Transcript Help! I’ve Been Hired as a Transition Coordinator: What

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 15th International Conference 2009
Savannah, Georgia
What Exactly IS a Transition Coordinator?
Think-pair-Share…
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How do you define a transition
coordinator?
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How is this position configured within your
district or state?
State Policies and Procedures: Barriers
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Nationally….
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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
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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
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?
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Transition Planning
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Cultivate Self-determination
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Student Involvement in IEP
Self-determination Curricula
Family Advocacy
Provide Employment Experiences for Students
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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
8:30-9:00
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
SelfAdvocacy
Skills
Career
Awareness/
Vocational
Exploration
Transition
Resource
What Do Transition Coordinators Need to Know?
1. Instructional Planning
for transition
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Vocational/career
Postschool services
School reform efforts
2. Curriculum &
Instruction
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Accommodations/
modifications in Gen Ed
Transition domains
Behavior management
3. Assessment
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Transition
Academic & AT
State and district
assessments
4. Transition Planning
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IEP transition indicators
Family and Student
involvement
5. Collaboration
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Families
Agencies
School staff
6. Additional
Competencies
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Cultural diversity
Assistive technology
Program evaluation
From: Bentiez, D. & Morningstar, M (2005).
Secondary Transition Teachers Survey
Georgia’s Opportunities for Training &
Support
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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 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.
Teachers will receive training that demonstrates:
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Practical methods that will empower students to think about
their future in a new way.
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How the principles of self-determination increase active
student
participation in the IEP process.
Students will learn:
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Why it’s important for them to attend an IEP meeting.
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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:
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How their child's active participation in an IEP meeting is a
step toward independence.
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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)
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August 27, 2009-Assistive Technology for Transition to Post
Secondary
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September 17, 2009-Compliance and Transition-Dotted I’s and
Crossed T’s
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October 22, 2009-Transition Council Networking-“We Did It”
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January21,2010-Transition Plan Writing-Beyond Dotted I’s and
Crossed T’s
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February11,2010-Adult Services-CHAPTER TWO-The Rest of
Your Life
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March11, 2010 –How Different Cultures View Disabilities and
Transition
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May 13, 2010- A Showcase of Transition Around the State
Transition Resource manual: www.gatransition.org
KU TransCert: Do Transition
Coordinators Make A Difference?
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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!!!!
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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....
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Program level:
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Helped begin an employability skills training
program for adult students with disabilities in the
Walton County community
Student level:
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Helped individual students find jobs and then
supported them on those jobs via a work study
program
Georgia’s SPDG Project has…
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Contributed to
Georgia’s
increased
Graduation Rate
Collaboration:
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GLRS Collaboration
Coaches
Graduation Coaches
at HS & MS
School Teams
GLRS Network
Parent Mentors for
Special Education
Georgia’s Graduation Rate
Where do
we Go
NEXT??
Broad-based Collaboration with
Adult Agencies, Families,
Employers,
& Community Resources
Collaboration within
school and community
targeted for groups
All
Some
Few
Adapted from Morningstar &
Clark (2003)
Contacts
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Mary E. Morningstar
Lu Nations-Miller
Sandra MacDonald
Beth Clavenna-Deane
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Websites:
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[email protected]
[email protected]
[email protected]
www.transitioncoalition.org
www.gastandards.org
www.gatransition.org
[email protected]