Susan Loving has a rich history in the field of Transition. She has been working with transition programs since 1991, when she was assigned the responsibility of co-manager of the STUDY Project Grant (a federal systems-change grant) in Tooele School District.
I was ready for a change from providing speech-language services full time, so I welcomed the opportunity to do something different. In working with transition planning and programs, I realized that the purpose of school is to prepare students for adult life, not just to graduate them with a diploma.
Susan currently serves as the Education Specialist for Transition at the Utah State Office of Education (USOE) – Special Education Section. She admits that is a long title, so she usually says she is the Transition Specialist at the USOE. She works with school district and charter school staff, representatives of agencies such as Vocational Rehabilitation and DSPD, parent groups, community and advocacy groups – any individual or group of individuals who work with and support transition-aged youth.
Susan’s responsibilities are broad in nature.
The USOE is responsible for ensuring that all eligible students attending Utah school districts and charter schools are receiving a free appropriate public education (FAPE), as required under the Individuals with Disabilities Education Act (IDEA). Appropriate timely transition planning is part of a FAPE for a student of transition age.
To that end, Susan is charged with providing professional development and technical assistance to educators, administrators, families, and other state and community agencies regarding transition planning, agency collaboration, etc. She says that the medium through which this is carried out varies -through a one-on-one phone conversation or site visit, an on-site training session or webinar, or a state-level activity.
Every year, states are required to report the results of state-level activities to the Office of Special Education Programs (OSEP); the report, titled the “Annual Performance Report”, addresses student outcomes in a variety of areas. I am responsible for reporting on Utah’s graduation and dropout rates for students with disabilities, the prevalence of complete transition plans in the IEP, and post school outcomes (engagement in education and employment/training) of students with disabilities.