Help Ive Been Hired as a Transition Coordinator

Help! I’ve Been Hired as a Transition Coordinator: What Do I Do Now? ? !! Mary E. Morningstar Lu Nations-Miller Sandra Mac. Donald Beth Clavenna-Deane DCDT 15 th International Conference 2009 Savannah, Georgia

What Exactly IS a Transition Coordinator? Think-pair-Share… n How do you define a transition coordinator? n How is this position configured within your district or state?

State Policies and Procedures: Barriers n Nationally…. ¡ ¡ ¡ n Few states with credentials specific to transition Most states (86%) have some transition-specific content as part of standards Few Universities have transition-specific teacher education programs beyond a single course In Georgia ¡ ¡ ¡ Endorsement on the books (working w/ Armstrong /Atlantic University to establish program) Each district has local control No statewide network of transition specialists (working on this through Ga. DCDT) Do have “Transition Contact” list

Transition Specialist Job Description… Qualifications: ¡ T-5 Certification or higher ¡ Minimum of three (3) years of recent successful teaching experience at the secondary level ¡ Background in special education and transition practices at the secondary level ¡ Possess a valid state driver’s license Knowledge, Skills and Abilities: ¡ Thorough understanding of IDEA and transition planning for students with disabilities ¡ Thorough knowledge of community-based programs, school-to-work programs and agency linkages ¡ Ability to work collaboratively with students, parents, educators, administrators, employers and agency representatives ¡ Possess outstanding organizational and communication skills ¡ Ability to provide leadership for teachers in transition-related issues ¡ Ability to provide professional learning related to transition ¡ Possess a positive attitude ¡ Ability to listen, communicate and work well with a diversity of groups and individuals Job Goal: Plan, coordinate, deliver, and evaluate transition education and services at the school and system level, in conjunction with other educators, families, students, agency representatives, and other community members. Performance Responsibilities: ¡ Collaborate with Secondary Special Education Coordinator as needed ¡ Collaborate with Vocational Rehabilitation school dedicated counselor to coordinate services ¡ Collaborate with CBI teachers to establish a full range of services and supports. ¡ Collaborate with Project SEARCH coordinator to sustain and expand the program. ¡ Act as a substitute whenever the Project SEARCH coordinator is on leave. ¡ Collaborate with the Parent Mentor to provide learning opportunities for parents. ¡ Facilitate the Interagency Transition Council to sustain community supports for families. ¡ Provide transition training for all middle and high school special education teachers. ¡ Develop a plan for transition assessment implementation. ¡ Provide transition-related information to families. ¡ Assist families in the Medicaid waiver application process.

What do Transition Coordinators DO? n Transition Planning ¡ ¡ ¡ n Cultivate Self-determination ¡ ¡ ¡ n Student Involvement in IEP Self-determination Curricula Family Advocacy Provide Employment Experiences for Students ¡ ¡ ¡ n Compliance with IDEA (Indicator 13) Transition Assessment Portfolios & Personal Futures Planning Job Development Job Coaching Career Awareness Interagency collaboration

A Day in the Life of a Transition Specialist 7: 00 -8: 30 -9: 00 -10: 00 10: 30 -11: 30 Checked and responded to emails Met with Parent Mentor Met with Navigator Team to plan “Family Fun Day” Met with HS special ed. coordinator and others to discuss the possibility of utilizing High School High Tech (a DOL program) in our district 11: 30 -12: 00 Met with graduation coach, HS special ed. coordinator and others to discuss the implementation of a new self-determination program in one of the high schools 12: 00 -12: 45 Lunch 12: 45 -2: 00 Developed a transition plan for a HS student 2: 00 -3: 00 Checked and responded to emails (received 36 today!) Returned 4 phone calls

A Day in the Life of a Transition Coordinator + + = 6 Schools with 200 students with transition plans

How it should have been Student Prep and Planning Work Experience Vocational Prep Interagency Collaboration

And The NEXT STEP Inter-agency Collaboration Transition Planning Self-Advocacy Skills Career Awareness/ Vocational Exploration Transition Resource

What Do Transition Coordinators Need to Know? 1. Instructional Planning for transition § § § 2. Vocational/career Postschool services School reform efforts Curriculum & Instruction § § § Accommodations/ modifications in Gen Ed Transition domains Behavior management Assessment 3. § § § Transition Academic & AT State and district assessments 4. Transition Planning § § 5. Collaboration § § § 6. IEP transition indicators Family and Student involvement Families Agencies School staff Additional Competencies § § § Cultural diversity Assistive technology Program evaluation From: Bentiez, D. & Morningstar, M (2005). Secondary Transition Teachers Survey

Georgia’s Opportunities for Training & Support n n n n State of GA Transition Improvement Plan Interagency Transition Council Development ASPIRE - Active Student Participation Inspires Real Engagement (in GA) Bi-Yearly Tools for Life Transition Conference Georgia Transition Web Site GA Transition Elluminate Training GA Transition Manual State Performance Plan/Annual Performance Report

ASPIRE Active Student Participation Inspires Real Engagement Partnerships for Success in collaboration with the Ga. DOE will provide training and technical assistance that will inspire an active IEP partnership between students, teachers and parents. Students who become active partners in their IEP meeting are more engaged in their education, leading to an increase in their academic and social achievements. Teachers have a more practical document; and Parents understand how to assist their child in achieving their education goals.

Teachers will receive training that demonstrates: n Practical methods that will empower students to think about their future in a new way. n How the principles of self-determination increase active student participation in the IEP process. Students will learn: n Why it’s important for them to attend an IEP meeting. n How active participation in their IEP meeting can increase self-confidence, and the ability to advocate for themselves as they aspire to accomplish realistic educational goals and a fulfilling adult life after high school. Parents will learn: n How their child's active participation in an IEP meeting is a step toward independence. n The importance of becoming actively engaged by supporting their child's IEP goals.

Training Resources in GA 7 online training sessions www. gastandards. org Click Elluminate/Date and Name of Session (Install software) n August 27, 2009 -Assistive Technology for Transition to Post Secondary n September 17, 2009 -Compliance and Transition-Dotted I’s and Crossed T’s n October 22, 2009 -Transition Council Networking-“We Did It” n January 21, 2010 -Transition Plan Writing-Beyond Dotted I’s and Crossed T’s n February 11, 2010 -Adult Services-CHAPTER TWO-The Rest of Your Life n March 11, 2010 –How Different Cultures View Disabilities and Transition n May 13, 2010 - A Showcase of Transition Around the State Transition Resource manual: www. gatransition. org

KU Trans. Cert: Do Transition Coordinators Make A Difference? n n n n Now seen as the “go to” person for transition Improved student-focused planning Increased family involvement IEP structural changes (forms, process of meeting) Expanding transition assessment methods and strategies Interagency collaboration enhanced Improved vocational programs Better Transition Planning = Better Future Options & Opportunities.

Do Transition Specialists Make a Difference? YES!!!! ¡ ¡ Possess knowledge to share with others Can focus on transition-related initiatives Have flexibility to work on a variety of activities Are effective in improving positive postsecondary outcomes

Perhaps my Greatest Accomplishments. . n Program level: ¡ n Helped begin an employability skills training program for adult students with disabilities in the Walton County community Student level: ¡ Helped individual students find jobs and then supported them on those jobs via a work study program

Georgia’s SPDG Project has… n n Contributed to Georgia’s increased Graduation Rate Collaboration: ¡ ¡ ¡ GLRS Collaboration Coaches Graduation Coaches at HS & MS School Teams GLRS Network Parent Mentors for Special Education Georgia’s Graduation Rate

d use c o f ilyed Fam idualiz v indi nning pla s as t n e par on ing ducati t r o e p Sup ners in part Broad-based Collaboration with Adult Agencies, Families, Employers, & Community Resources Collaboration within school and community targeted for groups d ze ali ydu it ion ivi un ct u Ind omm str up C d In ro g se all ba t m d l s an or ta ion upp t s en c l lem tru na & pp ns tio i e c n Su ru tio oic st in uc ch n r ng io st s In izi at ote as lic ph app om Pr e & em on nc t cti nde en tru pe em Ins Inde gag En Interagency Collaboration transition o l ta r p es n e fo m ng com n e pl nni out tio ent i p s Su pla an ssm ing r & T se nn a as pl & ere on n a m sts al g s to be cade enta l ha oa vio mic, tran ls s r c an & i t i urr d/o on , icu r Ind lum ivi Tra dua Cu nsit lized rri ion cu la in ent & m e olv demic v n i a nt ent ry ac ning r e a a P n em ond er pla v c l e e s o car Inv ly F i am Where do we Go NEXT? ? Collaborat ion Within Sch ool and Communit y se fo ssm cu e se nt d fo Pl r S an tu ni d ng en t As d an ic m de g a ac nin r t fo plan en l t sm hoo en er s e m r se sc ss ca as st e s As C Po urric sts ul ec um Cu on ca da focu ree rricu ry se lar rs O & e co utc d on du nn om Su ca ect pp i es n ti io le t All Some Few Adapted from Morningstar & Clark (2003)

Contacts n Mary E. Morningstar Lu Nations-Miller Sandra Mac. Donald Beth Clavenna-Deane n Websites: n n n ¡ ¡ ¡ mmorningstar@ku. edu BNations@doe. k 12. ga. us Sandra. Macdonald@walton. k 12. ga. us www. transitioncoalition. org www. gastandards. org www. gatransition. org bacd@ku. edu