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Help! I’ve Been Hired as a Transition Coordinator: What Do I Do Now??!! Mary E. Morningstar Lu Nations-Miller Sandra MacDonald Beth Clavenna-Deane DCDT.

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Presentation on theme: "Help! I’ve Been Hired as a Transition Coordinator: What Do I Do Now??!! Mary E. Morningstar Lu Nations-Miller Sandra MacDonald Beth Clavenna-Deane DCDT."— Presentation transcript:

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

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

3 State Policies and Procedures: Barriers Nationally….  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 GaDCDT) Do have “Transition Contact” list

4 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.

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

6 A Day in the Life of a Transition Specialist 7:00-8:30 Checked and responded to s 8:30-9:00 Met with Parent Mentor 9:00-10:00Met with Navigator Team to plan “Family Fun Day” 10:30-11:30 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 12:00-12:45Lunch 12:45-2:00 Developed a transition plan for a HS student 2:00-3:00 Checked and responded to s (received 36 today!) Returned 4 phone calls

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

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

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

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

11 Georgia’s Opportunities for Training & Support 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

12 ASPIRE ASPIRE Active Student Participation Inspires Real Engagement Partnerships for Success in collaboration with the GaDOE 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.

13 Teachers will receive training that demonstrates: Practical methods that will empower students to think about their future in a new way. How the principles of self-determination increase active student participation in the IEP process. Students will learn: Why it’s important for them to attend an IEP meeting. 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: How their child's active participation in an IEP meeting is a step toward independence. The importance of becoming actively engaged by supporting their child's IEP goals.

14 Training Resources in GA 7 online training sessions Click Elluminate/Date and Name of Session (Install software) August 27, 2009-Assistive Technology for Transition to Post Secondary September 17, 2009-Compliance and Transition-Dotted I’s and Crossed T’s October 22, 2009-Transition Council Networking-“We Did It” January21,2010-Transition Plan Writing-Beyond Dotted I’s and Crossed T’s February11,2010-Adult Services-CHAPTER TWO-The Rest of Your Life March11, 2010 –How Different Cultures View Disabilities and Transition May 13, A Showcase of Transition Around the State Transition Resource manual:

15 KU TransCert: Do Transition Coordinators Make A Difference? 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.

16 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 post- secondary outcomes

17 Perhaps my Greatest Accomplishments.... Program level:  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

18 Georgia’s SPDG Project has… 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

19 Curriculum focused on Postsecondary Outcomes Instruction Promotes Independence & Engagement Family Involvement Assessment for Student- focused Planning Collaboration Within School and Community All Some Few Curricular connections to careers & educational goals & interests Supplemental transition, academic, and/or behavior curriculum Individualized Transition Curricula Assessment for academic and career planning Supplemental assessment & planning for postschool outcomes Transition assessment & planning Family- focused individualized planning Supporting parents as partners in education Parent involvement in secondary academic & career planning Adapted from Morningstar & Clark (2003) Instruction emphasizing choice & application Supplemental small group instruction and instructional support Individualized Community- based Instruction Broad-based Collaboration with Adult Agencies, Families, Employers, & Community Resources Collaboration within school and community targeted for groups Interagency Collaboration transition Where do we Go NEXT??

20 Contacts Mary E. Morningstar Lu Nations-Miller Sandra MacDonald Beth Clavenna-Deane Websites:   


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