Lavinia Gripentrog has been chosen by the Utah State Board of Education Special Education Department as the new School to Post-School Transition Specialist beginning January 31, 2017. She will replace Susan Loving who is retiring (See article on Susan Loving here).
Lavinia was formerly the Transition Specialist/Post-High Special Education Teacher and Assistive Technology Specialist for Murray School District for the past 14 years, completed the USU masters transition specialist program at USU, was the Team Leader of the ODEP School-to-Work Pilot Project for Murray District, and Mentor Teacher for Westminster College. She was also the 2016 Utah Council for Exceptional Children Joanne Gilles Teacher of the Year!
Lavinia has a wealth of direct service and consultation experience in employment, postsecondary education, assistive technology, and independent living.
Posted in Utah
Tagged transition, Utah
This week Utah will host its annual Transition Institute: “Supporting Transition Planning and Building Capacity to Improve Post-School Outcomes for Students with Disabilities” at Davis Conference Center in Layton. Interspersed with content-rich learning sessions and facilitated team work sessions, LEA teams from all over the state (over 200 people!) will come together to learn how to use a national transition team planning tool, write SMART goals for transition plans and sequence transition plan actions and activities, as well as how to develop tools for evaluating plan implementation and the impact on student outcomes.
Participants who have Twitter or Facebook accounts are encouraged to post about the Utah Transition Insitute using the hashtag #uttransition
Dr. Mary MorningstarDr. Mary Morningstar is the keynote speaker at the Transition pre-conference of the UMTSS* Connections Conference in Layton, Utah June 23 – a three day event of sessions on Leadership, Literacy and Numeracy, Behavior and Positive Behavior Supports, Transition to Career Pathways, Educating English Learners, Special Education, Effective Instruction, Tiered Intervention, Assessment and other topics.
Today’s Transition event will include many topics on preparing students for post secondary education, employment and independent living.
“Dr. Mary E. Morningstar is an associate professor in the Department of Special Education at the University of Kansas and Director of the Transition Coalition, which offers online transition professional development and resources for secondary special educators and practitioners. Her research agenda includes evaluating secondary teacher quality and professional development, culturally diverse family involvement in transition planning, and interagency collaboration. She is also examining the impact of inclusive secondary experiences for students with significant disabilities on postschool outcomes. Currently, she is developing a multi-dimensional model of adult life engagement for transition.” (http://specialedu.soe.ku.edu/mary-morningstar)
Watch the Transition Universe Facebook and Twitter feeds for updates on the conference.
*Utah Multi-Tiered Systems of Support
Students in some Illinois school districts receive early education on disability and independent living and employment, thanks to an initiative that incorporates three different curricula, implemented through the community partner “RAMP“, an Illinois non-residential Center for Independent Living. By working with school districts to incorporate these programs, barriers are being dismantled and attitudes changed about people with disabilities being successful in society.
RAMP created a continuum of services that help to strengthen and build the educational and economic success for people with disabilities.
The iBelong curriculum is designed for elementary students as young as pre-K while the Ignite curriculum is designed for middle school students. The teens in Transition curriculum (T’NT) is designed to work with teenagers as they transition to adulthood.
IBelong is taught pre-K thru through sixth grade to all students. The goal is to promote acceptance by teaching children early and consistently that we have more in common with each other than not.
Students in seventh and eighth grade who have disabilities can use the Ignite curriculum to learn more about themselves so they can become better self-advocates.
RAMP’s third curriculum is Teens in Transition. It is designed to help teenagers with disabilities prepare for their transition into adulthood. T’NT aims to increase students’ chances of becoming young adults prepared to further their education, gain employment, responsibly manage a budget and live independently in the community.
The approaches taken by RAMP have left a lasting impression on students. A Rockford teacher said: “I feel as though having RAMP and the community partners come in to teach the lessons helped the students learn about these topics better than just having the teacher teach about it.”
Read the article here.
Read more about RAMP here.
Teresa Clarkson has worked as a Transition Teacher and CTE Career Coach.
Teresa Berden Clarkson has a well established and admirable career working with students with disabilities. She first began teaching 20 years ago at a Western Michigan University with student services. She progressed to St. Clair County Community College – first as a Placement Specialist and then as a Career Counselor, continuing on the Macomb Community College as a Special Services Counselor. Teresa then took a detour back to secondary education in Grand County School District in Utah where she works as a Special Educator and CTE Career Coach. Teresa’s current job responsibilities include counseling students in CTE pathways and Program of Study; surveying CTE graduates; collaborating with secondary, post-secondary, and industry partners; promoting College & Career Readiness Standards; coordinating the Grand County High School Annual Career Fair; advocatingfor CTE scholarship applicants; and assisting with Work-Based Learning Opportunities.
I serve a diverse range of students – exceptional learners, CTE technical students, at-risk populations, and gifted/talented from middle school to college age adults.
When asked what has been the most important development in Transition, Teresa states that,
new online transition assessment tools which allow teachers to gather transition data and compare results from student, teacher, and a parent prospective. The most positive things about working in Transition are when the joy you see on the face of students when they get their first job or get a paid internship position. Every student should experience the sense of accomplishment for achieving a goal such as graduation or other milestone.
Teresa feels that the biggest challenge in her work with Transition students is often not with students, but with family members.
It is important for students to play an active role in their transition process; therefore, parents often struggle with letting their child set a goal for themselves for the first time. Parents occasionally need support/coaching on how to help students create realistic, achievable goals.
Another college, in Massachussetts, on board with providing transition opportunities for students with disabilities!
The Norton program, known as STEP, serves students with intellectual disabilities who are involved with three programs at Bridgewater [State University], STEP program teacher Ashley Rodrigues said.
While all of the programs are geared toward students with intellectual disabilities, the Transitions at Bridgewater and Inclusive Concurrent Enrollment programs are both designed for high school students between the ages of 18 and 22 who have been unable to pass the MCAS tests, Rodrigues said.
Transitions at Bridgewater offers students weekly workshops covering topics such as money management, social skills, campus and social media safety and interview skills.
The Inclusive Concurrent Enrollment program gives students an opportunity to audit a course and experience college life, including spending time with college students.
Read the article here.
Three national organizations will merge together to create the National Technical Assistance Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities. The national program will be housed at UNC Charlotte and will launch January 1, 2015.
The center will be housed in a suite of offices within the university’s College of Education.
Made possible through a $12.5 million grant from the U.S. Department of Education’s Office of Special Education Programs, the new center will absorb two other national organizations: the National Dropout Prevention Center for Students with Disabilities, based at Clemson University; and the National Post-School Outcomes Center at the University of Oregon.
All three universities – in addition to Western Michigan University, the University of Kansas and TransCen Inc., an organization that provides assistance for students with disabilities – will combine research efforts under one roof.
The center will work within special education and vocational rehabilitation systems at the state level to improve the transition process for high school students with disabilities entering college or the workplace.
Meet Rachel Anderson,Transition & Supported Employment Coordinator for the Utah State Office of Rehabilitation. Rachel has been working with people with disabilities for 15 years. She began in college working with children with disabilities in an after school program, then moved on to working in residential care with adults with disabilities. After earning her degree in Social Work, Rachel became a Vocational Rehabilitation (VR) Transition Counselor with the Utah State Office of Rehabilitation, first working in the Salt Lake City School District and then moving into assisting all schools/districts in the state to make the VR connection.
I have loved, and been extremely passionate about, all of my roles working with people with disabilities. I have always been understanding, accepting and passionate about advocating for vulnerable populations, or those that need help in anyway. I am lucky to have the opportunity to work with transition aged youth in Utah, helping them gain the skills and providing opportunities for them to meet their goals, become independent and be successfully employed.
Millions of dollars have been earmarked through grants to focus on improving outcomes of students with disabilities, through “research, demonstrations, technical assistance, technology, personnel development and parent-training and information centers”. Transition initiatives are among the areas to be funded.
The U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) today announced more than $121 million in grants to help improve the outcomes of individuals with disabilities—from cradle through career. The investments are aimed at promoting inclusion, equity and opportunity for all children and adults with disabilities to help ensure their economic self-sufficiency, independent living and full community participation.
“These investments are significant in assisting individuals with disabilities to reach their full potential,” said U.S. Secretary of Education Arne Duncan. “We want all individuals with disabilities to succeed and these investments symbolize our values and commitment as a nation toward achieving excellence for all.”
Some of the transition funding includes:
Funded at $2.5 million, the National TA Center on Improving Transition to Postsecondary Education and Employment for Students with Disabilities (Transition Center)
Funded at $9 million for the next three years, the Job-Driven Vocational Rehabilitation TA Center (JDVRTAC) at the University of Massachusetts-Boston
Funded at $875,000, TransCen, a non-profit organization dedicated to improving educational and employment outcomes
Read more here.