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TEST logoTEST is a Transitions ACR project completed in collaboration with NTACT and AIR.
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What is TEST?

The Translating Evidence to Support Transitions (TEST) project has created a series of practice guides to increase the use and adoption of 3 research-informed practices for the transition planning of high school students with emotional behavioral disturbance (EBD) who receive special education services: student-led IEP meetings, community agency representation at IEP meetings, and concentrations of CTE coursework along career pathways.

student led icon

 Student-led IEP Meetings

Research shows students taking a leadership role during their transition planning meetings is correlated to postsecondary education enrollment. This practice guide provides special educators with 5 lesson plans to inspire students to take a leadership role in their IEP meetings. By completing these lessons, students learn more about their IEPs, build self-determination, create their own IEP goals, prepare to lead their IEP meetings, and practice leading their IEP meetings.

community partnership iconCommunity Agency Representation

Research indicates that having a postsecondary school representative at a student’s transition planning meeting has a correlation with a student’s postsecondary education enrollment. This practice guide equips special educators to recruit and engage community partners to participate in transition planning with students, actively incorporate community partners into IEP meetings, and sustain connections with community partners over time.

Partnering with community agencies thumbPartnering with Community Agencies in Transition Planning for Students with Emotional Behavioral Disturbance

Download this publication edition

wrench iconConcentration of Career-Specific CTE Courses

Research reveals that a concentration of career-specific CTE courses is correlated to finding full-time employment after high school. This practice guide readies special educators to complete career assessments and career exploration activities with students, work with students to create post-high school career goals, determine a progression of career-specific CTE courses to take in high school, and develop IEP supports to reinforce CTE learning.

career tech 2.JPGIncorporating Career and Technical Education in Transition Planning for Students with Emotional Behavioral Disturbance

Download this prepublication edition

Why are these guides important?

High school students with EBD are:

  • A vulnerable population often under-recognized and underserved by existing school-based services
  • More likely to drop out of high school than any other group of students3,9
  • Less likely to participate in postsecondary education than many other students with disabilities1,6,8,15
  • More likely to have lower wages12, lower employment rates14, and poorer health10
  • Identified by teachers as the population they feel least equipped to serve2,4,5,7,11,13

See references

Who are these guides for?

These guides are for a variety of educators who support and serve students with Emotional Behavioral Disturbance (EBD), such as:

  • Special Education Teachers
  • Transition Planners
  • Guidance or Mental Health Counselors

For these guides, “students with EBD” includes:

  • Students formally identified as having an EBD who receive special education services
  • Some students identified as having Other Health Impairment (OHI) who receive special education services
  • Students with IEP or 504 plans that include behavioral goals
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