1. DCDT 15th International Conference 2009
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
The role of the transition coordinator (or transition specialist) has emerged as a critical variable in improving transition services (Morningstar & Clark, 2003; Morningstar, Kim & Clark, 2008). While few states that have specific standards for transition coordinators (cf., Kleinhammer-Tramill, Geiger, & Morningstar, 2003), districts that employ transition coordinators often require only that these individuals hold a valid secondary special education credential. The majority of local education agencies across the country are using certified secondary special education teachers in the roles of transition coordinators. In their roles as transition coordinators, these individuals are often expected to possess certain knowledge and skills as reflected in the CEC Standards for Transition Personnel (2000). Based on these standards and the findings of the various studies, most would agree that there is a specific body of knowledge and a set of skills that transition coordinators need to possess, yet this is often learned "on the job."
This session will offer national, state and local perspectives on the role of transition coordinators.
National research will be reviewed that provides an overview of how prepared transition coordinators are in implementing critical transition practices. The frequency with which transition coordinators implement effective practices will also be reviewed. In addition, national research on the role that transition coordinators play in ensuring positive and effective transition planning and interagency collaboration will be shared with audience members. – M* and BCD
Next, state-level policies and practices for hiring transition coordinators will be reviewed. This will focus on identifying the state-level barriers and strategies to ensure that highly effective transition coordinators are hired. LU
Finally, the local focus will be discussed. This will include describing the day-to-day activities of a highly effective transition coordinator. Information will focus on the role the transition coordinator played across two different districts: rural and large suburban. Sandy and BCD

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?
What we do know is it different in state and local agencies… no consistency across states
There isn’t a federal definition (is there anything describing TCs in the federal stimulus $$? Seems like they were supporting this position for reimbursement, but don’t know if they described/defined it… )
Mixed Bag at the state level
- M* can talk about national data on endorsement/certificates from states from K-T, G, M* 2003
- LU – (from your barriers slide)
- Local Control
- Each district has compliance control
- No statewide network (working on this through GaDCDT) Do have “Transition Contact”
Local Level
Mainly, Secondary special educators, related services staff (e.g., school social worker)
Others? (e.g., vocational coordinators who become TCs – are these always sped staff or could they be old Perkins/voc ed? Special needs voc. coordinators…
Either Full-time or Part-time (fulltime mostly in Urban/suburban settings; part-time in rural settings – meaning they are also teaching parttime or take on add’l admin. Jobs (e.g., transportation coordinator)
Sandy – your position description?? Others you know of in different configurati
Position Demographics
FT Transition Planning Coordinators
PT Transition Planning/PTClassroom Teachers
FT Work Experience Coordinators
Full Time Combination
Transition Coordinators/
Work Experience Coordinators
Anything else to ADD?? 2

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
From Kleinhammer-Trammil, Geiger and M* (2003). 12 states identified with Transition, vocational special needs or Vocational Education (AL, GA, DE, IL, MI, MO, NE, NM, NH, NY, Oh, VT, VA)
Transition specialist: NE, OH (transition to work); IL
Voc special needs – MO, VT, VA (voc evaluator too)
Rehab counselor – NH, NM; GA (related vocational instructor)
Occupational ed – NY
Work study coordinator – MI
Trade and industrial specialist – DE
Tech/career ed + sped standards - AL
Not all credential structures offered by states are used; thus, states may offer a credential even if no personnel preparation programs prepare professionals for the credential or if no personnel currently hold it. However, this finding does suggest that mechanisms exist for specialization in transition-related practice in many states.
The results of this analysis of states' special education credentialing systemsare encouraging in that the majority of states (43 states, or 86%) include transition-relevant content in some fashion - either through the state's credential structure or within the state's content requirements, or both.

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
National Data from KU TransCert program
What is it?
Participants
Secondary Sped Teachers
Transition Coordinators
Interagency Data from PN, M* and AGE

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 9:00-10:00 Met 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 12:00-12:45 Lunch 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+ +
Beth’s slide
Introduction to a Day in the Life – Beth’s slides.
Why is this a central point… often transition coordinators are in multiple meetings – so what is their role compared to teachers…
Transition guide/resource
Advocate
Collaborator
Facilitator
Usually Transition Coordinators don’t instruct on ALL the transition related planning that needs to occur, they are a resource and they assist.
They can teach courses but usually do not – unless in a part time role.
Suburban, rural and military community
2 High Schools, 4 Middle Schools
LOTS OF WINDSHIELD TIME
60% of time in meetings
Planning with students
IEP meetings
Meetings with Teachers/Administrators
30% Managing work experience
Job development
Job coaching
<10% Interagency Collaboration
OTHER DUTIES AS ASSIGNED or AS CHOSEN! =
6 Schools with 200 students with transition plans 7

8. How it should have been Work Experience Vocational Prep
Interagency Collaboration
Student Prep and Planning
Beth’s slide: This is ideally what I should have had as the major focal points of my day and my career.
Student Prep and planning – meet with students more than two times per year… meet monthly and for some (juniors, seniors) bimonthly to plan and prepare and assist with transition goal setting
Work experience and planning – needed to do more time on the job sites and actually observe the students and coordinate with employers and job coaches to make the experiences even more beneficial
Interagency Collaboration – more time builded in with the student prep and planning for the older students preparing to graduate – setting up individual meetings with families/students and VR, DD, MH, Interagency and College Support Services. Also need to engage teachers in this process as well as they are more familiar with the accommodations and supports the students have been using successfully. 8

9. And The NEXT STEP Inter-agency Collaboration Transition Resource
Career Awareness/
Vocational Exploration
Transition Resource
Self-Advocacy Skills
Transition Planning
Beth’s slide: But even more so… Need to be a resource for best practices to admin, staff, parents and students
Need to encourage and provide opportunities to develop and demonstrate self-advocacy skills
Need to do continuous transition planning based on formal and informal assessments.
And this is cyclical because each one builds and is entwined with the other. These are all equitable and relational parts of the job. 9

10. What Do Transition Coordinators Need to Know?
Instructional Planning for transition
Vocational/career
Postschool services
School reform efforts
Curriculum & Instruction
Accommodations/ modifications in Gen Ed
Transition domains
Behavior management
Assessment
Transition
Academic & AT
State and district assessments
Transition Planning
IEP transition indicators
Family and Student involvement
Collaboration
Families
Agencies
School staff
Additional Competencies
Cultural diversity
Assistive technology
Program evaluation
CEC/DCDT Standards
State-level Standards – (LU any in GA?; K-T, G & M* 2003)
National research competencies (M* & Clark, 2003; Kohler and Green, etc.)
More recent – focus on transition and secondary school systems
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 11

12. 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. 12

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. 13

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.
When they first started in the program, many thought that schools/districts were doing ok in transition related areas (some knew they were not)
Took courses and realized how much more needed to be done – not just to be in compliance with Indicators 13 and 14 but to REALLY improve post-school outcomes for the students
Ways that the graduates of KUTransCert have made an impact within their own programs or classrooms or at the District or State Level:
Changes in their Roles within their School or District:
All wrote a letter to their school-level or district level administration as part of a course requirement noting the needs to be addressed and at least 60% have presented those letters to admin.
The letter often jumpstarted change in the schools and districts regarding transition – student involvement in IEP – appropriating money for transition coordinator positions, improving work experience programs and job development opportunities, and increased interagency collaboration.
Powerpoints at IEPs that students generated to increase student-focused IEPS
Some student-lead IEPs
Increased family involvement such as:
Work Experience Newsletters for building staff but mostly for parents
Transition Fairs to connect parents and students with agency staff
Greater understanding of adult and community agencies (e.g. development of community resource directors, greater connections and relationships with agency personnel)
Improved transition assessment: Transition assessment toolkits; training sessions; teachers doing more transition assessment in their classrooms
Improvements in vocational programs (community-based settings – more than the 4 F’s)
BUT MOST OF ALL – better structure on the IEP to represent transition
In short to make transition the driving force of the IEP during the student’s high school years. 15

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. Where do we Go NEXT?? All Some Few
Curriculum focused on Postsecondary Outcomes
Assessment for Student-focused Planning
Curricular connections to careers & educational goals & interests
Assessment for academic and career planning
Supplemental transition, academic, and/or behavior curriculum
Supplemental assessment & planning for postschool outcomes
Transition assessment & planning
Individualized Transition Curricula
CEC/DCDT Standards
State-level Standards – (LU any in GA?; K-T, G & M* 2003)
National research competencies (M* & Clark, 2003; Kohler and Green, etc.)
More recent – focus on transition and secondary school systems
Instructional Planning for transition
Vocational/career
Postschool services
School reform efforts
Curriculum & Instruction
Accommodations/ modifications in Gen Ed
Transition domains
Behavior management
Assessment
Transition
Academic & AT
State and district assessments
Transition Planning
IEP transition indicators
Family and Student involvement
Collaboration
Families
Agencies
School staff
Additional Competencies
Cultural diversity
Assistive technology
Program evaluation
Collaboration Within School and Community
Interagency Collaboration transition
Collaboration within school and community targeted for groups
Broad-based Collaboration with
Adult Agencies, Families, Employers,
& Community Resources
Individualized Community-based Instruction
Family-focused individualized planning
Supplemental small group instruction and instructional support
Instruction emphasizing choice & application
Instruction Promotes Independence & Engagement
Supporting parents as partners in education
All
Some
Few
Parent involvement in secondary academic & career planning
Family Involvement
Adapted from Morningstar & Clark (2003)

20. Contacts Mary E. Morningstar mmorningstar@ku.edu
Lu Nations-Miller
Sandra MacDonald
Beth Clavenna-Deane
Websites: