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Each academic year, the Think College National Coordinating Center (NCC) collects data on the programmatic strategies used to prepare students for work and to support them with finding and keeping jobs. Additionally, the NCC collects information on any career development experiences and any paid jobs students hold during the year. In this report, we summarize student participation in career development experiences and paid employment in 2015–2016.

This Think College Transition Student Profile features Robert, his love of theater, and how he worked with his parents, academic advisor, and educational coach to set concrete goals for transition and postsecondary education. Robert continues to enjoy a successful, productive experience at Bridgewater State University, as he works toward his career and personal goals.

This is the first issue of Think College Transition Student Profiles. This publication tells the story of Rachel, a student at Holyoke Community College in Massachusetts. Rachel and her team did some person-centered planning to determine what Rachel’s goals were, and then the Rachel worked closely with an academic advisor to be sure her goals were met. This profile highlights the positive results that can come from collaborative planning and supports between college, local school district, and service providers.

This assessment tool was developed by the Alberta Assocation for Community Living. It provides questions and XX to determine the level of meaningful and authentic inclusion. The authors note that "while the level of ... satisfaction with an initiative is important to note... it is the level of rigorous and coherent promotion of inclusion that this assessment intends to bring into focus."

This set of slides and recording accompany the February 20, 2018 webinar presentation called Non-degree Credentials of Value. We start with the basics: what are credentials and what are the different types? How do they work? Who offers them? Join Bryan Wilson, Director of the Workforce Data Quality Campaign, a project of the National Skills Coalition, to learn more about credentials and what they can mean for students with intellectual disabilities.

This resource includes the Power Point presentation for the webinar, Capitalizing on Inclusive Dual Enrollment Experiences for IEP Planning & Progress Monitoring. This webinar provided an overview of numerous ways that IEP team members are capitalizing on these college experiences to develop IEPs that reflect these rich transition experiences as well as to communicate the progress students are making on measurable postsecondary goals.

Introduced in January 2018, this bill would have created the Vermont Promise Scholarship Program to provide tuition-free scholarships for Vermont students who attend the University of Vermont or a Vermont State College. In order to qualify for a Promise Scholarship, students must have been recently accepted or be enrolled fully at such an institution. Recipients must be Vermont residents seeking a certificate, associate's degree or bachelor's degree, and should be enrolled in a minimum of 12 hours a semester with a 2.5 GPA or higher.

The IDE Student Evaluation Tool is focused on seven skill areas that inclusive dually enrolled students are engaged in and which can show growth. These include campus navigation and travel, time management and organization, classroom and campus, self-advocacy and self-awareness, social skills and communication, vocational skills and internships, and life skills. This Tool goes with Grab and Go Practices #5, Documenting Student Growth in Inclusive Dual Enrollment Programs.

This Grab and Go Practices #5 explains why and how to document student skill acquisition and development in the transition process. When transition-age students participate in an inclusive dual enrollment college program, they have built-in opportunities to increase and improve numerous foundation skills. These changes in personal growth are often noted by family, friends, and support personnel, but they are rarely quantified.

This Fast Fact #18 describes the employment outcomes, including rehabilitation rate and wages, of youth with intellectual disability served by VR who participated in postsecondary education as part of their Individualized Plan for Employment (IPE), compared to youth with intellectual disability who did not participate in postsecondary education.