Research that makes an
+ impact
Your research hub
If you intend to enroll in TCSS+ or are already part of the study, this page is for you. It’s a dedicated hub for all research related information and material, available to download.
By joining this national initiative, your school district and team are playing a vital role in shaping stronger, more effective transition planning for students with disability at a national level.
Steps to join the research project
STEP 01
Initial inquiry
Express interest in your school district’s participation in TCSS+ research. Recruitment is active!
STEP 02
District administrator approval
After discussing requirements, we’ll talk with your district administrator. This typically leads to a short meeting with your SPED/student services director, secondary/transition coordinator, or student services coordinator.
STEP 03
District research director meeting
With administrator approval, we’ll schedule a meeting with your district research director to get official permission for participation.
STEP 04
Submission of research proposal
We’ll submit a formal research project proposal to your district.
STEP 05
Project onboarding
If the proposal we co-create is approved, we’ll begin onboarding your district team, which typically includes the administrator / coordinator and the designated TCSS+ team facilitator (such as a high school transition coordinator or SPED chair).
Team & participant materials
This research requires a commitment from your district to participate in a systematic study of the impact of TCSS+ professional development on special education case managers and students with disability.
During the 2026-2027 and 2027-2028 school years, we will randomly assign school teams into one of two groups:
Intervention: participating in TCSS+ training and coaching & completing all surveys.
Control: delayed participation in training, but completing all surveys). Teams will receive training after data is collected.
* Students will not be involved in any training or interventions. Our goal is to collect student level data through surveys & reviewing IEPs.
See below in Research Approach for more information & “how it works” for more information.
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The research associated with the TCSS+ training is to determine if comprehensive professional development leads to both educator and student outcomes. The training intervention is for educators only. Students are ONLY involved in completing 2 surveys.
Key features of the research
This research requires a commitment from your district to participate in a systematic study of the impact of the TCSS+ professional development on special education case managers, and students with disabilities.
For Educators, we will collect pre- and post-training data regarding knowledge of transition assessment, and self-efficacy to develop transition IEPs. We will also collect redacted student IEPs.
For Students, we are asking each educator to identify 2 students from their caseload who will agree to complete 2 surveys pre-and post-educator training focusing on student knowledge of their strengths and preferences, and student vocational skill self-efficacy.
** Students will not be involved in any training or interventions as part of this study. We are interested in determining if by training educators, student will gain self-efficacy and a better understanding of their strengths, interests, preferences and needs.
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Objective: Teams improve practices comprehensive transition assessment process while building or refining a district-level transition assessment toolkit.
Key Learning Objectives/Participant Outcomes:
Understand the transition assessment process and the features of a toolkit.
Review and evaluate existing district assessments.
Identify areas for improvement and prioritize next steps.
Develop and implement a Team Action Plan to enhance transition assessment practices.
Collaborate across roles to strengthen district transition planning systems.
Long-term Outcomes
Builds high school & district capacity to deliver high-quality, compliant transition services.
Promotes data-informed decision making & continuous improvement.
Strengthens collaboration among educators to proactively improve post-school outcomes for students with disabilities.
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Morningstar, M. E., Carlson, S. R., Lattin, D., & Romine Swinburne, R. (2024). Exploratory study of a team-based model of transition professional development. Career Development and Transition for Exceptional Individuals, 47(2), 119–131.
Download Article
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The Portland State University (PSU) Human Research Protection Program (HRPP) determined this study satisfies the required provisions to protect the rights and welfare of all subjects participating in research.
The research must be conducted according to the approved application, including using assent and consent materials on file.
Principal Investigator: Dr. Mary Morningstar
Protocol Title: Transition Coalition Self-Study (TCSS+): Enhancing a Team-based Professional Development to Improve Transition Outcomes
Protocol Number: 642
Approval Date: June 9, 2025
The PSU HRPP and IRB (FWA00000091; IRB00000903) comply with 45 CFR Part 46, 45 CFR Part 690, 21 CFR Parts 50 and 56, 28 CFR Part46, and other federal and Oregon laws and regulations, as applicable.
For any questions, contact the HRPP at psuirb@pdx.edu.
For a copy of the full IRB contact mary.morningstar@pdx.edu
“Together, we’re building clearer pathways to employment, further education, and independent living for students with disability—your participation in this research is at the heart of that progress.”
The research is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A240176 to Portland State University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.