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The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to students with disabilities. The topic of educators is important in transition planning because the Individuals with Disabilities Education Act (IDEA, 2004) suggests that teachers involved in the education of individuals with disabilities should be involved in the Individual Education Plan (IEP) process. Once a student reaches 16, the IEP process also includes transition planning. If a student is participating in CTE classes then CTE educators should be involved in the IEP process to help ensure that they are aware of the accommodations, modifications, and supports and services the student is entitled to, as well as to provide some insight on the transition planning process. The literature summarized in this annotated bibliography states there is often a disconnect between special education teachers and CTE teachers. The literature also states that it is imperative that CTE educators be involved in the IEP process and should receive training and/or professional development regarding evidence-based practices for teaching CTE skills to individuals with disabilities and how best to involve them into the CTE curriculum.

Career and technical education (CTE) is a form of educational service that is centered around preparing students for the workforce. At its core, CTE is intended to bridge the gap between high school education and postsecondary employment by teaching employment skills to students while they are in high school. CTE is vital in transition planning because it can aid students with and without disabilities in preparing for postsecondary employment as well as postsecondary education. Transition planning is mandated by the Individuals with Disabilities Education Act (IDEA, 2004) through the Individualized Transition Plan (ITP) portion of the Individualized Education Plan (IEP) which is required to begin at least 16 years of age. Ideally students with disabilities should be included in CTE as the Perkins Act (2018) requires the inclusion of individuals with disabilities with CTE classes and programs. The literature presented in this annotated bibliography states that the involvement in CTE programs and classes is beneficial to students with a variety of disabilities. It allows for students with disabilities to learn a multitude of skills including job skills, functional life skills, work behaviors, academic skills, and real life training. Many articles state that students with disabilities should be more involved in CTE classes and programs. Overall, CTE has a positive effect on individuals with disabilities and they should be included in it.

Postsecondary education is any education that occurs after high school. Postsecondary education includes trade school and vocational school as well as community colleges, four year institutions, and postgraduate institutions. Community involvement is what individuals do to be involved within their community. It can include participation in day programs, work and employment, participation in civics, and participation in other community activities. Postsecondary education and community involvement is a vital part of transition planning for students with disabilities. The Individual Transition Plan (ITP), found in the Individualized Education Program (IEP), requires for annual goals and objectives related to life after high school which should include postsecondary education, community involvement, or both. These goals and objectives should be focused on helping the student to prepare for postsecondary education and community involvement. The literature presented in this annotated bibliography states that students with disabilities are able to receive postsecondary education and be involved in the community similarly to their typically developing peers. It also suggests that students with disabilities may need more accommodations, modifications, supports, and services to participate in postsecondary education, community events, and employment. There seems to be evidence that career and technical education (CTE) classes and curriculum increase students with disabilities' participation in postsecondary education, community events, and employment.

Policy generally refers to outlined ways of doing things, which are usually linked to laws. Educational reforms are changes in educational policies, expectations, and implementations. Policy and educational reform includes reforms at the federal, state, and local levels. Examples of federal reform include the passing of the Americans with Disabilities Act (1990), Carl D. Perkins Vocational and Applied Technology Education Act (2018), the Individuals with Disabilities Education Act (2004), the No Child Left Behind Act (NCLB, 2011), and others. Educational reform can include national programs like School-to-Work or state and school level reforms. Policy and educational reform is relevant to transition planning because it can alter what transition planning looks like and what it should include. The literature describes a multitude of policy, law, and educational reform and how they impact learners with and without disabilities, school demographics, educators, administration, and others. Overall, IDEA (2004), NCLB (2011), and Perkins (2018) were the most discussed policies. Other policies included Goals 2000 (1994), School-to-Work (1994), and various state and local policies and educational reforms. This annotated bibliography summarizes 27 resources relating to policy and educational reform in career and technical education in transition planning.

Career and Technical Education (CTE) has predominantly existed parallel to academic education. Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Careful planning for both academic and CTE instruction is critical. It allows for students with disabilities to access the general education curriculum similarly to their nondisabled peers. Studies have shown that curriculum integration and academic CTE classes have a positive impact on test scores, technical skills, academic skills, and even dropout rates for students with and without disabilities. This annotated bibliography summarizes the literature addressing the ways curriculum integration and CTE programs with an academic focus impact students with disabilities. The target populations of these studies have included students with disabilities, students without disabilities, students in CTE classes, students not in CTE classes, as well as teachers.

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS. The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided. [For the previous version from 2019, see ED601040.]

The use of restorative practices, now popular in many schools, offer a step forward in the search of a promising solution to the disparate and overly punitive treatment of students of color and students with and at risk for disabilities. Restorative practices are student-centered interventions that are designed to establish positive relationships with all students (Kline, 2016). There is both a proactive and responsive component to restorative practices that can, and perhaps should, work in tandem to yield the most desirable outcome (Wachtel, 2013). The "proactive" component of restorative practices focuses on creating just and equitable learning environments and nurturing healthy relationships; whereas the "responsive" component focuses on repairing harm and transforming conflict (Evans & Vaandering, 2016). The purpose of this annotated bibliography is to summarize relevant research and resources on restorative practices for students of color and students with and at risk for disabilities. The implementation of restorative practices and its associated outcomes are briefly summarized. To conclude, additional resources on restorative practices are provided.

Positive Behavioral Intervention and Supports (PBIS) arose from the need to respond to the pervasive racial disparities in behavioral outcomes for students with, and at-risk, for disabilities. Initially, the use of culturally appropriate interventions was indirectly emphasized through PBIS (Sugai et al., 2000b). Researchers have often critiqued the framework as being culturally neutral (Cramer & Bennett, 2015). McIntosh and colleagues (e.g., 2014, 2019) have been working to address issues of disproportionality and culturally responsive in PBIS to ensure schools understand the complexities of these issues to ensure equity for all students. Leverson, Smith, McIntosh, Rose, and Pinkelman (2019) define culturally responsive PBIS as including: (1) Identity, (2) Voice, (3) Supportive Environment, (4) Situational Appropriateness, and (5) Data for Equity (p. 2). The purpose of this annotated bibliography is to synthesize relevant research and resources on Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS). The implementation of CRPBIS and its associated outcomes are briefly summarized. To conclude, additional resources on CRPBIS are provided.

In 2011, the National Longitudinal Transition Study-2 (NLTS-2) data set was released to the field to provide researchers with data to conduct additional analysis (e.g., multivariate, descriptive) of youth with disabilities' in-school and post-school experiences. Funded in 2000 by the U. S. Department of Education's, Office of Special Education Programs, NLTS-2 included more than 11,000 youth with disabilities (ages 13 to 16) nationwide. From 2001 to 2009, data were collected from parents, youth, and schools to gain a national picture of youth with disabilities' transition experiences from high school into post-school life. NLTS-2 data elements included: (1) demographic characteristics; (2) secondary school experiences (e.g., schools, school programs, related services, extracurricular activities); (3) post-school experiences of youth with disabilities; and, (4) contextual factors (e.g., community type, interagency collaboration, service agencies and programs). This annotated bibliography provides an overview of NLTS-2 secondary analysis articles published from 2009 through 2017. Based on the categorical nature of the literature identified, it is organized by the following categories: across disabilities, autism, deaf/hard of hearing, emotional behavioral disorders, learning disabilities, intellectual disability, and vision impairment. [This bibliography was originally prepared for the NLTS-2 Community of Practice and the National Technical Assistance Center on Transition (NTACT) in 2016 by Valerie L. Mazzotti, Dawn A. Rowe, Kate Wagner, Angela Ingram, Hobie Blackhorn, and John R. Thomas. It was then updated for the NLTS-2 Community of Practice and NTACT in 2018 by Valerie L. Mazzotti and Wen-hsuan Chang.]

Students with disabilities experience higher unemployment, attend postsecondary environments less often, and engage less in their communities after graduating from high school compared to their peers without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). In middle school, young adolescents with disabilities are 50% more likely than their counterparts without disabilities to drop out of school (President's Commission on Excellence in Special Education, 2002). Researchers and policymakers at the federal level have been trying to address these disparities. At the federal level, the Individuals with Disabilities Education Act Amendments (IDEA) of 2004 mandated a transition component be included in the Individual Education Program (IEP) for students with disabilities at no later than age 16. Each transition component must be based on students' transition strengths, needs, interests, and preferences. This legislation also requires students with disabilities to participate, at an appropriate individual level, in the IEP planning process. This requirement encourages educators to beginning preparing students with disabilities at an early age. The purpose of this Annotated Bibliography is to identify and summarize: (1) what interventions have been used based on experimental studies about preparing students in middle school (ages 11-13) for transition to post-school environments and activities; (2) what else educators are doing now based on descriptive and correlational studies; and (3) what might educators do based on discussion articles.

The purpose of this annotated bibliography is to synthesize relevant research and resources on the effective integration of culturally responsive/sustaining practices in special education. The strategies and interventions that have produced positive academic outcomes for culturally and linguistically diverse (CLD) students with and at risk for disabilities are briefly summarized. To conclude, additional resources on culturally responsive/sustaining practices are provided.

The purpose of this annotated bibliography is to provide educators with sources that define the issues of mental health and offer suggestions for how to address mental health in the secondary transition planning process. The information is organized by four categories: (1) overview of the issue; (2) prevalence and comorbidity; (3) professional, family, and student perceptions; and (4) interventions and strategies. This annotated bibliography contains thirty-four sources.

Transition planning and post-school outcomes for students with autism spectrum disorder (ASD) continue to receive growing attention in both practice and research. The purpose of this annotated bibliography is to summarize relevant research on practices and predictors of post-school success for individuals with ASD and to provide practitioners, families, special education professionals, and researchers information on current literature related to what may improve the post-school outcomes of this population. The bibliography includes articles from 1985 to 2018 and is divided into three major sections. The first two sections include summaries of studies involving secondary transition practices and predictors (the how-to strategies). Practices are micro level focused on specific interventions, strategies, or curriculum implemented with students to assist them in developing the skills to be successful adults. Predictors are macro level variables that influence systems, programs, and general practices and skills students need to be successful after high school. The third section summarizes research that gathered post-school outcome information on students with ASD. [This bibliography was co-prepared by the ASD Technical Work Group.]

The purpose of this annotated bibliography is to provide educators with sources that define parent and family involvement and offer suggestions for how to involve families in the transition planning process. Based on the categorical nature of the literature identified, the bibliography is organized by the following categories: parents of students with autism, emotional/behavior disabilities, learning disabilities, intellectual disabilities, and culturally diverse families. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009. It was then revised for the National Technical Assistance Center on Transition (NTACT) in September 2015 by D. A. Rowe and K. A. Hirano, and updated for NTACT in 2017.]

Early warning systems (EWS), in the context of secondary transition, are tools that analyze individual student-level data and estimate each student's risk of dropping out of school or completing school on time. Such tools generally consider three primary types of data--commonly referred to as the A, B, Cs: attendance/absence data, behavior/discipline data, and course performance/credit accrual data (Mac Iver & Mac Iver, 2009). Based on the values of variables examined in each of these categories, a student is assigned a numeric score, which is compared to a series of cut points that delimit a series of risk levels (e.g., low, medium, high risk). The focus of the literature addressing EWS is primarily on school completion (i.e., dropout prevention and graduation), rather than on secondary transition per se, and is aimed at practitioners. Many EWS articles address the predictors of success for various grades (Allensworth, Gwynne & de la Torre, 2014) and how EWS can be implemented to identify interventions and supports that will help students remain in school and succeed (Frazelle & Nagel, 2015). This annotated bibliography summarizes various EWS publications according to the type of research (i.e., experimental, correlational, descriptive, discussion, reviews). [This bibliography was originally prepared for the National Technical Assistance Center on Transition (NTACT) in 2016 by Mathew Klare and Bradley Stevenson. It was updated in 2017 by Misty Terrell.]

Youth who have been adjudicated face the unique challenge of transitioning from facility to community while also transitioning from adolescence to adulthood. Although many juvenile justice facilities seek to provide effective transition and aftercare services, researchers have demonstrated high levels of recidivism among formerly incarcerated youth. Because of these high levels, many researchers are seeking to identify aftercare programs that can be implemented with fidelity to reduce recidivism rates. Further, many incarcerated youth have disabilities and are eligible for special education services under IDEA (2004). The purpose of this annotated bibliography is to provide a listing of articles, reports, and other resources published since 1984 examining the issue of transition of youth ages 11-26 from the juvenile justice system. Resources in the bibliography are divided into five categories: (1) Overview of Issues; (2) Promoting Successful Community Transitions; (3) Preventing Recidivism; (4) Youth with Disabilities; and (5) Additional Resources.

The purpose of this annotated bibliography is to summarize relevant research to update practitioners and professional development (PD) providers about designing effective and impactful professional development models. Few studies were found specific to transition professional development; therefore, this bibliography includes a wider review of PD models, limiting the review to studies illustrating the five essential features of PD within education. Given that PD is multifaceted, many of the PD interventions incorporate multiple elements. This paper summarizes four studies in the area of transition-focused education, followed by 14 studies of professional development across a range of educational practices.

According to the National Longitudinal Transition Studies (NLTS-1 & NLTS-2) youth with disabilities lag behind their peers without disabilities in terms of indicators of a quality adult life. This is especially true for youth with disabilities who are culturally and linguistically diverse. Students who typically fall into this category include: African Americans, Hispanic Americans, Native Americans, Asian Americans and Pacific Islanders, students who speak English as a second language, and students who have undocumented or immigrant status. The purpose of this annotated bibliography is to provide practitioners with relevant research and resources regarding issues and strategies in transition planning with CLD students. The references are organized in the categories of "Issues in Transition Planning for CLD Youth" and "Strategies for Transition Planning for CLD Youth." [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2012 by Shaqwana Freeman-Green. It was updated for the National Technical Assistance Center on Transition (NTACT) in 2016 by Dawn Rowe and Debra G. Holzberg.]

Peer mediated supports involve typical peers without disabilities providing assistance to classmates with disabilities. As an intervention peer mediated supports can serve as an alternative to the use of one-on-one paraprofessionals. Peer mediated supports have been identified as a research based practice for promoting academic learning and social relationships in adolescents with developmental disabilities (Carter & Kennedy, 2006). Academic and social skills have been identified as predictors of positive post-school outcomes. Peer mediated supports are a potential intervention that can be used to improve these skills in students with disabilities. The purpose of this annotated bibliography is to provide educators with sources that define peer mediated supports and offer suggestions for how to implement peer mediated supports as an intervention for students with disabilities.

The Summary of Performance (SOP) serves as the link between high school and post-school experiences by providing a document that includes evaluation records, post-school goals, and accommodations to support attainment of post-school goals for students with disabilities (Richter & Mazzotti, 2011). A well-developed SOP will provide transition personnel (e.g., adult service providers, colleges and universities, high schools), students, and families with a resource to facilitate a student's transition into post-school life (Izzo & Kochhar-Bryant, 2006). The purpose of this annotated bibliography is to provide special education professionals and researchers with guidelines and suggestions for completing SOPs to facilitate students' successful transition to postsecondary life. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009 by Sharon M. Richter. It was then revised for the National Technical Assistance Center on Transition (NTACT) in 2016 by Valerie L. Mazzotti.]

The purpose of this annotated bibliography is to summarize relevant research and Internet resources to update families, special education professionals, and researchers on what is currently known related to assistive technology and secondary transition procedures. Information is provided on the following topics: (1) assistive technology and transition; (2) assistive technology and postsecondary education; (3) assistive technology and employment; (4) assistive technology and independent living; and (5) Augmentative and Alternative Communication (AAC) and transition. Finally, additional resources on the topic are provided. [This document was originally prepared by Kelly Kelley, NSTTAC, 2009.]

Data-based decision making refers to collecting, analyzing, and reporting data to drive school improvement. This can apply to any level of the school from individual students to the entire system. When applied to the field of secondary transition, it refers to using data to drive decisions to improve the in-school and post-school success of secondary students, as well as the systems that support those students. The purpose of this annotated bibliography is to provide a reference and brief synopsis of articles published on the topic of data-based decision making. The articles are divided into three categories based on the focus of the article. The first category, systems level, includes articles that focus on data-based decision making for an educational system (e.g., school, district). The second category, student level, focuses on data-based decision making for students. The third category, National Technical Assistance Center on Transition (NTACT), describes the resources that can be found on the NTACT website (http://transitionta.org/dataanalysis).

When students graduate from high school they often experience independence that includes (a) moving out on their own, (b) forming new relationships, and (c) supporting themselves financially. However, according to data from the National Longitudinal Transition Survey--2, only 38% of youth with disabilities have lived independently outside the family home within 3 to 5 years of exiting high school. One key aspect of independence is having finance skills. This is an area that youth with disabilities are struggling with. Without the ability to control their finances, these individuals may lack the autonomy to make key decisions about their lives. Financial literacy skills are essential to independent living including paying bills, grocery shopping, managing a budget, and participating in leisure activities. The purpose of this annotated bibliography is to provide resources for individuals, educators, families, and other related personnel in the area of financial literacy.

Sexuality has been defined as "companionship, friendship, sexual expression, sexual identity, and intimate relationships" (Bambara & Brantlinger, 2002). People with disabilities have many obstacles as they transition to adulthood, including developing and understanding their own sexuality (Sinclair, Unruh, Lindstrom, & Scanlon, 2015). These can include the perception individuals with disabilities have about their own sexuality, the perception of others regarding the sexuality of people with disabilities, and the knowledge of sexuality by individuals with disabilities among others. Sexuality in transition planning seeks to overcome this obstacles through explicit planning in order to more fully develop a student's sexuality. Many articles have been published on the topic of sexuality in transition planning. This annotated bibliography provides a reference and a brief synopsis of articles published on this topic. The articles are divided into two basic categories. The first is "Journals or Special Issues." This group consists of (1) journals dedicated to the topic of sexuality; or (2) special issues of other journals that are dedicated to the topic. The second category consists of articles appearing in various publications that are not dedicated exclusively to this topic. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) by Audrey Bartholomew in 2011. It was updated in 2015 by Bradley Stevenson.]

Health issues in transition focuses on issues related to individuals with special health care needs as they transition from pediatric to adult services. The Maternal and Child Health Bureau defines youth with special health care needs as "those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally" (McPherson et al., 1998, p. 138). When individuals with these types of conditions reach the age of majority they must transition to the adult health care system. As such, the goal of healthcare transition is provide high-quality, developmentally appropriate, and uninterrupted services as the individual transitions to adulthood in order to maximize the individual's potential and lifelong functioning (American Academy of Pediatrics, American Academy of Family Physicians, American College of Physicians-American Society of Internal Medicine, 2002). Over the past two decades, quite a bit has been published on the topic of health issues in transition. This annotated bibliography provides a reference and a brief synopsis of articles published on this topic. The articles are divided into three categories: discussion, research, and transition planning materials. Discussion articles consist of articles that describe a relevant issue or position. Research articles consist of studies that were published on the topic including (e.g., experimental, qualitative, correlational, reviews). Last, transition planning materials include articles that describe or present specific resources to facilitate transition for students with special health care needs. [This bibliography was originally prepared for the National Secondary Transition Technical Assistance Center (NSTTAC) in 2009 by James White and Debbie Gilmer. It was updated for the National Technical Assistance Center on Transition (NTACT) in 2015 by Bradley Stevenson.]