U.S. DEPARTMENT OF EDUCATION

TRANSITION ACTIVITIES IN THE 

OFFICE OF SPECIAL EDUCATION AND 

REHABILITATIVE SERVICES

TRANSITION ACTIVITIES IN THE 

OFFICE OF SPECIAL EDUCATION AND 

REHABILITATIVE SERVICES

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

OFFICE OF POLICY AND PLANNING

2009
Staff of the Office of Special Education and Rehabilitative Services, including members of the 

Office of Policy and Planning (OPP), the Office of Special Education Programs (OSEP), the 

Rehabilitation Services Administration (RSA) and the National Institute on Disability and 

Rehabilitation Research (NIDRR), worked collaboratively to produce this document. This 

document contains URLs for information created and maintained by external entities. This 

information is provided for the reader’s convenience. The U.S. Department of Education is not 

responsible for controlling or guaranteeing the accuracy, relevance, timeliness or completeness of 

this information. Further, the inclusion of information or URL does not reflect the importance of 

the organization, nor is it intended to endorse any views expressed, or products or services offered.

U.S. Department of Education

Arne Duncan

Secretary

Office of Special Education and Rehabilitative Services

Andrew J. Pepin

Executive administrator delegated the authority to

perform the functions of assistant secretary

Office of Policy and Planning

Jennifer Sheehy

Director 

August 2009

This document is in the public domain. Authorization to reproduce it in whole or in part is 

granted. While permission to reprint this publication is not necessary, the citation should be: 

U.S. Department of Education, Office of Special Education and Rehabilitative Services, 

Office of Policy and Planning, Transition Activities in the Office of Special Education and 

Rehabilitative Services, Washington, D.C., 2009. 

This document is available on the Department’s Web site at: 

http://www.ed.gov/about/offices/list/osers/reports.html.

On request, this document is available in alternate formats, such as Braille, large print or 

computer diskette. For more information, please contact the Department’s Alternate Format 

Center at 202-260-0852 or 202-260-0818.
iii

CONTENTS

ACRONYMS ..................................................................................................................................V

INTRODUCTION ............................................................................................................................ 1

ORGANIZATIONAL STRUCTURE OF THE OFFICE OF SPECIAL EDUCATION AND 

REHABILITATIVE SERVICES ........................................................................................................ 3

OSERS TRANSITION ACTIVITIES, BY COMPONENT......................................................................... 5

U.S. DEPARTMENT OF EDUCATION RESOURCES FOR TRANSITION TO ADULTHOOD .........................21

OTHER FEDERAL RESOURCES.....................................................................................................25

v

ACRONYMS

This is a living document that will continue to be updated as more information is gathered. As such, this is 

not a comprehensive list of acronyms.

ADA Americans with Disabilities Act1

AMP Achieve My Plan

APR Annual Performance Report

ARR Annual Review Report

ASD Autism Spectrum Disorders

CIFMS Continuous Improvement and Focused Monitoring System 

CI Community Integration

CIL Center for Independent Living

COP Community of Practice

CPRC Community Parent Resource Center

DBTAC Disability and Business Technical Assistance Center

DRRP Disability and Rehabilitation Research Program

DRS Department of Rehabilitative Services 

DSS Disability Support Services 

ESEA Elementary and Secondary Education Act

FOIA Freedom of Information Act

FY Fiscal Year

HEP Higher Education Programs

ID Intellectual Disabilities

IDEA Individuals with Disabilities Education Act

IES Institute for Education Sciences

IHEs Institution of Higher Education

LEA Local Educational Agency

LFD Low Functioning Deaf

MIS Management Information System

MSIP Monitoring and State Improvement Planning

NCEERA National Center for Education Evaluation and Regional Assistance

NCLB No Child Left Behind Act

 

1

Terms appearing in italics are legislative acts.
vi

NCSER National Center for Special Education Research

NDPC—SD National Dropout Prevention Center—Students with Disabilities

NIDRR National Institute on Disability and Rehabilitation Research

NLTS-2 National Longitudinal Transition Study-2

OAS Office of the Assistant Secretary

OCR Office for Civil Rights

OESE Office of Elementary and Secondary Education

OGC Office of the General Counsel

OII Office of Innovation and Improvement

OLCA Office of Legislation and Congressional Affairs

ONPE Office of Non-Public Education

OPE Office of Postsecondary Education

OPP Office of Policy and Planning

OSEP Office of Special Education Programs

OSERS Office of Special Education and Rehabilitative Services

OVAE Office of Vocational and Adult Education

PACER Parent Advocacy Coalition for Educational Rights

PBE Program, Budget and Evaluation

PEPNet Postsecondary Education Programs Network

PPI Policy, Planning and Innovation

PSS Program Support Staff

PSSG Program Support Services Group

PTI Parent Training and Information Center

RRC Regional Resource Center

RRTC Rehabilitation Research and Training Center

RSA Rehabilitation Services Administration

RSD Research Sciences Division

RTI Research Triangle Institute

RTP Research to Practice Division

S&E Salary and Expenses

SEA State Educational Agency

SILC Statewide Independent Living Council

SMD Severe and Multiple Disabilities
vii

SMPID State Monitoring and Program Improvement Division

SOP Summary of Performance

SPP State Performance Plan 

STELLAR Supporting Transition to Engage Lives by Linking Agency Resources

TA Technical Assistance

TDD Telecommunications Device for the Deaf

TILES Transition, Independent Living, Employment, Supports

TSPD Training and Service Program Division

TTY Teletypewriter

VCO Voice Carry Over

VCU Virginia Commonwealth University

VR Vocational Rehabilitation

WRP Workforce Recruitment Program

1

INTRODUCTION

The mission of the Office of Special Education and Rehabilitative Services (OSERS) is to provide 

leadership to achieve full integration and participation in society of people with disabilities and to ensure

equal opportunities in, access to, and excellence in education, employment and community living. In 

implementing this mission, OSERS administers programs that help educate children and youths with 

disabilities, provides for the rehabilitation of youths and adults with disabilities, and supports research to 

improve the lives of individuals with disabilities.

Over the last four decades, the transition of youths with disabilities from school to productive adulthood 

has received high priority from OSERS’ Office of the Assistant Secretary (OAS) and all three program 

components within OSERS: the Office of Special Education Programs (OSEP), the Rehabilitation 

Services Administration (RSA) and the National Institute on Disability and Rehabilitation Research 

(NIDRR). These offices award discretionary and formula grants to states, and execute regulatory and 

policy guidance in an effort to have a successful impact on education and employment outcomes for 

youths with disabilities. To build upon this priority and the history of accomplishments among the program 

components, the OSERS Transition Steering Committee (Steering Committee) was established. OAS and 

all three program components of OSERS are represented on the Steering Committee. OSERS Transition 

Steering Committee members are:

Melodie Johnson ______________ OAS

Laurel Nishi __________________ OAS

Marlene Simon-Burroughs ______OSEP

Michael Slade________________OSEP

Christine Pilgrim _____________OSEP

Megan Ibbotson _______________ RSA

Tonya Stellar _________________ RSA

Ruth Brannon_______________ NIDRR

Leslie Caplan _______________ NIDRR

The purpose of the Steering Committee is to facilitate the collaborative efforts of OSERS to improve 

outcomes for youths with disabilities in their transition from secondary school to adulthood. One of the 

Steering Committee’s first activities was the development and dissemination of Transition Activities in 

OSERS. For the purposes of this document, transition refers to the passage from completing secondary 

school to participating in postsecondary education or training, engaging in meaningful employment, living 

within one’s community, exercising self-determination and contributing to society as a productive citizen.

This document describes past, present and upcoming OSERS transition activities, such as projects 

supporting youths with disabilities served by state agencies, written products offering technical assistance 

(TA) and OSERS-sponsored conferences facilitating the exchange of information among transition 

partners. It is intended to be used as a working document to broaden awareness of OSERS transition 

activities. Links offering more detailed information are provided whenever possible. It is important to note 

that this is a living document that will be updated regularly and will continue to evolve as OSERS activities 

change and grow.2

Expanded use of technology, issues raised in the field and identification of evidence-based transition 

practices provide opportunities to enhance this document. Please do not hesitate to contact any member 

of the Steering Committee regarding the information provided, use of this document or ways to improve it. 

For more information on OSERS transition-related activities, please contact 202-245-7468.

 

2

 This document was last updated Aug. 17, 2009.
 
3

ORGANIZATIONAL STRUCTURE OF THE OFFICE OF 

SPECIAL EDUCATION AND REHABILITATIVE SERVICES

 The Office of Policy and Planning (OPP) is responsible for coordinating, monitoring and overseeing 

all OSERS activities relating to policy formulation, program and strategic planning, regulations, 

program evaluation, grants and contract scheduling activities, and Freedom of Information Act (FOIA) 

requests. In performing its responsibilities, OPP serves as the liaison to the Office of Legislation and 

Congressional Affairs (OLCA) and the Office of the General Counsel (OGC) on OSERS legislative 

matters and with the Department's Budget Services on program budget matters. In addition, OPP 

establishes and monitors the OSERS annual schedule of grant and contract activities. Two teams 

comprise OPP: the OSEP Policy Team, which handles policy matters related to OSEP; and the 

RSA/NIDRR Policy Team, which handles policy matters related to both RSA and NIDRR.

 The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, 

toddlers, children and youths with disabilities ages birth through 21 by providing leadership and financial 

support that assist states and local districts. The Individuals with Disabilities Education Act (IDEA) 

authorizes formula grants to states and discretionary grants to institutions of higher education and other

non-profit organizations to support model program demonstrations, technical assistance and 

dissemination, technology, personnel development and parent training and information centers. Three 

elements comprise OSEP:

▪ The Program Support Services Group (PSSG), located within the Office of the Director, is 

responsible for coordinating: program and administrative budgets; strategic planning sessions; 

control mail and messenger services; OSEP’s workload schedule and master calendar; updates 

to the OSEP Web page; provision of workplace support and supplies; generation of IDEA formula 

grants; travel and training for OSEP staff; and OSEP weekly reports.

▪ The Monitoring and State Improvement Planning (MSIP) division carries out major activities 

related to the Part B, Part C (formally Part H) and 619 formula grant programs. MSIP is 

responsible for state plan review and approval, and for monitoring OSEP’s formula grant 

programs to ensure consistency with federal requirements and to ensure that states and other 

public agencies continue to implement programs designed to improve results for infants, toddlers, 

children and youths with disabilities. Additionally, MSIP provides leadership for the technical 

assistance OSEP provides to the states through the regional resource centers. State 

improvement planning activities are also managed by MSIP through a cross-cutting team made 

up of staff from throughout OSEP.

▪ The Research to Practice (RTP) division provides leadership and oversees the implementation of 

knowledge development and transfer, and use of this knowledge to improve education results for 

infants, toddlers, children and youths with disabilities. RTP, together with parents of children with 

disabilities, individuals with disabilities, researchers, developers, trainers and service providers, 

OFFICE OF THE 

ASSISTANT SECRETARY

OFFICE OF SPECIAL 

EDUCATION PROGRAMS

REHABILITATION SERVICES 

ADMINISTRATION

NATIONAL INSTITUTE 

ON DISABILITY AND 

REHABILITATION RESEARCH

OFFICE OF POLICY 

AND PLANNING
4

formulates an agenda to improve the quality of early intervention and education for infants, 

toddlers, children and youths with disabilities. RTP is responsible for implementing this agenda 

through a systematic approach to program improvement through research, demonstration, 

outreach, technology development, technical assistance, training, evaluation and service delivery.

RTP administers the research to practice programs of IDEA to improve programs and enhance 

the impact on infants, toddlers, children and youths with disabilities.

 The Rehabilitation Services Administration (RSA) oversees grant programs that help individuals 

with physical or mental disabilities to obtain employment and live more independently. Specifically, 

RSA's major Title I formula grant program provides funds to state vocational rehabilitation (VR) 

agencies to provide employment-related services for individuals with disabilities, giving priority to 

individuals who have significant disabilities. The VR agencies provide or arrange for the provision of a 

wide variety of services, such as counseling, medical and psychological services, job training, 

assistive technology and other individualized services. Services are provided in accordance with an 

employment plan that is jointly developed with the individual with a disability and that is designed to 

assist the individual to achieve an employment outcome that is consistent with his or her abilities, 

interests and informed choice. Annually, state VR agencies assist over 200,000 individuals with 

disabilities to achieve employment. Three elements comprise RSA:

▪ The Program Support Staff (PSS) is responsible for providing support for cross-divisional 

program analysis including data collection and analysis, planning for initiatives, developing 

coordinated program and salary and expenses (S&E) budgeting to support cross-divisional 

efforts, providing tracking, coordination and review for compliance with fiscal and program plans 

and assisting with RSA priority development and grants management processes. PSS provides 

coordination within RSA and, working through OAS, with the Department and other organizations. 

▪ The State Monitoring and Program Improvement Division (SMPID) is responsible for state 

plan review and approval, and for monitoring seven RSA formula grant programs to ensure 

consistency with federal requirements and to ensure that states continue to implement programs 

designed to improve results for individuals with disabilities, including youths with disabilities. 

SMPID is divided into functional units and state teams. 

▪ The Training and Service Program Division (TSPD) administers 10 programs under four 

statutes: the Rehabilitation Act of 1973, as amended, the Randolph-Sheppard Act, the Helen 

Keller National Center Act and the Assistive Technology Act of 2004. The 10 programs are a mix 

of competitive and discretionary grants, state formula grants and direct appropriations. TSPD 

houses two units: the Training Program Unit that administers the rehabilitation training and 

special demonstration programs and the Service Program Unit that administers direct servicerelated programs and projects.

 The mission of the National Institute on Disability and Rehabilitation Research (NIDRR) is to 

generate new knowledge and promote its effective use to improve the abilities of people with disabilities 

to perform activities of their choice in the community, and to expand society’s capacity to provide full 

opportunities and accommodations for its citizens with disabilities. The Rehabilitation Act of 1973, as 

amended, (Rehabilitation Act) authorizes a variety of discretionary grant programs, to create a 

comprehensive program of research related to the rehabilitation of individuals with disabilities. NIDRR 

sponsors research in areas such as employment; health and function; participation and community 

living; and technology for access and function. Two divisions comprise NIDRR:

▪ The Research Sciences Division (RSD) is responsible for national and international programs in 

research, training, and technical and clinical evaluation.

▪ The Program, Budget and Evaluation (PBE) division is responsible for budget formulation, policy 

coordination, planning, identification, implementation, analysis, monitoring and evaluation related to 

Congressionally mandated NIDRR activities.
5

OSERS TRANSITION ACTIVITIES, BY COMPONENT

OFFICE OF THE ASSISTANT SECRETARY (OAS),

OFFICE OF POLICY AND PLANNING (OPP)

COMPONENT3TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OPP, 

RSA/NIDRR 

Policy Team

OSERS Transition 

Steering Committee

The purpose of the Transition Steering Committee is to 

promote sustainable collaboration among OSERS 

components and, as appropriate, federal partners and 

other stakeholders so as to improve outcomes relating to 

transition activities and priorities. Some of the activities 

conducted by the Steering Committee are interagency 

technical assistance and data and information sharing.

OAS, OSEP Global Summit The 2008 Global Summit on Education: Inclusive 

Practices for Students With Disabilities was sponsored 

by the U.S. Department of Education to bring together a 

diverse group of international education leaders, 

disability advocates, educators, academics and 

government officials to connect them with colleagues, 

promote an international dialogue, gather tools and 

resources to continue building academic opportunities 

for students with disabilities and share successes and 

challenges from a global perspective.

Visit https://www.osep-meeting.org/2008globalsummit to 

view PowerPoint presentations.

OPP, OSEP

Policy Team;

RSA/NIDRR

Policy Team

Federal Partners in 

Transition Work Group

The Federal Partners in Transition Work Group was 

organized to bring together a cross-agency work group of 

federal employees whose work focuses on youths, 

transition and disability issues. The workgroup addresses 

federal issues related to strengthening connections with 

employers; preparing youths for productive careers in a 

challenging labor market; promoting the quality of, equity

in, and access to services for youths with disabilities; and 

promoting transparent program outcomes that meet the 

needs of youths with disabilities.

 

3

The component office(s) and team(s), division(s) or unit(s) identified in this column took the lead role in the 

corresponding activity. Other offices also may have participated. When one or more component offices participated 

equally as leads, both are identified.
6

OFFICE OF THE ASSISTANT SECRETARY (OAS),

OFFICE OF POLICY AND PLANNING (OPP)

COMPONENT3TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OPP, OSEP 

Policy Team; 

RSA/NIDRR 

Policy Team 

Policy Academy 

Planning Work Group

The Child, Adolescent and Family Branch of the Federal 

Center for Mental Health Services and National 

Technical Assistance Center for Children’s Mental 

Health at Georgetown University convened their seventh 

National Policy Academy on Dec. 8–11, 2008, in the 

Washington, D.C. area. The theme was Developing 

Systems of Care for Youths With Mental Health Needs 

Who Are Transitioning to Adulthood, and Their Families. 

States, federally recognized tribes and U.S. territories 

were invited to apply to participate. OSERS staff 

participated in the planning work group.

OPP, OSEP 

Policy Team

Index of OSEP Policy 

Documents Regarding 

the Education of Infants, 

Toddlers, Children and 

Youths with Disabilities

The correspondence found in this index began the third 

quarter of calendar year 2000 and describes the 

interpretations of IDEA or the regulations that implement 

IDEA. 

www.ed.gov/policy/speced/guid/idea/letters/revpolicy

Note: Relevant policy letters can generally be found 

under the topical areas: ―Transition,‖ ―Transition to 

Postsecondary Education‖ and ―Individualized 

Education Programs.‖

OPP, OSEP 

Policy Team

Workforce Recruitment 

Program (WRP) 

The Workforce Recruitment Program (WRP) is a 

recruitment and referral program that connects federalsector employers nationwide with highly motivated 

postsecondary education students and recent graduates 

with disabilities who are eager to prove their abilities in 

the workplace through summer or permanent jobs. OAS

participates in the WRP by recruiting potential 

candidates for hire as summer interns. 

https://wrp.gov

OPP, 

RSA/NIDRR 

Policy Team

Transition Evaluation 

Report

In 2004, OSERS contracted with The Study Group to 

conduct a four-phase study to research and provide a 

descriptive national picture of current transition policies 

and practices in the provision of transition services. Data 

collected are being used to improve the provision of 

services for transitioning youths. Respondents included 

state personnel responsible for the administration of 

programs and services in the 80 state vocational 

rehabilitation (VR) agencies.

To view the draft report, visit www.vrtransitionstudy.org.
7

OFFICE OF THE ASSISTANT SECRETARY (OAS),

OFFICE OF POLICY AND PLANNING (OPP)

COMPONENT3TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OPP, 

RSA/NIDRR 

Policy Team

Shared Youth Vision 

Partnership

In response to a White House task-force report, eight 

federal agencies, including the U.S. Department of 

Education, formed the Shared Youth Vision

Partnership, a federal partnership focused on serving 

the neediest youths. It serves as a catalyst to 

strengthen coordination among youth-serving agencies 

to promote the healthy transition of youths to 

successful roles and responsibilities. Activities are 

geared toward engaging the support of state and tribal 

leadership; leveraging resources and promoting 

outreach to recruit partners to connect the neediest 

youths to educational and employment opportunities; 

and providing tools and activities to support state and 

local Shared Youth Vision efforts. OSERS is a member 

of the partnership.

For additional information on the Shared Youth Vision

Partnership, contact the federal partnership at 

youthfed.team@dol.gov.
8

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OSEP, MSIP Continuous 

Improvement and 

Focused Monitoring 

System (CIFMS)

CIFMS is designed to ensure compliance and improve 

performance with Parts B and C of IDEA in accordance 

with 20 U.S.C. 1416 and 1442. IDEA, as reauthorized in 

2004, requires the U.S. Department of Education to 

monitor states with a focus on: 

1) Improving educational results and functional 

outcomes for infants, toddlers, children, and youths

with disabilities; and 

2) Ensuring that states meet the program requirements, 

particularly those most closely related to improving 

educational results for children with disabilities.

OSEP, MSIP State Performance Plan 

(SPP) and Annual 

Performance Report 

(APR) Information and 

Materials

This is a compilation of SPP and APR guidance 

documents sorted by indicators and other categories,

including graduation rates (Indicator 1), dropout rates 

(Indicator 2), secondary transition (Indicator 13) and 

post-school outcomes (Indicator 14).

www.rrfcnetwork.org/content/view/409/47

OSEP, MSIP State Performance Plan 

(SPP) and Annual 

Performance Report 

(APR) Planning Calendar

The SPP/APR calendar assists states with the 

preparation and timely completion of the SPP and APR. 

It was developed to reflect key data and reporting cycles 

of the APR to enable state educational agencies (SEAs) 

and local educational agencies (LEAs) to plan and 

implement transition-related data collections and 

reporting, including graduation rates (Indicator 1), 

dropout rates (Indicator 2), secondary transition 

(Indicator 13) and post-school outcomes (Indicator 14). 

http://spp-apr-calendar.rrfcnetwork.org/

OSEP, MSIP The Regional Resource 

Centers (RRC) Network

(FY 04-08)

This national network of six regional centers assists 

SEAs in the systemic improvement of education 

programs, practices and policies that affect children and 

youths with disabilities. RRCs offer consultation, 

information services, technical assistance, training and 

product development. 

www.rrfcnetwork.org
9

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OSEP, MSIP Topical Index: 

Graduation, Dropout

Prevention, Suspension 

and Expulsion

The Regional Resource Centers developed a topical 

index of resources specifically focused on graduation, 

dropout prevention, suspension and expulsion issues to 

help SEAs and LEAs address Performance Indicators 1, 

2 and 4 in Part B State Performance and Annual 

Performance Plans. 

To learn about effective strategies implemented across 

the country to reduce dropout rates and increase 

graduation rates, visit:

www.rrfcnetwork.org/component/option,com_bookmarks

/Itemid,28/mode,0/catid,106/navstart,0/search,*/. This 

link provides access to a variety of newsletters, reports, 

research data and program design descriptions.

OSEP, 

MSIP/RTP

IDEA 2004 Topic Brief 

(Secondary Transition)

This is one in a series of documents prepared by OSEP 

that covers a variety of high-interest topics and brings 

together the regulatory requirements related to those 

topics to support constituents in preparing to implement 

the reauthorized IDEA 2004 regulations. This document 

addresses significant changes from preexisting 

regulations to the final regulatory requirements regarding 

secondary transition.

http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic

%2CTopicalBrief%2C17%2C

OSEP, 

MSIP/RTP,

OESE

OSEP Technical 

Assistance and 

Dissemination Network 

Grantee: Academy for Educational Development, 

Washington, D.C.

This is a network of OSEP and Office of Elementary and 

Secondary Education (OESE) technical assistance 

centers that supports and assists state and local 

programs in implementing the reauthorized IDEA, 

including those requirements related to effective 

secondary transition of youths with disabilities to 

successful post-school outcomes.

www.rrfcnetwork.org/content/view/543/47
10

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OSEP, RTP National Dropout 

Prevention Center for 

Students With 

Disabilities (NDPC—SD) 

(FY 08-12)

Grantee: Clemson University, Clemson, S.C.

Established in 2003, this project aims to increase rates 

of school completion for students with disabilities, 

emphasizing dropout prevention for enrolled students 

and re-entry into education for students who have 

dropped out of school. 

www.ndpc-sd.org

OSEP, RTP National Secondary 

Transition Technical 

Assistance Center

(FY 05-09)

Grantee: University of North Carolina at Charlotte, N.C.

This project helps states build capacity to support and 

improve transition planning, services and outcomes for 

youths with disabilities. The project works in partnership 

with Western Michigan University and Appalachian State 

University. 

www.nsttac.org

OSEP, RTP National Post-school 

Outcomes Center

(FY 04-08)

Grantee: University of Oregon, Eugene, Ore.

In collaboration with state and national partners, the 

project develops and implements practical, efficient, 

cost-effective and sustainable strategies for states to 

collect and use outcome data to improve secondary, 

transition and postsecondary school results.

www.psocenter.org

OSEP, RTP IDEA Partnership 

Project’s Transition 

Community of Practice

(FY 08-12)

Grantee: National Association of State Directors of 

Special Education, Inc., Alexandria, Va.

The IDEA Partnership Project helps policymakers, 

service providers, administrators and families translate 

knowledge into action in a way that creates personal 

meaning and informs their work and interactions every 

day. As one aspect of its work, the project formed a 

Transition Community of Practice (COP), which focuses 

on joint efforts within states and active learning across 

states that allows policymakers, administrators, service 

providers, families and youths to address the persistent 

problems encountered in transition.

www.ideapartnership.org
11

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OSEP, RTP Postsecondary 

Education Programs 

Network (PEPNet)

(FY 06-10)

Grantees: St. Paul College, St. Paul, Minn.

California State University, Northridge, Calif.

University of Tennessee, Knoxville, Tenn.

Rochester Institute of Technology, 

Rochester, N.Y. 

PEPNet is a national network of four regional 

postsecondary education centers for individuals who are 

deaf or hard of hearing. The mission of PEPNet is to 

promote opportunities to coordinate and collaborate in 

creating effective technical assistance to postsecondary 

education institutions providing access and 

accommodation to individuals who are deaf or hard of 

hearing. 

www.pepnet.org

OSEP, RTP Parent Training and 

Information Centers 

(PTIs) and 

Community Parent 

Resource Centers 

(CPRCs)

Grantee: PACER Center, Inc., Minneapolis, Minn.

PTIs and CPRCs serve families of children and young 

adults from birth to age 22 with all disabilities. They train 

and inform parents and professionals; help families 

obtain appropriate education and services for their 

children with disabilities; work to improve education 

results for all children; resolve problems between 

families and schools or other agencies; and connect 

children with disabilities to community resources that 

address their needs.

www.taalliance.org

OSEP, RTP Transition Tool Kit OSEP and the National Secondary Transition Technical 

Assistance Center are developing a Transition Tool Kit

focusing on effective methods and strategies for largescale implementation and sustainability of evidencebased secondary transition practices. The Transition 

Tool Kit will be the fourth iteration of the U.S. 

Department of Education’s Tool Kit on Teaching and 

Assessing Students With Disabilities.

www.osepideasthatwork.org/toolkit
12

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

OSEP, RTP Summary of 

Performance (SOP) 

Workgroup

A new requirement under IDEA, the SOP document 

ensures that a student exiting secondary education has

a summary of his or her academic achievement and 

functional performance, which must include 

recommendations on how to assist the child in meeting 

his or her postsecondary goals. An intra-OSERS

workgroup (OAS/MSIP/RTP/RSA) has been created to 

address and encourage the use of SOPs by school 

professionals, rehabilitation services professionals, 

institutions of higher education (IHEs) and employers. 

Technical assistance resources for SOP will be housed 

at www.nsttac.org.

OSEP, OESE The National High 

School Center 

(FY 05–09)

Grantee: American Institutes for Research, 

Washington, D.C.

The National High School Center serves as a central 

source of in-depth knowledge, expertise and analysis on 

high school improvement. The center is jointly funded by 

OSEP and OESE. 

www.betterhighschools.org
13

REHABILITATION SERVICES ADMINISTRATION (RSA)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

RSA, SMPID On-site Monitoring 

Reviews

RSA conducts periodic reviews of all Title I, VI and VII 

Part B programs. Annual reviews are mandated by 

Section 107 of the Rehabilitation Act of 1973, as 

amended. RSA staff review and monitor transition 

services to gather information in relation to service 

delivery, case management, quality assurance, data 

collection and fiscal expenditures for transitioning youths 

to determine the impact on high-quality employment 

outcomes for youths. The State Monitoring Reports 

include observations, recommendations, agency 

responses and technical assistance to be provided. 

www.ed.gov/rschstat/eval/rehab/monitoring.html

RSA, SMPID State Plan for Vocational 

Rehabilitation Services 

and Supplement for the 

Supported Employment 

Services

State VR agencies are required to submit a state plan 

describing how they administer the VR and Supported 

Employment programs in their states. Attachments 

4.8(b)(1)-(4)—Cooperation, collaboration and 

coordination; Attachment 4.8(b)(1)—Cooperation with 

agencies not carrying out activities under the Statewide 

Workforce Investment System (Section 101(a)(11)(C) of 

the Act); and Attachment 4.8(b)(2)—Coordination with 

Education Officials (Section 101(a)(11)(D) of the Act) are 

specific to services for youths. 

www.ed.gov/about/offices/list/osers/rsa/products.html

RSA, SMPID Annual Review Reports

(ARRs)

In order to provide state VR agencies, disability 

advocates, VR consumers and service providers and 

other VR stakeholders with information on the 

performance of the federal and state VR programs, RSA 

has published the ARRs, which include transition data 

for each of the 80 state VR agencies.

www.ed.gov/about/offices/list/osers/rsa/products.html

http://rsamis.ed.gov

RSA, SMPID Quick Tables RSA’s Management Information System (MIS) serves as 

a repository for data and information for each of the 80 

state VR agencies. The Quick Tables include 45 tables 

for VR and are used to analyze the performance of state 

VR agencies. Tables include data about specific 

agencies and enable a user to sort data to make 

comparisons across agencies and at the national level. 

The Quick Tables include transition-age youths’

employment outcomes.

http://rsamis.ed.gov
14

REHABILITATION SERVICES ADMINISTRATION (RSA)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

RSA, SMPID ▪ Statewide Independent 

Living Council (SILC)

▪ Centers for 

Independent Living 

(CILs)

RSA administers TA grants for SILCs and CILs. Many 

SILCs and CILs carry out projects and programs 

targeting transitioning youths with disabilities. CILs

provide technical assistance and services to support 

transitioning youths with disabilities and assist SILCs as 

they incorporate transitioning youth services into their 

planning and coordination activities, particularly the 

State Plan for Independent Living. 

www.ilru.org

RSA, SMPID Dissemination of 

Transition Promising 

Practices

The Department posted promising practices reported by 

VR agencies during the 2007 monitoring review on the 

RSA Web site.

RSA monitored 23 state VR agencies in FY 2007 as 

authorized by Section 107 of the Rehabilitation Act of 

1973, as amended. These agencies, their stakeholders 

and RSA identified promising practices unique to each of 

the agencies, providing samples of programs and 

services that promote the transition of youths with 

disabilities from school to employment. For contact

information, summaries of the practices and links to 

agency Web sites, visit 

www.ed.gov/rschstat/eval/rehab/promising-practices/

transition-age.

RSA, SMPID 2008 Fiscal and Data 

Management 

Conference for State 

Agencies 

The 2008 RSA Fiscal and Data Management Conference, 

A Tool Kit for Improving VR Performance, was held to 

address the needs of state VR financial and data 

management staff. Effective financial and data 

management support and analysis were shared in an 

effort to enhance the performance outcomes for 

transition-age youths and other individuals receiving VR 

services.
15

REHABILITATION SERVICES ADMINISTRATION (RSA)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

RSA, TSPD Longitudinal Study of 

the Vocational 

Rehabilitation Services 

Program

The Longitudinal Study of the Vocational Rehabilitation 

Services Program was initiated in 1992. It was conducted 

by Research Triangle Institute (RTI) International. The 

study's broad purpose was to assess the performance of 

the VR program in assisting eligible individuals to achieve 

positive, sustainable economic and non-economic 

outcomes as a result of their receipt of VR services. This 

study, which tracked VR participation and post-VR 

experiences of approximately 8,500 participants (for up to 

three years), was designed to answer questions 

associated with consumers’ outcomes. A supplemental 

report related to youths receiving VR services was 

included in this study. It remains a major source of 

information on transition outcomes.

To view this report, visit 

http://www.ed.gov/about/offices/list/osers/rsa/products.html.

RSA, TSPD Special Demonstration 

Projects

In FY 2007, RSA funded six special demonstration 

projects to provide funding to assist with transition 

services for young people with disabilities. These 

projects were: Maryland Seamless Transition 

Collaborative; Massachusetts Transition Works; Youth 

Employment Services (S.C.); Project ACCESS: 

Accelerated Career Counseling and Employment 

Support Services (Oregon); Promoting Rehabilitation 

and Education Results through State, Regional and 

Local Collaboration (Ohio); and Pennsylvania 

Community on Transition. 

RSA, TSPD Special Demonstration 

Projects—Parent 

Information and 

Training Centers

RSA funds eight projects focused on helping families 

prepare youths with disabilities for employment and 

independent living. Each of these projects supports 

transition to employment. Projects were awarded to: Family 

Network on Disabilities of Florida, Inc.—Transition, 

Independent Living, Employment, Supports (TILES) 

(Fla.); Next Steps (Va.); Partners in Rehabilitation and 

Independence in Maine; WIN-MILL (Wisconsin, Indiana, 

Michigan, Illinois project (Ill.); Supporting Transition to 

Engaged Lives by Linking Agency Resources 

(STELLAR) (Mo.); Parent Advocacy Coalition for 

Educational Rights (PACER) (Minn.); SOAR! (Calif.); 

and a coordinating center, PACER, Inc., located in 

Minnesota. 
16

REHABILITATION SERVICES ADMINISTRATION (RSA)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

RSA, TSPD Employment Conference 

With Specific Transitionrelated Strands

The 2008 RSA National Employment Conference hosted 

business leaders, VR service providers and other 

stakeholders interested in the employment of people 

with disabilities. The conference theme, Careers 

Through the Years—the Phases Through the Ages,

focused on employment through the various stages of a 

person’s life—from preparing for employment 

(transitioning youths) through workplace attachment for 

older workers. 

www.gwu.edu/~rrcep/nec2008.html
17

NATIONAL INSTITUTE ON DISABILITY AND REHABILITATION RESEARCH (NIDRR)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

NIDRR Community Integration 

for Individuals With 

Disabilities, 

Strengthening Family 

and Youth Participation 

in Child and Adolescent 

Mental Health Services

(FY 04-09)

Grantee: Portland State University, Ore.

This Rehabilitation Research and Training Center 

(RRTC) conducts research, training and technical 

assistance activities to study and promote effective, 

community-based, culturally competent, family-centered, 

individualized and strength-based services for children 

and youths with emotional or behavioral disorders and 

their families. Projects include: Community Integration 

(CI) of Transition-Age Youth; Transition to 

Independence: Outcomes of School-Based Support for 

Youth with Mental Health and Developmental 

Disabilities; Achieve My Plan (AMP); Work-Life 

Integration; Transforming Transitions to Kindergarten; 

and Practice-Based Evidence: Building Effectiveness 

from the Ground Up.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Community%20Integration%20for%20Individu

als%20with%20Disabilities%20Strengthening%20Family

%20and%20Youth%20Participation%20in%20Child%20

and%20Adolescent%20Mental%20Health%20Services&

phrase=no&rec=1458

NIDRR Transition Services That 

Lead to Competitive 

Employment Outcomes 

for Transition-age 

Individuals With 

Blindness or Other 

Visual Impairments

(FY 07-09)

Grantee: Mississippi State University, Miss.

This Disability and Rehabilitation Research Program

(DRRP) conducts scientifically based research on 

transition services that lead to competitive employment 

outcomes for transition-age individuals with blindness or 

other visual impairments. The project includes four major 

research projects and a plan of dissemination.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Transition%20Services%20that%20Lead%20t

o%20Competitive%20Employment%20Outcomes%20for

%20TransitionAge%20Individuals%20with%20Blindness%20or%20Oth

er%20Visual%20Impairments&phrase=no&rec=1738
18

NATIONAL INSTITUTE ON DISABILITY AND REHABILITATION RESEARCH (NIDRR)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

NIDRR Opening Doors for 

Children With 

Disabilities and Special 

Health Care Needs

(FY 06-10)

Grantee: Children's Hospital, Boston, Mass.

This RRTC for children with disabilities who have special 

health care needs tests the effectiveness of two 

intensive interventions: 1) Integrated transition planning;

and 2) Community participation in recreation and fitness. 

This RRTC seeks to demonstrate the viability of a 

screening tool to promote access to services and 

supports for traditionally underserved communities.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Opening%20Doors%20for%20Children%20wit

h%20Disabilities%20and%20Special%20Health%20Car

e%20Needs&phrase=no&rec=1643

NIDRR Improve the 

Employment Outcomes 

for the Low Functioning 

Deaf (LFD) Population

(FY 06-08)

Grantee: University of Arkansas, Ark.

This DRRP conducts a program of theory-driven 

research to improve employment outcomes for the Low 

Functioning Deaf (LFD) population. The success of the 

research and dissemination efforts is insured by 

inclusion of five state rehabilitation partners, including 

providers, policymakers and administrators from VR, 

community service agencies and school- and 

community-based transition programs.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Improve%20the%20Employment%20Outcome

s%20for%20the%20Low%20Functioning%20Deaf%20L

FD%20Population&phrase=no&rec=1716

NIDRR Great Lakes ADA Center

(FY 06 –10)

Grantee: University of Illinois at Chicago, Ill.

This Disability and Business Technical Assistance 

Center (DBTAC) promotes awareness of the Americans 

with Disabilities Act of 1990 (ADA), as amended, to 

targeted audiences through provision of technical 

assistance, training and material dissemination 

regarding the ADA. In addition, the center engages in 

rigorous, research-related activities focused on the: 

1) Employment of people with disabilities; and 

2) Impact that individual knowledge and experience 

with the utilization of technology in postsecondary 

education have on the employment outcomes of 

individuals with disabilities as they transition from 

postsecondary education to employment.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Great%20Lakes%20ADA%20Center&phrase=

no&rec=1728
19

NATIONAL INSTITUTE ON DISABILITY AND REHABILITATION RESEARCH (NIDRR)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

NIDRR Workplace Supports and 

Job Retention

(FY 04-08)

Grantee: Virginia Commonwealth University, Va.

The purpose of this RRTC is to study supports for 

assisting persons with disabilities to maintain 

employment and advance their careers. Research 

includes two long-term prospective randomized 

experimental control research projects for determining: 

1) The efficacy of public/private partnerships; and

2) The efficacy of business mentoring and careerbased interventions with college students with 

disabilities.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Workplace%20Supports%20and%20Job%20R

etention&phrase=no&rec=1467

NIDRR A Survey of 

Postsecondary 

Disability Services Use 

by Students With 

Psychiatric Disability

(FY 08)

Grantee: Anne P. Sullivan-Soydan, Sc.D. 

This research study, funded by the Mary E. Switzer 

Fellowship, has three project objectives: 

1) To document services provided by postsecondary 

campus-based disability support services (DSS) 

offices across the 10 federal regions; 

2) To explore faculty perspectives on the needs and 

impact of students with serious psychiatric 

disabilities; and 

3) To disseminate study findings to the fields of mental 

health, postsecondary education and rehabilitation 

counseling, using print, Web-based and presentation 

formats.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=H133F080030&phrase=no&rec=1858

NIDRR A Center on 

Postsecondary 

Education for Students 

With Intellectual 

Disabilities

(FY 08-10)

Grantee: University of Massachusetts, Boston, Mass.

This DRRP conducts research and disseminates 

information on promising practices that support access 

to inclusive postsecondary education for individuals with 

intellectual disabilities (ID). Additionally, the center 

conducts research to address the gaps in knowledge 

about the participation of individuals with ID aged 13–26 

in postsecondary education programs.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=A%20Center%20on%20Postsecondary%20Ed

ucation%20for%20Students%20with%20Intellectual%20

Disabilities&phrase=no&rec=1933
20

NATIONAL INSTITUTE ON DISABILITY AND REHABILITATION RESEARCH (NIDRR)

COMPONENT TITLE/DESCRIPTOR DESCRIPTION/NARR ATIVE

NIDRR Developing College 

Campuses as Transition 

Settings for Students 

With Severe and Multiple 

Disabilities Aged 18–21

(FY 08-10)

Grantee: Kent State University, Ohio

This project is designed to address the need for 

sustainable community-based programs for students 

with severe and multiple disabilities (SMD) aged 18–21 

by using the college campus as a transition setting for 

students with SMD. It also addresses the need for SMD 

transition professionals to obtain skills in the areas of 

person-centered planning, community partnering and 

interagency collaboration.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Developing%20College%20Campuses%20as

%20Transition%20Settings%20for%20Students%20with

%20Severe%20and%20Multiple%20Disabilities%20Age

d%2018%1321&phrase=no&rec=1909

NIDRR Vocational 

Rehabilitation Service 

Models for Individuals 

With Autism Spectrum 

Disorders (VCU ASD

Career Links)

(FY 08-12)

Grantee: Virginia Commonwealth University, Va.

VCU ASD Career Links conducts evidence-based 

research on VR service models for individuals with 

Autism Spectrum Disorders (ASDs). The project is 

based at Virginia Commonwealth University (VCU) and 

is a collaborative initiative between VCU and the Virginia 

Department of Rehabilitative Services (DRS). While the 

primary target population is persons with ASDs, there is 

an emphasis on youths and young adults who are 

unemployed, underemployed or underserved in 

postsecondary education.

www.naric.com/research/record.cfm?search=1&type=all

&criteria=Vocational%20Rehabilitation%20Service%20M

odels%20for%20Individuals%20with%20Autism%20Spe

ctrum%20Disorders%20VCU%20ASC%20Career%20Li

nks&phrase=no&rec=1897
21

U.S. DEPARTMENT OF EDUCATION RESOURCES FOR 

TRANSITION TO ADULTHOOD

U.S. DEPARTMENT OF EDUCATION 

400 Maryland Ave. S.W.

Washington, DC 20202

1-800-872-5327 (Toll Free/Voice)

1-800-437-0833 (TTY)

www.ed.gov

INSTITUTE OF EDUCATION SCIENCES

NATIONAL CENTER FOR SPECIAL EDUCATION RESEARCH

1-800-201-7165 (Toll Free/Voice) http://ies.ed.gov 

202-205-7561 (TTY) http://ncser.ed.gov

202-219-2159 (Fax)

As the U.S. Department of Education's primary research arm, the Institute of Education Sciences

(IES) advances the rigor, relevance and usefulness of education research. IDEA requires that 

children with unique needs receive specially designed instruction. IES’ National Center for Special 

Education Research (NCSER) meets this promise by systematically exploring how to best design 

instruction to meet the needs of each child with a disability. As specified under Title II of IDEA,

NCSER’S mission is to:

1) Sponsor research to expand knowledge and understanding of the needs of infants, toddlers and 

children with disabilities in order to improve the developmental, educational and transitional 

results of such individuals;

2) Sponsor research to improve services provided under, and support the implementation of, IDEA

(20 U.S.C. 1400 et seq.); and 

3) Evaluate the implementation and effectiveness of IDEA in coordination with the National Center 

for Education Evaluation and Regional Assistance (NCEERA).

NCSER has sponsored numerous research projects related to secondary transition and postschool 

outcomes, including the National Longitudinal Transition Study-2 (NLTS-2).

OFFICE FOR CIVIL RIGHTS

1-800-421-3481 (Toll Free/Voice) www.ed.gov/about/offices/list/ocr

877-521-2172 (TDD)

202-245-6840 (Fax)

The mission of the Office for Civil Rights (OCR) is to ensure equal access to education and to 

promote educational excellence throughout the nation through vigorous enforcement of civil rights. 

OCR serves student populations facing discrimination and the advocates and institutions promoting 

systemic solutions to civil rights problems. An important responsibility of OCR is to resolve complaints 

of discrimination. Agency-initiated cases, typically called ―compliance reviews,‖ permit OCR to target 

resources on compliance problems that appear particularly acute. OCR also provides technical 

assistance to help institutions achieve voluntary compliance with the civil rights laws it enforces. An 

important part of OCR's technical assistance is partnerships designed to develop creative approaches 

to preventing and addressing discrimination. OCR provides guidance and technical assistance 

materials to institutions through letters, pamphlets and other materials.
22

OFFICE OF ELEMENTARY AND SECONDARY EDUCATION

202-401-0113 (Voice) http://www.ed.gov/about/offices/list/oese 

202-205-0310 (Fax)

The mission of the Office of Elementary and Secondary Education (OESE) is to promote academic 

excellence, enhance educational opportunities and equity for all of America's children and families,

and to improve the quality of K–12 teaching and learning by providing leadership, technical 

assistance and financial support. OESE is responsible for directing, coordinating and recommending 

policy for programs designed to: 

1) Assist state and local educational agencies to improve the achievement of elementary and 

secondary school students; 

2) Help ensure equal access to services leading to such improvement for all children, particularly 

children who are educationally disadvantaged, Native American children, children of migrant 

workers or children who are homeless; 

3) Foster educational improvement at the state and local levels; and 

4) Provide financial assistance to local educational agencies whose local revenues are affected by 

federal activities. 

OFFICE OF INNOVATION AND IMPROVEMENT

202-205-4500 (Voice) www.ed.gov/about/offices/list/oii

202-401-4123 (Fax)

The Office of Innovation and Improvement (OII) is a nimble, entrepreneurial arm of the U.S. Department 

of Education that makes strategic investments in innovative educational practices through two dozen 

discretionary grant programs and coordinates the public school choice provisions of the Elementary and 

Secondary Education Act (ESEA) as amended by NCLB. It also serves as the Department’s liaison and 

resource to the nonpublic education community through its Office of Non-Public Education (ONPE). 

Additionally, OII administers a number of teacher-quality programs. OII helps to develop guidance on 

provisions and programs related to its work under NCLB, and regularly disseminates information on 

innovative programs and practices through the Innovations in Education series of studies and a monthly 

e-newsletter, The Education Innovator, both of which can be accessed on the OII Web site.

OFFICE OF POSTSECONDARY EDUCATION

202-502-7750 (Voice) www.ed.gov/about/offices/list/ope

202-502-7677 (Fax)

The Office of Postsecondary Education (OPE) formulates federal postsecondary education policy and 

administers programs that address critical national needs in support of the Department of Education’s

mission to increase access to quality postsecondary education. OPE includes two major components: 

1) Policy, Planning and Innovation (PPI) develops postsecondary education policy and legislative 

proposals and is responsible for budget formulation and forecasting for programs administered by 

OPE. PPI leads OPE’s strategic planning and is responsible for developing program performance 

measures.

2) Higher Education Programs (HEP) administers programs that increase access to postsecondary 

education for disadvantaged students, strengthen the capacity of colleges and universities

serving a high percentage of disadvantaged students, provide teacher and student development 

resources, and increase expertise in foreign languages and area or international studies.
23

OFFICE OF VOCATIONAL AND ADULT EDUCATION

202-245-7700 (Voice) www.ed.gov/about/offices/list/ovae

202-245-7838 (Fax)

The Office of Vocational and Adult Education (OVAE) administers programs related to adult 

education and literacy, career and technical education and community colleges. The Division of Adult 

Education and Literacy is responsible for enabling adults to acquire the basic skills necessary to 

function in today's society so that they can benefit from the completion of secondary school, 

enhanced family life, attaining citizenship and participating in job training and retraining programs. 

The Division of Academic and Technical Education is responsible for helping all students acquire 

challenging academic and technical skills and be prepared for high-skill, high-wage or high-demand 

occupations in the 21st-century global economy. In addition, OVAE provides national leadership to 

strengthen the role of community colleges in expanding access to postsecondary education for 

youths and adults and advancing workforce development.

25

OTHER FEDERAL RESOURCES

NATIONAL COUNCIL ON DISABILITY

1331 F St. N.W.

Washington, DC 20004

www.ncd.gov

202-272-2004 (Voice)

202-272-2074 (TTY)

202-272-2022 (Fax)

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

200 Independence Ave. S.W.

Washington, DC 20201

www.hhs.gov

202-619-0257 (Voice)

1-877-696-6775 (Toll Free)

U.S. DEPARTMENT OF JUSTICE

950 Pennsylvania Ave. N.W.

Washington, DC 20530-0001 

www.usdoj.gov

202-514-2000 (Voice)

1-800-877-8339 (TTY)

U.S. DEPARTMENT OF LABOR

200 Constitution Ave. N.W.

Washington, DC 20210

www.dol.gov

1-866-4-USA-DOL (Voice)

1-877-889-5627 (TTY)

202-693-7888 (Fax) 

U.S. EQUAL EMPLOYMENT OPPORTUNITY COMMISSION

1801 L St. N.W.

Washington, DC 20507

www.eeoc.gov

202-663-4900 (Voice)

1-800-669-6820 (TTY)

U.S. SOCIAL SECURITY ADMINISTRATION

Office of Public Inquiries

Windsor Park Building

6401 Security Blvd.

Baltimore, MD 21235

www.ssa.gov

1-800-772-1213 (Voice)

1-800-325-0778 (TTY)

U.S. DEPARTMENT OF TRANSPORTATION

1200 New Jersey Ave. S.E.

Washington, DC 20590

www.dot.gov 

202-366-4000 (Voice)

1-866-377-8642 (Toll Free)

1-800-877-8339 (TTY)

1-877-877-6280 (VCO)
Our mission is to promote student achievement and 

preparation for global competitiveness by 

fostering educational excellence and 

ensuring equal access.

www.ed.gov