21st Century Community Learning Centers

Improving the outcomes of students in Oregon's 21st CCLC programs

Topic Areas > Administrators

National Center on Secondary Education and Transition (NCSET)

The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures.


National Technical Assistance Center on Transition, Our purpose is to assist SEAs, LEAs, State VR Agencies, and other VR service providers to implement evidence-based and promising practices (EBPPs) to ensure students with disabilities, including those with significant disabilities, stay in school, progress in school and graduate with knowledge, skills and supports needed to succeed in post-secondary education and employment. 

Individuals with Disabilities Education Act (IDEA)

Welcome to the U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website, which brings together IDEA information and resources from the Department and our grantees.

Alliance for Excellent Education

Secondary school improvement and the issues surrounding it.

The National Dropout Prevention Center at Clemson University

The center has identified 15 effective strategies that have the most positive impact on the dropout rate.

The National Collaborative on Workforce and Disability

The collaborative features an evolving collection of promising programs and processes.

College and Career Readiness Center

The center helps states and other CCRS stakeholders better inform, align, and support efforts to ensure that all students are ready for success in college and careers. They have developed a brief titled Improving College and Career Readiness for Youth with Disabilities.

Transition Coalition at the Unversity of Kansas

The mission of the Transition Coalition at the University of Kansas is to maximize professional development in secondary school reform and transition.

Section 504 Plan

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED).

A Literature Map of Dropout Prevention Interventions for Students With Disabilities

This research synthesis represents the most up-to-date review of dropout interventions for student with disabilities.  The authors conducted an extensive search of the literature to find articles that described school completion interventions that yielded positive outcomes for students with disabilities.

Newsletter from NCWD/Youth

Welcome to Intersection: Navigating the Road to Work, the electronic newsletter of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth). The newsletter and the NCWD/Youth website offer information to improve programs and services for all youth and especially youth with disabilities.

TAGG-Transition Assessment and Goal Generator

The TAGG is a new on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals. TAGG items derive from research identified student behaviors associated with post high school employment and education. The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals.

Data Quality Campaign

10 foundational principles for using and safeguarding student information.

Special Education Acronyms

A glossary of acronyms commonly used in literature and services concerning special education and transition.

The Oregon Diploma Credit Requirements

These refer to state-wide requirements and serve as a minimum for graduation. Local districts may have additional graduation requirements. For the most complete list of requirements for graduation, please contact your local high school.

Oregon Essential Skills

The Essential Skills are nine cross-disciplinary skills that students should be developing across grades K- 12.

Credit for Proficiency

Credit for Proficiency provides students the opportunity to earn graduation credits within Oregon’s standards-based system by demonstrating what they know and can do.

Common Core Standards

Landing page for common core resources and tool kit.

Alternative Assessments

Information needed about Oregon's alternate (extended) assessment.

Secondary Transition for Students with Disabilities

The Individuals with Disabilities Education Act of 2004 requires the consideration of transition needs for students beginning not later than the first IEP to be in effect when the student is 16, and updated annually thereafter. Transition services are an integral part of the student's education plan and are designed to meet their unique needs and prepare them for further education, employment, and independent living.

GED Option

GED Option (16-18, in school).

Transition Documents

The documents offered on this page will assist school districts, students, parents, and others in planning for the next step after leaving high school.

IEP and IFSP Forms

Special Education - IEP/IFSP and related forms.

Transition Resources - Oregon Department of Education

Various links to resources related to transition.

Diploma, Modified Diploma & Alternative Certificates

Information about Oregon's modified diploma, extended diploma & Alternative certificates.

Key Secondary Transition Provisions

A list of key secondary transition provisions.

Administrator's Resources on ODE

Information for Oregon's Administrators.

Project Access

Project Access is a multi-level interagency transition model in the state of Oregon.The overall goal of the project is to improve and extend transition services to a greater number of youth with disabilities through a model program that brings vocational rehabilitation counselors (VRC's) into high school settings.
This school-based model is also designed to provide educators and parents with additional resources to assist them in improving the long-term employment outcomes of youth.
The model is a collaborative effort between Oregon's Office of Vocational Rehabilitation (VR), public high schools in three Oregon school districts, and researchers at the University of Oregon. On this site you will find a variety of resources.

Justice Department Settlement Regarding ADA

In a Dec. 29, 2015, order, the U.S. District Court for the District of Oregon approved a settlement agreement between the Justice Department, a class of private plaintiffs and the state of Oregon, which resolved the department’s and the class plaintiffs’ claims against the state under the Americans with Disabilities Act (ADA).


Information about IDEA with links to ed.gov.

Federal Policy

Oregon Department of Education Federal Policy links.

State Policy

Oregon Department of Education State Policy with links to ORS, OAR and special education policies and procedures.

Oregon Administrative Rules for Special Education (OARs)

The Oregon Administrative Rules Compilation is an annual print publication containing complete text of Oregon Administrative Rules (OARs) filed through Nov. 15 of the previous year and can be found on the Secretary of State website under State Archives. 

Policies and Procedures for Special Education

ODE Policies and Procedures for Special Education: 2007-2008 Each district must have in effect policies and procedures implementing the Individuals with Disabilities Education Act (IDEA), and applicable federal and state laws and regulations.

Dispute Resolution

The Oregon Department of Education is required by the Oregon Administrative Rules to investigate alleged violations of the Individuals with Disabilities Education Act. The dispute resolution options detailed on this page are open only to parties seeking to resolve disputes arising under the IDEA.

Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act (FERPA) ) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Memorandum of Understanding on Transition of Students with Disabilities to the Workforce

Memorandum of Understanding on Transition of Students with Disabilities to the Workforce

On February 2, 2015, the Memorandum of Understanding on Transition of Students with Disabilities to the Workforce was signed by the Office of Developmental Disabilities, Services Oregon Vocational Rehabilitation Services, Oregon Department of Education, and Oregon Council on Developmental Disabilities

The MOU vision is through strong agency collaboration, youth with disabilities will transition into competitive integrated employment or post-secondary education/training.

Oregon Executive Order No. 15-01

Oregon Executive Order No. 15-01

On February 2, 2015, Oregon’s Executive Order No. 15-01 was signed by Governor Kate Brown.  This Order addresses employment services for those who have intellectual or developmental disabilities, as well as services to transition-aged students with disabilities.

School Report Cards

Links to school and district report cards, Special Education report cards and statewide annual report card.

Data Collection Due Dates

Schedule of due dates for Oregon data collections.

Diplomas Count 2014

Research about motivation as a factor in graduation rates and a link to the full article.

Title IV-B Disclaimer of Endorsement

The presentations and documents funded by Title IV-B 21st Century Community Learning Centers (CCLC) included in Oregon Department of Education (ODE) conferences, and/or posted on ODE web sites may include links to information and resources created by other public and private organizations. These resources, materials and links are provided for the user's convenience and to benefit program quality in Title IV-B. ODE does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ODE information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on non-ODE sites.

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