, a valuable person-centered planning tool, can enhance a student's transition plan in school and help improve post-secondary outcomes through increased knowledge, advocacy, communication, and focus on what supports and services a student needs to reach their life goals after high school.

In this presentation from the 2023 OSEP Leadership and Project Directors’ Conference, presenters provide an example of a student’s use of the tool, share how the tool has been adapted to be accessible for students with higher needs, share feedback they have received from families, and discuss the next steps as they continue to do outreach with families and professionals.

This guide provides tools and reflection questions for families and youth as they begin and continue to engage in the transition process. Reflection questions in this tool are categorized into six domains and six life stages ranging from infancy to adulthood and aging. 

This online module focuses on the transition process from high school to post-secondary settings. Key topics include individualized education program planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation.

This policy overview of the IEP process provides recommendations for families to partner with their schools to support their children through the transition process, including strategizing around transition planning

This online module focuses on the process of developing high-quality IEPs for students with disabilities. Key topics include the requirements for IEPs as outlines in IDEA, the implications of the Endrew F. v. Douglas County School District Supreme Court ruling, and how to effectively plan IEP goals focusing on post-secondary transition.

This guide provides a policy overview of Vocational Rehabilitation (VR) services, and highlights eligibility requirements as mandated by IDEA and WIOA to participate in VR services.