References and Resources

Anderson, F. (1993). Interagency collaboration transition councils (Project RETAIN). Gainesville, FL: University of Florida. 

Every Student Succeeds Act of 2015, Pub L. No. 114-95 (2015). 

Ferguson, C. (2005, September). Reaching out to diverse populations: What can schools do to foster family-school connections? Austin, TX: Southwest Educational Development Laboratory. Retrieved from  

Field, S., Hoffman, A., & Spezia, S. (1998). Self-determination strategies for adolescents in transition (Transition Series). Austin, TX: PRO-ED. 

Hart Research Associates. (2015). Falling short? College learning and career success. Washington, DC: Association of American Colleges and Universities. 

Hattie, J. (2015). What works best in education: The politics of collaborative expertise. London, UK: Pearson. Retrieved from 

Hoffman, A., & Fields, S. (2006). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals kit (2nd ed.). Austin, TX: PRO-ED. 

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. §612 (2004).  

The IRIS Center. (2016). Secondary transition: Interagency collaboration. Nashville, TN: Peabody College, Vanderbilt University. Retrieved from  

Kohler, P. D. (1996). Taxonomy for transition programming. Champaign: University of Illinois. 

Kohler, P. D., Gothberg, J. E., Fowler, C., & Coyle, J. (2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Kalamazoo, MI: Western Michigan University. Retrieved from  

Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development and Transition for Exceptional Individuals33(3), 165-176. doi:10.1177/0885728810376410 

Mazzotti, V. L., Rowe, D. R., Sinclair, J., Poppen, M., Woods, W. E., & Shearer, M. L. (2016, November). Predictors of post-school success: A systematic review of NLTS2 Secondary analyses. Career Development and Transition for Exceptional Individuals, 39(4), 196-215. Retrieved from 

Mazzotti, V. L., Rowe, D. R., & Test, D. W. (2013, January). Navigating the evidence-based practice maze: Resources for teachers of secondary students with disabilities. Intervention in School and Clinic, 48(3), 159-166. doi:10.1177/1053451212454004 

Morgan, R. L., Callow-Heuser, C. A., Horrocks, L. L., Hoffman, A. N., & Kupferman, S. (2013, April). Identifying transition teacher competencies through literature review and surveys of experts and practitioners. Career Development and Transition for Exceptional Individuals, 37(3), 149-160Retrieved from  

Morningstar, M. E., & Clark, G. M. (2003, Fall). The status of personnel preparation for transition education and service: What is the critical content? How can it be offered? Career Development and Transition for Exceptional Individuals, 26(2), 227-237. Retrieved from 

Morningstar, M. E., & Mazzotti, V. L. (2014, July). Teacher preparation to deliver evidence-based transition planning and services to youth with disabilities (Document No. IC-1). Gainesville, FL: University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center. Retrieved from  

National Secondary Transition Technical Assistance Center & National Post-School Outcomes Center. (2015, December). Predictor implementation school/district self-assessment. Charlotte, NC, & Eugene, OR: Authors. Retrieved from 

O’Leary, E. (2005). Planning for life after high school. Retrieved from  

Partnership for 21st Century Skills. (2011). P21 common core toolkit: A guide to aligning the Common Core State Standards with the Framework for 21st Century Skills. Retrieved from  

Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C. H., Kellems, R., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113-126. Retrieved from 

Serna, L. A., & Lau-Smith, J. (1995, January). Learning with purpose: Self-determination skills for students who are at risk for school and community failure. Intervention in School and Clinic, 30(3), 142-146. doi:10.1177/105345129503000303 

Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson Education.  

Test, D. W., Fowler, C. H., Richter, S., White, J. A., Mazzotti, V. L., Walker, A. R., . . .  Kortering, L. (2009, August). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128. doi:10.1177/0885728809336859 

Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009, December). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160-181. doi:10.1177/0885728809346960 

U.S. Bureau of Labor Statistics, U.S. Department of Labor. (2014, June). Persons with a disability: Labor force characteristics summary [Economic news release]. Retrieved from 

U.S. Department of Education. (2004a). Building the legacy: IDEA 2004. Retrieved from 

U.S. Department of Education. (2004b). Individuals with Disabilities Education Act, Title I, A, 602, 1. 

U.S. Department of Education. (2015). U.S. high school graduation rate hits new record high. Retrieved from  

Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012, January). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140-155. doi:10.1177/1044207311425384 

Walker, A., Kortering, L., Fowler, C., Rowe, D., Bethune, L., & Terrell, M. (2016). Age appropriate transition assessment toolkit (4th ed.). Charlotte: University of North Carolina, National Technical Assistance Center on Transition. Retrieved from  

Wrightslaw. (2017). Appendix A to Part 300—Notice of interpretation. Retrieved from 

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