Related Resources

Presentations

Best Practices for Addressing The Mental Health Needs Of Children And Youth In Schools
Presented by Sandy Keenan, Technical Assistance Partnership and Trina W. Osher, MA Huff Osher Consulting, Inc. at the 2007 System of Care Community Meeting.

Articles & Publications

Clark, H. B., & Davis, M. (2000). Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties. Baltimore, MD: Brookes Publishing.

This new volume in the Systems of Care for Children's Mental Health Series is an excellent source of information regarding proven methods to help young people move into career-oriented education, work, and independent living. It covers interventions for drug and alcohol use, changing peer and family relations, anger and impulse management, and success in personal and community life. This book is unique because each chapter is co-authored by a youth; including the thoughts and feelings of youth adds a practical perspective. You can order this book online at www.brookespublishing.com for $29.95.

Transition to Adulthood: SAMHSA Helps Vulnerable Youth http://www.samhsa.gov/news/2003spring/index.html

Alexander, L., & Riley, R. W. A compass in the storm. Education Week , October 9, 2002. http://www.bridges4kids.org/articles/10-02/EdWeek10-9-02c.html

This article presents guiding principles for a new age of business and school partnerships. The authors present wonderful examples of business partnerships and the positive outcomes for students. As communities cope with funding needs and sustainability, looking to business partnerships such as these holds real promise.

Transition Planning

Wood, S. J., & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in the School , 36 (4).

This article provides an excellent summary of the major studies and literature on post- school outcomes for children and adolescents with emotional and behavioral disorders. It reviews 22 studies following up on students with disabilities after leaving school. Eight of these studies were specifically on students with E/BD. A table summarizes participant profiles, the focus, and the findings of each study (i.e., what teachers can do and their role as part of the team). The end of the article offers a very good list of resources.

***

Transition From School to Adult Life

Lehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002, March). Transition from school to adult life: Empowering youth through community ownership and accountability . Journal of Child and Family Studies, 11 (1), 127-141.

This article is part of a special issue of the Journal of Child and Family Studies dedicated to the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance, which was finalized in 1994. It documents the shift from a systems-driven to a youth-centered support approach in transition services for youth with disabilities. It also includes an excellent historical discussion of transition polices, as well as promising transition practices, self-determination, the wraparound approach, and recommendations for improving practice.

Websites

Individual Educational Plan (IEP) and Transition Planning
This National Center on Secondary Education and Transition (NCSET) web site offers information on developing a student’s Individual Education Plan (IEP) and transition plan, including frequently asked questions, related research, emerging practices, web sites, and additional resources.

To view this web site, visit http://www.ncset.org/topics/ieptransition
/default.asp?topic=28.

National Technical Assistance Center on Youth Transition -This site has a wealth of information.

http://ntacyt.fmhi.usf.edu/index2.htm

National Center for Secondary Education and Transition- This site offers information on 28 different topics related to secondary transition.

http://www.ncset.org

Other Resources

PRIDE (Persons Realizing Independence & Developing Empowerment)-MN

http://ntacyt.fmhi.usf.edu/partnership/sites_detail.cfm?siteid=2

Transition 101: A Basic Course on the Transition Requirements of Idea '97
Western Regional Resource Center

http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm

http://bridges4kidsnewsdigest.c.tclk.net/maabo3Gaa0b5JbboDsdc/

The Western Regional Resource Center has developed a guide for States, Districts, Schools, Universities and Families on transition requirements. The guide offers information on a variety of topics that include: intentions of transitions services, content of the individualized education program, and federal and state monitoring systems for transition requirements. Available in HTML and PDF formats.

 

Clark, H. B. & Davis, M. (2000). Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties. Baltimore, MD: Brookes Publishing.

This new volume in the Systems of Care for Children's Mental Health Series is an excellent source of information regarding proven methods to help young people move into career-oriented education, work, and independent living. It covers interventions for drug and alcohol use, changing peer and family relations, anger and impulse management, and success in personal and community life. What makes this book unique is that each chapter is co-authored by a youth, which adds a practical perspective. You can order this book online at www.brookespublishing.com. It costs $29.95

***

Wood, S. J. & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in the School, 36 (4).

This article provides an excellent summary of the major studies and literature on post- school outcomes for children and adolescents with emotional and behavioral disorders. It reviews 22 studies following up on students with disabilities after leaving school. Eight of these studies were specifically on students with E/BD. A table summarizes participant profiles, the focus, and the findings of each study (i.e. what a teacher can do and their role as part of the team). There is a very good list of resources at the end of the article as well.

***

Grier, T. B. (January 2002). Engaging the disengaged. American School Board Journal, 37-39.

This article, written by the Superintendent of Schools in Guilford County, N.C., provides a summary of the process for developing an alternative program for high school students who have become disengaged from traditional high schools. Called a middle college high school, this program allows high school students to complete their coursework on a college campus and has proven to be effective in decreasing the dropout rate and saving lives. Carefully selected high school teachers teach the core courses for most students in the program. Class sizes are kept low (15 students per teacher). Students also can take college courses taught by college professors and receive dual high school and college credit. The article reviews the obstacles as well as the successes.

***

Lehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002, March). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child and Family Studies, 11(1), 127-141.

This article is part of a special issue of the Journal of Child and Family Studies dedicated to the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance, which was finalized in 1994. It documents the shift from a systems-driven to a youth-centered support approach in transition services for youth with disabilities. It also includes an excellent historical discussion of transition polices, as well as promising transition practices, self determination, the wraparound approach, and recommendations for improving practice.

***

TRANSITION CURRICULUM: School to Career Transition Program. Narragansett High School, Narragansett, RI. Developed by Mark Gunning, Transition Specialist. June 2002.

Announcing the availability of this transition curriculum, which was discussed on the Education Learning Opportunity Call in January 2002.

A high school transition specialist developed this 43-page document over a period of three years. It outlines the curriculum requirements and establishes protocols for business partnerships. The impetus for developing the transition curriculum came from the fact that the district had several students who were not successfully completing the requirements for graduation and were not interested in pursuing a program at the regional career and technical school. The program began with just a few business partnerships and student placements that were driven by the Individual Education Plans of those students (high school juniors or seniors). Given the success of these students, many of their peers and other families begin to inquire about the program availability for other students. In its second year, the number of business partnerships and students expanded to over 20. It was made available to students in grades 10, 11, and 12. Also during this year, course credit was approved for the curriculum outlined and included in the course of study for the high school. In the third year, a special program component was initiated for students with emotional and behavioral needs. These students were included in the transition classes and business partnerships and had the additional support of a behavior specialist. The number of business partnerships more than doubled, as did the student enrollment. The transition curriculum and course credits now covers grades 9-12 and gives a student the potential to earn up to 6 credits over the four year period out of a total of 22 required for graduation. Take a look!

For more information, or if you are unable to access the web version, please contact mdlott@air.org or call Michael Dlott at (202) 944-5347.