1. Transition XXIV, March 3 - 4, 2014 1
The Marriott
at Grand National
Auburn-Opelika
March 3-4, 2014
The Marriott
at Grand National
Auburn-Opelika
March 3-4, 2014
Transition
“Transition—Forging Strength from Within”
3. Transition XXIV, March 3 - 4, 2014
TABLE OF CONTENTS
POEM
WELCOME
YAiT AGENDA
CONFERENCE AGENDA
FEATURED CITY: BIRMINGHAM
EXHIBITORS
OPENING CEREMONIES
FEATURED SPEAKERS
MONDAY WORKSHOPS AND SESSIONS
TUESDAY WORKSHOPS AND SESSIONS
POSTER SESSIONS AND SHARE FAIR
GOVERNOR’S PROCLAMATION
DISTINGUISHED PANEL MEMBERS
TRANSITION UPDATE
VOLUNTEER APPRECIATION
TRAINING iN TRANSITION SERIES
CERTIFICATE OF ATTENDANCE
CONFERENCE PRESENTERS
4
5
6
7
8
9
10
11
12
15
20
21
22
23
24
25
26
27
REFLECTIONS OF
TRANSITION XXIII 2013
4. Transition in Alabama4
I’m making plans for the future and moving forward with my life,
I’m focusing on what might be and denouncing all my strife.
While I’m unsure where I’m destined, and exactly when,
This matters less to me,‘cause
. . . I’m forging strength from within.
Planning what will be tomorrow, I’m dreaming of the years ahead,
Fear, doubt, uncertainty, I’ve stowed away all that I dread.
I’m ready to go beyond my view, and ready to begin,
I move forward with determination, as
. . . I’m forging strength from within.
My mind is ready to explore, my heart seeks a new beginning,
I’ve put away my fears and now, I’m ready to start the winning.
I’m launching ahead, although my head may begin to spin,
I’m prepared and excited because
. . . I’m forging strength from within.
FORGING STRENGTH from within
5. Transition XXIV, March 3 - 4, 2014 5
WELCOME to the 24th annual Alabama Transition
Conference. We are pleased you have chosen to spend two full
days learning how to better prepare youth with disabilities for
their transition from school to post-school activities and responsi-
bilities. We are excited to share with you a full agenda of sessions
and workshops focusing on transition updates, methods, and
strategies. Get ready to expand your knowledge and hone your
skills, as we learn from conference speakers, and each other.
Derrick Tennant, is the keynote speaker for our opening
session. I know he will provide an inspirational, informative, and
entertaining kick off for the conference. Derrick took the expe-
rience of having a tragic injury, to share with others lessons he
learned from this life-changing event. At the time of his accident,
Derrick was a talented athlete, but obtained a serious injury that
required brain surgery and years of rehabilitation. He had to learn
how to walk all over again, and still has limited use of his left side.
His recovery and what he learned about himself through this
experience became the platform for his lifelong mission to teach
others with challenges to persevere. Derrick tells us to“look at
the RIGHT side”of things, as he encourages us to approach life’s
obstacles as opportunities.
Other featured speakers at the conference include Teresa
Grossi, Ph.D., Julie J. Weatherly, Esq, and Ms. Ashley DeRamus. Dr.
Grossi, is the director of the Center on Community Living and
Careers at Indiana University, and has an extensive background
in the field of transition. During her workshop, Dr. Grossi will
explain how transition skills can be taught in the general edu-
cation setting. Ms. Weatherly, an attorney and consultant for the
Alabama State Department of Education, will discuss the“right
way”to deliver transition services so we can learn how to meet
the letter and spirit of the law. Entrepreneur and fashion design-
er, Ms. Ashley DeRamus will share her experiences of being a
self-advocate for persons with Down syndrome. In addition to
these accomplished speakers, we will have a host of other state
and local presenters sharing with us innovative practices and the
latest updates in transition.
In addition to concurrent sessions and workshops other
formats for learning and sharing are included in the conference
agenda. For example, the Student Poster Session Competition
recognizes winners in three different categories: each represent-
ing the future of this field (i.e., high school, undergraduate, and
graduate students).These students will be the future of transition,
so let’s encourage them as they demonstrate their knowledge
in this field. Another activity that we started last year was Speed
Conferencing. We have, once again, borrowed from the speed
dating model, by having you participate in very brief content
sessions as presenters rotate across rooms. This compact method
will allow you to receive information from different sources, on a
variety of topics, in a short amount of time.
You may notice a number of young people attending the
conference. Many of them have traveled from across the state to
participate in a mini-conference especially for young people in
transition. This self-advocate group known as YAiT, or Youth and
Young Adults in Transition, will meet in the upstairs board rooms
for an exciting agenda of activities. Facilitating this group will be
Auburn University students who are majoring in collaborative
special education with an emphasis in transition.
The conference will close with one of the more popular events
of the program, the Transition Update. The Update features three
prominent state leaders from the Alabama State Departments of
Education, Rehabilitation, and Mental Health. Be sure to attend
this session to learn about updates from our leaders who keep
the“pulse”of transition at the state level.
Enjoy the conference and we hope that you will obtain new
knowledge and skills, as well as leave with an encouraging sense
of renewal as you assist youth and disabilities meet their desired
post-school goals. May your commitment be as strong as steel
and you develop a drive that“forges a strength from within”
to keep you ever diligent as you assist youth and young adults
in transition.
Karen Rabren, Ph.D.
Director
Auburn Transition Leadership Institute
Karen
6. Transition in Alabama6
Monday, March 3
Breakfast with Exhibitors – Lobby Lounge
Opening Welcome & Keynote Address – Grand Ballroom
Meet & Greet – Fireplace Lounge
Room 301 & 303 - Transition 101
Lunch Provided
Room 301- Healthy Relationships and Bullying
Room 303 - Internet Safety
Room 301- Internet Safety
Room 303 - Healthy Relationships and Bullying
Tuesday, March 4
Breakfast with Exhibitors – Lobby Lounge
Share Fair & Poster Sessions Competition – Conference Center
Room 301- Self-advocacy for Youth with Disabilities
Room 303 - Student-led Individualized Education Programs
Room 301- Student-led Individualized Education Programs
Room 303 - Self-advocacy for Youth with Disabilities
Lunch Provided
Rooms 301 and 303 - Mock Interviews
Transition Update – Grand Ballroom
7:15 – 8:15 AM
8:30 – 10:00 AM
10:15 – 11:15 AM
11:30 – 12:30 PM
12:30 – 1:30 PM
1:30 – 2:30 PM
2:45 – 3:45 PM
7:15 – 8:15 AM
8:30 – 9:30 AM
9:45 – 10:45 AM
11:00 – 12:00 PM
12:00 – 1:00 PM
12:45 – 1:45 PM
2:00 – 3:30 PM
YOUTH ANDYOUNG
ADULTS INTRANSITION
Presented by the 2013-2014 Auburn University
Collaborative Approach to Training Transition Specialists (CATTS) Scholars
Riley Adcock, Eric Crumley, Jessica Harris, Mary Laginess, Brooke Molnar, Teanna Moore,
Lindsay Norris, Kate Petrusnek, James Sanders, Sarah Southerland, and Kristen Whipple
7. Transition XXIV, March 3 - 4, 2014 7
Sunday, March 2
Conference Registration
Monday, March 3
Conference Registration
Breakfast with Exhibitors
General Session, Welcome and Keynote
Break
Choice of One Workshop or Two Concurrent Sessions
Lunch Provided
Choice of One Workshop or Two Concurrent Sessions
Tuesday, March 4
Conference Registration Opens
Breakfast with the Exhibitors
Speed Conferencing, Poster Sessions, Share Fair
Choice of One Workshop or Two Concurrent Sessions
Lunch Provided
Choice of Concurrent Session
Break
Transition Update
CONFERENCE AGENDA
7:15 AM
7:15 – 8:15 AM
8:30 – 10:00 AM
10:00 – 10:15 AM
10:15 – 12:30 PM
12:30 – 1:30 PM
1:30 – 3:45 PM
6:00 – 8:00 PM
7:15 AM
7:15 – 8:15 AM
8:30 – 9:30 AM
9:45 – Noon
Noon – 12:45 PM
12:45 – 1:45 PM
1:45 – 2:00 PM
2:00 – 3:30 PM
8. Transition in Alabama8
FEATURED CITY: BIRMINGHAM
“If diversity were a place, it would be Birmingham. People who
visit here get a taste of that variety—in entertainment, cuisine,
the arts, nightlife, the great outdoors—that brings them back
time and again…
…it is diversity that is this city’s greatest strength and strongest
appeal. We are a spectrum of attitudes and cultures that are all a
part of the charm and intrigue that is Birmingham.”
— Greater Birmingham Convention & Visitors Bureau
9. Transition XXIV, March 3 - 4, 2014 9
Achievement Center-Easter Seals,
Opelika, Alabama
The Achievement Center-Easter Seals uses a variety of training
options to prepare persons with disabilities to reach maximum
employment potential. Services offered include vocational eval-
uation, job readiness (resume writing, application completion,
employment search, and interviewing), adult education, basic
computer skills, driver’s education, cashiering, landscaping, pro-
duction training, community-based job training, job placement,
and job coaching.
Alabama Education Association
The Alabama Education Association (AEA) is the largest educa-
tion association in the state of Alabama. It is an advocate organi-
zation that leads the movement for excellence in education and
is the voice of education professionals in Alabama. The Alabama
Education Association provides legal assistance, professional
development opportunities, great member benefits, and a strong
voice for education in the Alabama Legislature. The AEA serves
as the advocate for its members and leads in the advancement
of equitable and quality public education for Alabama’s diverse
population.
Auburn Transition Leadership Institute,
Auburn University
The Auburn Transition Leadership Institute (ATLI) is a unit within
Auburn University’s College of Education, affiliated with the De-
partment of Special Education, Rehabilitation & Counseling. The
institute endeavors to improve employment, academic, and inde-
pendence outcomes for youth and young adults with disabilities
through its instructional, outreach, and research practices.
Auburn University College of Education,
Department of Special Education, Rehabilitation
& Counseling
Auburn University’s Department of Special Education, Rehabilita-
tion and Counseling’s principal mission is to provide quality pro-
grams of instruction, research, and outreach. Instruction, research,
and outreach activities that result in competent, committed,
reflective professionals who desire to make a significant contribu-
tion to society as special educators, rehabilitation and counseling
practitioners.
Horizons School
The Horizons School provides postsecondary“college-like”expe-
rience for students ages 18 to 26 with learning differences. Stu-
dents gain self-determination skills while they practice personal,
social, and career independence skills.
James Stanfield Company
The James Stanfield Company is the“Specialist in Special Edu-
cation”covering topics in school-to-work transition, social skills
training, and conflict resolution. See our enclosed catalog or visit
our website: stanfield.com for more information. Mention VIP
code:“ALTC”for a 15% discount on your next order, or simply call
800.421.6534.
People First of Alabama
People First of Alabama is a statewide advocacy organization
committed to strengthening the lives of persons with intellectual
and other developmental disabilities by promoting indepen-
dence in life situations, by providing training in skills necessary for
living, working and playing, and by creating meaningful relation-
ships in our communities.
CO-SPONSORS FOR TUESDAY’S BREAKFAST
Smart Work Ethics
Smart Work Ethics trains trainers in a series for workforce employ-
ability skills—also known as“soft skills”. This is not a quick fix for
irritants—it is a lifelong employment strategy.
Team Adaptive, Inc.
Team Adaptive is a full-service Durable Medical Equipment Com-
pany that also specialized in vehicle mobility and home modifi-
cation. No job is too big or too small. We can do them all. Let the
team at Team Adaptive“help you adapt.”
The College Internship Program
The College Internship Program (CIP) provides comprehensive,
individualized academic internship and independent living expe-
rience for young adults, ages 18 to 26, diagnosed with learning
differences, Asperger’s Syndrome, pervasive developmental dis-
order – not otherwise specified (PDD-NOS), nonverbal learning
difference, attention deficit hyperactivity disorder (ADHD), and
dyslexia. The program has six sites: Amherst, New York; Berkeley,
California; Bloomington, Indiana; Lee, Massachusetts; Long Beach,
California; and Melbourne, Florida.
EXHIBITORS
Breakfast with Exhibitors
Lobby Lounge
Monday, March 3, 7:15 AM – 8:15 AM
Tuesday, March 4, 7:15 AM – 8:15 AM
10. Transition in Alabama10
Welcome
Dr. Karen Rabren
Director, Auburn Transition Leadership Institute
Dr. Royrickers Cook
Assistant Vice President for Outreach, Auburn University
Presentation of the Colors
Auburn High School Junior Reserve Officer Training Corps
Under the command of Sergeant Major Wayne Johnson
The National Anthem and Other Selections
Brittney Fisher, Senior, Alabama School for the Deaf
Ashley by Design
Ashley DeRamus, Fashion Designer and Entrepreneur
“This Girl is on Fire”Fashion Show
Fashion Show Participants: Angel Brewer, Drew Burque, Duygu Kucuktas,
Brady Ramsey, Auburn; Toniquia Chapman, Grove Hill; Nakia Davis, Shakera
Waugh, Selma; Joshua Edwards, Talladega
Introduction of Keynote Speaker
Brittney Fisher, Senior, Alabama School for the Deaf
Monday, March 3
8:30 AM – 10:00 AM
Grand Ballroom
BRITTNEY FISHER is a senior at the Alabama School for the Deaf (ASD)
where she has been enrolled since 2nd grade. Her goal upon gradua-
tion is to attend Gallaudet University in Washington, D.C. and become
a social worker. Brittney was 2nd Runner-up in the Miss ASD Pageant
this past fall where her platform was“You Are Beautiful – Stay Positive!”
She is the daughter of Christine McCoy of Birmingham and Bevin
Fisher and has a twin sister, Whittney.
Keynote Speaker
DERRICK TENNANT knows what it means to turn personal adversity
into personal achievement. As a promising athlete, he had a signif-
icant injury that required brain surgery, followed by years of reha-
bilitation. Through hard work and determination, Derrick eventually
learned to walk again; however, he still navigates daily life with limited
use of his left side. Tennant’s maxim is“look on the RIGHT side”of
things, which he encourages all to do as he shares the importance of
shifting obstacles in life to opportunities in life.
OPENING CEREMONIES & KEYNOTE PRESENTATION
11. Transition XXIV, March 3 - 4, 2014 11
FEATURED SPEAKERS
ASHLEY DeRAMUS was recently named one of the Top 6 Entrepre-
neurs in the World with Down Syndrome. Her clothing line, Designs
by Ashley, was developed for young women with Down syndrome.
Also, as the founder and namesake for the Ashley DeRamus Founda-
tion, Ashley shares the foundation’s goal of being an advocate and
support for programs for those with disabilities. Recently Ashley
made her music video debut with Grammy Award-winning Jason
Crabb, who sings“Love is Stronger”in a video depicting families
impacted by Down syndrome. She has also spoken at the United
Nations about living with Down syndrome. This innovative young
woman is from the featured city for the 2014 Alabama Transition
Conference − Birmingham, Alabama.
TERESA GROSSI is the Director of the Center on Community Living
and Careers at the Indiana Institute on Disability and Community
at Indiana University. She has extensive experience working with
schools and adult employment providers to help them deliver quality
transition services. A faculty member of Indiana University’s School of
Education, Teresa teaches transition courses, conducts research, and
has published on the topics of secondary transition services, commu-
nity supports and employment issues for individuals with disabilities.
Teresa and Cassandra Cole recently co-authored Teaching Transition
Skills in Inclusive Schools.
JULIE J. WEATHERLY is the owner of Resolutions in Special Education,
Inc. She has provided legal representation and consultative services
for twenty-seven years to school districts and other agencies. Julie is
the author of the legal update article for the National CASE quarterly
newsletter and is a member of LRP’s Special Education Attorneys
Advisory Council. In 1998, Julie was honored by Georgia’s Council
for Exceptional Children as Georgia’s Individual who had Contributed
Most to Students with Disabilities and, in April 2012, Julie received the
National Council of Administrators of Special Education (CASE) Award
for Outstanding Service.
12. Transition in Alabama12
morningMONDAY
10:15
2 HOUR WORKSHOPS 10:15 – 12:30
WORKSHOP 1 // Grand Ballroom
Alabama’s High School Diploma and Pathways Updates
Alabama has developed multiple pathways for students to earn
a high school diploma. Obtain up-to-date information about Ala-
bama’s High School Diploma and Pathways and become familiar
with career technical education and special education’s roles in
the delivery of services for students with disabilities who are on
different pathways.
Learner Objectives:
• describe the pathways leading to Alabama’s High School Diploma
• explain Alabama’s requirements for credentialing
• discuss ways to link career and technical education and special
education services for students with disabilities
Alicia Hodge & Philip Cleveland, Alabama State Department of
Education
1 HOUR SESSIONS 10:15 – 11:15
SESSION 1 // Amphitheater
Developing“Soft Skill”Acquisition to Promote Student
Independence
Explore how social skill instruction and opportunities, peer men-
toring, self-advocacy instruction, and employment of “soft skill”
instruction are interrelated. The understanding of these relation-
ships helps foster student independence in post-school life.
Learner Objectives:
• identify strategies for providing social skills instruction to stu-
dents with disabilities
• determine ways to use peer mentoring as an instructional tool
for students with disabilities
• identify the“soft skill”students may need to develop as they pre-
pare for successful relationships, employment, and community
participation
Patricia Austin & Lameika Pegues, Mississippi Public Schools
SESSION 2 // Room 1
Change your View of Assistive Technology to
Support Employment
Assistive technology can help individuals with disabilities be more
independent and productive in a variety of vocational settings.
This presentation provides information about how to identify the
tools needed that will assist individuals in everyday life. Various
assistive technology tools can help with task analysis, prompting,
computer access, and modifying the environment.
Learner Objectives:
• identify the four steps of the SETT framework
• use applications to assist with employment
• explore an employee example in determining assistive technol-
ogy needs and possible tools
Laura Parks, United Cerebral Palsy
SESSION 3 // Room 2
A Summer Reading Intervention Program
Middle school students, who are challenged readers and exhibit
behavioral deficits, can benefit from a summer reading interven-
tion program that provides them with instruction and training
that improves their reading and social skills. The presenter shares
an overview of a summer program designed to intervene with
challenged readers and incorporates a social skills component to
foster motivational skills.
Learner Objectives:
• learn about opportunities for summer intervention programs
• identify challenges when implementing a summer intervention
program
• describe effective ways to intervene with students in reading
and motivation
Amanda Hilsmier, Samford University
SESSION 4 // Room 3
It’s an Attitude Thing
This session shows participants how to choose an attitude that
works best for them. Participants are provided tools to change/
choose their attitude.
Learner Objectives
• understand what drives attitude and how to make changes
• recognize what a work ethic is and what is expected by all stake-
holders
• learn how to adapt to a given work ethic and how it will affect
their relationships and employment
• re-discover and/or confirm the difference a positive attitude can
make
Joyce Johnson, consultant
11:30
1 HOUR SESSIONS 11:30 – 12:30
SESSION 5 // Amphitheater
Employment FIRST Moving Forward
Alabama has a long history of segregating individuals with intel-
lectual and/or developmental disabilities in day programs and
sheltered work. Nationally, other states are finding success with
helping individuals realize a meaningful life in their local commu-
nities. These improvements have occurred even though unem-
ployment remains high with only about 25% of people with intel-
lectual and/or developmental disabilities working competitively;
however, in Alabama, the numbers are much lower. This session
addresses some strategic steps the Department of Mental Health
is taking to improve employment outcomes as well as how these
services might impact individuals exiting high school.
Learner Objectives:
• define Employment FIRST
• list benefits of community services versus participation in day
programs and workshops
• recognize the impact of Employment FIRST for students exiting
school
Byron White, Alabama Department of Mental Health
13. Transition XXIV, March 3 - 4, 2014 13
SESSION 6 // Room 1
Sports and Special Needs: Having an Individualized Education
Program or a 504 Plan & Athletics
Section 504 of the Rehabilitation Act of 1973 provides guidelines
that clarify existing legal obligations for students with special
needs in sports at the elementary, secondary, and postsecondary
levels. Students with special needs are not guaranteed positions
on competitive teams. These guidelines provide protection for
these students so they are not excluded if they are capable of
participating, and are provided accommodations as needed.
Learner Objectives:
• discuss advantages and disadvantages of participation
• review section 504 requirements
• promote equal opportunity for participation
Carla Layton, David Hogue & Trey Simpson, Shelby County Schools
SESSION 7 // Room 2
Olmstead Laws vs. L.C.: What? Where? How?
The Olmstead U.S. Supreme Court case precipitated the Americans
with Disabilities Act in 1999. In recent years, the Department of Jus-
tice (DOJ) has increased enforcement efforts consistent with Olm-
stead, across the country on behalf of individuals with disabilities.
This presentation highlights some of the recent issues challenging
states, given the nature of that enforcement. The presenter shares
his thoughts on how the Department of Mental Health (DMH)
understands Olmstead, and the expected changes it will create in
Alabama’s service system for individuals with disabilities.
Learner Objectives:
• increase knowledge of the Olmstead Case and subsequent
related cases
• develop an awareness of findings/enforcement issues present
in other states
• understand the strategies the DMH will implement to ensure
compliance and avoid potential adverse DOJ involvement with
the service delivery system
Courtney Tarver, Alabama Department of Mental Health
SESSION 8 // Room 3
Teaching Words in a Number World: Vocabulary Instruction in
Secondary Mathematics
In today’s classroom, the problem students encounter with math
is often the math problem itself. With the shift of paradigms from
calculation to application of knowledge, students must engage,
inquire, produce, and demonstrate abilities through applied prob-
lem solving methods. Explicit instructional routines for secondary
mathematics classes are explored in this session.
Learner Objectives:
• increase knowledge of implementing strategies and routines for
teaching critical vocabulary
• demonstrate Smart Visuals and strategic routine for teaching
content vocabulary
• discuss instruction planning and methods for incorporating
explicit vocabulary instruction into the mathematics classroom
Elizabeth Long, University of Alabama
1:30
2 HOUR WORKSHOPS 1:30 – 3:45
WORKSHOP II // Amphitheater
Teaching Transition Skills in the General Education Setting
One of the many challenges for educators is to ensure students
with disabilities meet the rigorous education standards as well as
the transition needs to assist with positive post-school outcomes.
Special educators often supplant what is already occurring in
the general education setting rather than supplementing it. This
workshop provides a framework for educators to identify what is
already occurring in their district, high school, and general educa-
tion classes to teach transition skills to students with disabilities.
Learner Objectives:
• learn how to identify what is being done in their local districts to
include transition skills in the general education setting
• understand how to supplement instruction provided in general
education classroom
• develop a framework to review current district practices for in-
cluding transition skills in general education
Teresa Grossi, Indiana University
WORKSHOP III // Salon C
Build a Solid Foundation
The New Alabama Extended Standards are here! Presenters in-
troduce the new extended standards and participants learn how
to develop standards-based Individualized Education Programs
(IEPs); instructional strategies for teaching the new standards; and
data collection for IEP evidence and assessment.
Learner Objectives:
• improve skills in developing IEPs and instruction using Alabama’s
Extended Standards
• increase knowledge for implementing Alabama’s Transition
Standards in secondary IEPs
• identify new strategies for classroom implementation
• increase understanding of collecting evidence for the Alabama
Alternate Assessment
Cynthia Mayo & Nannette Pence, Alabama State Department of
Education
WORKSHOP IV // Salons D & E
Ethics from the Field: What’s the Deal?
How can counselors more readily recognize when stress, burn-
out, fatigue, and other counselor-based issues may negatively
impact their work, and process an awareness of this quickly
enough to mitigate choices and decisions that may lead to
unethical behavior? How do counselors most effectively avoid
potential boundary violations naturally inherent and more
prevalent in uniquely challenging rehabilitation settings such
as in-home or community-based settings? Consequently,
how do ethical standards of practice and models of ethical
decision making really inform best practice in dilemma ridden
situations? Utilizing cases from the field, this workshop seeks
to shed light on some answers to these very real questions.
afternoonMONDAY
14. Transition in Alabama14
Learner Objectives:
• understand potential ethical dilemmas; critically explore how to
appropriately respond
• gain insight into effective ethical decision-making regarding
establishing and maintaining healthy professional boundaries
• examine non-traditional relationships and roles that often
emerge when providing counseling services within client
homes and community settings; while developing competence
in respecting the integrity of the client’s home and community
rules and norms
• identify strategies to maximize the impact of services while min-
imizing and mitigating potential boundary infractions and other
violations of standards of practice
• identify strategies for maintaining professional counselor com-
petence and safety from the potential erosion of your profes-
sionalism in both emerging and nontraditional settings
Chippewa Thomas, Auburn University
1 HOUR SESSIONS 1:30 – 2:30
SESSION 9 // Room 1
Vocational Evaluation Information in the Job Placement Process
This presentation highlights how vocational evaluation can serve
as a valuable tool in the job placement process. Presenters cover
a comprehensive approach to vocational evaluation through a
case study, and apply information gained to the vocational reha-
bilitation process by indicating how job placement strategies are
implemented.
Learner Objectives:
• understand a vocational evaluation report
• identify functional limitations
• use appropriate accommodations for specific functional limitations
Andrea Nelson & Cherlyn Thomley, Alabama Department of Reha-
bilitation Services; Cindy Vinson, Shelby County Schools
SESSION 10 // Room 2
The P.R.I.D.E. Instructional Strategy
We want to teach students to become Purpose driven, Responsi-
ble, Independent learners and Determined to Excel. This session
describes a practical instructional strategy using job boxes.
Learner Objectives:
• explain how the P.R.I.D.E. strategy increases positive behaviors
and teaches students to become responsible learners
• explain how job boxes relate to transition, prevocational, voca-
tional, daily living and academic training
• explore ways to increase individual time with students and class-
room management
• discuss ways middle schools and high schools can build bridges
and become purpose-driven with an end goal in mind
Faith Largin & Vickii Marchant, Tuscaloosa County Schools
SESSION 11 // Room 3
Disability Identity Development and Self-advocacy
Learn about three areas that are important to self-advocacy:
models of disability, identity development, and self-knowledge.
A review of current disability classification paradigms, as well as
disability identity development models are presented to build
participants’ knowledge of strategies directly applicable to both
practitioners and students as it relates to self-advocacy.
Learner Objectives:
• understand contrasting models of disability (i.e., medical model,
social model)
• describe the concept of identity development as applied to
individuals with disabilities
• understand why disability/multiple identity development is a
necessary component of self-advocacy
• develop strategies in which disability identity development can
be incorporated into self-advocacy instruction (e.g., advocacy
groups, classroom exercises)
Joshua Turchan & Sadi Fox, Auburn University
SESSION 12 // Salons A & B
Evaluate to Improve
As part of the 2014 Alabama State Department of Education fo-
cused-monitoring process, transition programs will undergo an
intensive review of transition programs and services. This compre-
hensive transition program evaluation is being conducted as a re-
sult of a renewed interest in, and concern for, transition programs
and services at the local, state, and national level. Ultimately, this
evaluation will provide information to be used to improve transi-
tion programs and services, and consequently, it should improve
the post-school outcomes of youth with disabilities.
Learner Objectives:
• understand transition evaluation included in focus-monitoring
• know roles and responsibilities of this evaluation
• remember tasks and deadlines associated with this transition
program evaluation
Curtis Gage, Alabama State Department of Education; Karen
Rabren & George Hall, Auburn University
2:45
1 HOUR SESSIONS 2:45 – 3:45
SESSION 13 // Room 1
Supporting Students with Disabilities in Postsecondary
Education: The Alabama Alliance for Students with Disabilities
in STEM Programs
Presenters provide an overview of the Alabama Alliance for Stu-
dents with Disabilities in Science, Technology, Engineering, and
Mathematics (AASD-STEM) mentoring model for supporting
students with disabilities in science, technology, engineering, and
mathematics (STEM). This model has been highly successful at the
five participating institutions (Auburn University, Auburn Univer-
sity Montgomery, Tuskegee University, Alabama State University,
and Southern Union State Community College). While this pro-
gram focuses on students with disabilities in STEM programs, the
mentoring approach could be used with students in any major.
College students with disabilities who are a part of this program
share their experiences during this session.
Learner Objectives:
• identify and describe the support needs of students with dis-
abilities in postsecondary education programs
• identify the benefits of mentoring
• describe program elements of successful mentoring programs
Caroline Dunn & Student Representatives from Alabama Alliance
for Students with Disabilities in Science, Technology, Engineering
and Mathematics, Auburn University
15. Transition XXIV, March 3 - 4, 2014 15
SESSION 14 // Room 2
Your Right to Assistive Technology: An Interactive Presentation
on Assistive Technology Laws
Assistive Technology tools can be the key to helping an individual
with a disability be independent. When an individual transitions
from high school to employment, college, and independent liv-
ing, their rights to services can become confusing. This session
explores key federal laws and policy that protect individuals with
disabilities’rights to receive assistive technology services.
Learner Objectives:
• review transition situations to determine which laws provide
access to assistive technology
• identify how the Americans with Disabilities Act applies to phys-
ical access to buildings
• analyze the Individual’s with Disabilities Education Act and im-
plications for students transitioning to college
Nancy Anderson, Alabama Disabilities Advocacy Program; Gra-
ham Sisson, Governor’s Office on Disability; Laura Parks, United
Cerebral Palsy
SESSION 15 // Room 3
Transition Possibilities in Rural Southwest Alabama
Transitioning in rural southwest Alabama can be challenging, but
it doesn’t have to be! A collaborative transition program for stu-
dents with and without disabilities in Monroe County is presented.
Learn how we can do a lot with a little.
Learner Objectives:
• gain knowledge on how to start a transition program
• discuss how to initiate and implement transition programs for
all students
• explore challenges within a transition program
• discover positive outcomes of a transition program
Terri Norris & Morgan Andrews, Monroe County Schools
SESSION 16 //Salon A
Constructing Effective Transition Surveys
Learn about the process of creating a valid and reliable data collec-
tion instrument. Become familiar with the preferred characteristics
of data that help ensure an instrument’s reliability. Also, discover
how data analyses can be used to confirm the instrument’s validity
and to identify predictors of successful post-school outcomes. A
current instrument, and the analysis results of data collected with
that instrument, are referenced during the presentation.
Learner Objectives:
• understand what makes a good data collection instrument
• understand the relationship between instrument reliability, va-
lidity, and predictability
• learn about some transition program components associated
with better post-school outcomes
George Hall & Ron Eaves, Auburn University
SESSION 17 // Salon B
Positive Mental Health Outcomes for Students with Disabilities
The social and emotional needs of students with disabilities are
important indicators for academic success. The social model of
disability, valued social roles for students, teacher efficacy, and the
relationship between creating a school-community that fosters
belonging and inclusion are discussed.
Learner Objectives:
• explore the impact of medical and social models of disabilities
on the mental health of students with disabilities
• review of research studies that support positive mental health
and successful outcomes
• examine strategies of empowerment and self-determination for
practical application
Joel Willis, Sheryl Matney & Christian Brown, Troy University
morningTUESDAY
8:30
GRAND BALLROOM SPEED CONFERENCING 8:30 - 9:30
SPEED CONFERENCING I, II, AND III
Listen and learn from three speed conferencing presentations
provided by state leaders in vocational rehabilitation, mental
health, and education. This fast-paced and informative format will
communicate key points in a concentrated amount of time.
Becky Fields, Alabama Department of Rehabilitation Services;
Steve Lafreniere, Alabama Department of Mental Health; Crystal
Richardson, Alabama State Department of Education
Becky Fields Steve Lafreniere Crystal Richardson
9:45
2 HOUR WORKSHOPS 9:45-NOON
WORKSHOP V // Salon C
Doing it Right – Transition Services and Preventing Legal Issues
Transition services are to prepare students for post-school out-
comes. You will develop an understanding about legal require-
ments for providing transition services and issues that can arise
during the delivery of these services. A review of recent cases
involving transition-related issues are provided.
Learner Objectives:
• identify age-appropriate transition assessments
• discuss the importance of individualized annual transition goals
• describe and implement appropriate transition services
Julie Weatherly, Alabama State Department of Education, consul-
tant
WORKSHOP VI // Salons D & E
Transition Services…More than just the Classroom
Transition is more than just what transpires in the classroom. Tran-
sition requires a comprehensive array of unique services that helps
ensure students with disabilities are successful. This session pres-
16. Transition in Alabama16
ents information on a variety of programs conducted by Alabama’s
Department of Rehabilitation Services that contributes greatly to
students’success. Find out more information about programs that
can be replicated in your area.
Learner Objectives:
• understand how to provide transition services
• discuss career fairs
• learn about college preparation programs
• learn about summer career exploration opportunities
• identify appropriate communication skills
Becky Fields, Yolanda Spencer & Paige Hebson, Alabama Depart-
ment of Rehabilitation Services
1 HOUR SESSIONS 9:45 – 10:45
SESSION 18 // Amphitheater
Implementing Classroom Management Strategies Utilizing the
Functional Behavior Assessment Plan across the Curriculum
Learn about research-based classroom management and how to
develop a Functional Behavior Assessment (FBA). Also, learn about
documentation needed for students who are currently in Tiers
II and III and how this information can be used for pre-referrals.
Classroom management strategies and their results are discussed.
Learner Objectives:
• obtain information pertinent to classroom-settings in all envi-
ronments across the curriculum
• learn how to monitor, collect, document, and use information
gathered to develop a FBA that will be attainable and measur-
able for all stakeholders
• discover resources for classroom management across the cur-
riculum along with references that will best fit the needs of the
students who are served
• find out how to get parents actively involved in the developing
and implementing a FBA plan
Angela Harrison & Lanicia McNeil, Montgomery Public Schools
SESSION 19 // Room 1
Postsecondary Students with Developmental Disabilities
Employ an Editing Strategy
Young adults with developmental disabilities enrolled in post-
secondary settings who experience difficulties in identifying and
correcting grammatical errors can benefit from strategy-based
instruction. Discover an editing strategy designed to assist with
improving individuals’ skills in correcting errors within electronic
passages, and learn about the steps for implementing this strategy.
Learner Objectives:
• understand the strategy and current research
• understand the EDIT strategy steps and instructional procedures
needed to employ the strategy
• identify the strategies’instructional components
Suzanne Woods-Groves, University of Iowa
SESSION 20 // Room 2
Transitioning Youth with Chronic Illnesses from Pediatric to
Adult Care: Current Challenges and Recommendations for
Parents, Providers, and Administrators
Review a study that examines the current state of the literature
regarding the transition from pediatric to adult medical care.
Challenges in transition are discussed. Resources and recommen-
dations for parents and providers on how to successfully navigate
the transition process are provided.
Learner Objectives:
• explain the difference between pediatric and adult care medical
settings
• understand the rationale for patients with chronic illnesses to
move to adult care
• describe the multi-level challenges in transitioning patients
from pediatric to adult care
• access and implement resources to improve the transition of
youth to adult care
Wendy Gray, Auburn University
SESSION 21 // Room 3
Lee County Autism and Resource Advocacy – Students in
Transition Postsecondary Education
Discover the process used by a group of parents and family mem-
bers who were able to guide community members as they estab-
lished a resource and advocacy group.The Lee County Autism and
Resource Advocacy organization is described with respect to its
development, activities, and future goals. One parent shares the
story of how advocacy impacted the transition of her two children
into their current roles in postsecondary education.
Learner Objectives:
• identify the importance of starting an advocacy and resource
organization in your community
• understand how to develop an advocacy and resource organi-
zation in your community
• explain advocacy steps parents and guardians may take while
students are still in high school
• learn how to advocate for students’ assessment to determine
eligibility for accommodations needed at the postsecondary
education level
• identify available websites, assistive technologies, and applica-
tions to assist in transition
Allison Ware & Laura Squiers, Lee County Autism and Resource
Advocacy
SESSION 22 // Salon A
Alabama’s School-based Mental Health Collaboration –
Expanding Services through Integration
“Why can’t Johnny behave?”Why do so many children and adoles-
cents who should benefit from community mental health services
not obtain them? Public awareness? Stigma? Transportation prob-
lems? Presenters will outline a flexible, but effective integration
model that creates a “win-win” for schools, mental health provid-
ers, and especially students.
Learner Objectives:
• discover how common problems such as lack of public aware-
ness, negative stigma, transportation problems and other issues
often prevent school-aged students from obtaining the mental
health services they need
• understand how to organize and build relationships with com-
munity mental health providers to ensure effective access to
services for students and their families, transparency/account-
ability with the student’s school, and confidentiality of student
mental health information
• broaden access to services, reduce stigma, improve student out-
comes, increase staff awareness and productivity, and provide
more services to more students who need them, all with little or
17. Transition XXIV, March 3 - 4, 2014 17
no additional funding
Mark Lee, Alabama Department of Mental Health & Mabrey Whet-
stone, Alabama State Department of Education, consultant
SESSION 23 // Salon B
Teaching Sex Education to Girls with Intellectual Disabilities
Individuals with disabilities have often been excluded from dis-
cussions on sexuality. Session leaders discuss the significance of
broaching these topics with young women with significant intel-
lectual disabilities. Insights and suggestions on instruction in the
area of sex and sexuality is also covered.
Learner Objectives:
• explore relevant research on sex education for students with
significant disabilities
• gain an appreciation for the positive impact of explicit instruc-
tion in a sex education curriculum
• understand challenges and successes of teaching sex education
to young women with significant disabilities
• review curricula used to teach sex education to young women
with significant disabilities
Amy Williamson, Tuscaloosa City Schools; Kagendo Mutua & Oliv-
ia Robinson, University of Alabama
11:00
1 HOUR SESSIONS 11:00 – NOON
SESSION 24 // Amphitheater
Transitioning from Middle School to High School
Explore the transition planning process for middle school students
and their families. Presenters review current best practices in the
area of transition planning and preparation within the middle
school and community-settings. Attendees should gain a collabo-
rative outlook on successful transitions.
Learner Objectives:
• describe the middle school transition process
• share activities to engage middle school students and their fam-
ilies in transition planning
• illustrate a plan for students to transition to high school suc-
cessfully through the areas of academic, developmental, social/
emotional, organizational/environmental, and college and
career awareness
• identify resources that can be used within the classroom and at
home
KemecheGreen,AlabamaStateDepartmentofEducation&Steph-
anie Taylor, Montgomery Public Schools
SESSION 25 // Room
School and Business Partnerships: Everyone Wins!
Learn about a successful school and business partnership taking
place in Shelby County Schools. A snapshot of this program is
provided through the perspectives of students, a special educa-
tion paraprofessional, a job coach, and a local business owner. A
question and answer session is included.
Learner Objectives:
• understand local businesses needs that can be met by students
with disabilities
• know how to establish school/business partnerships that pro-
vide students with disabilities a hands-on, realistic opportunity
to acquire job skills needed for a successful transition to work
after high school
• identify their local community needs and match those with their
school’s unique offerings
Cindy Vinson & Paul-David Houston, Shelby County Schools; Keith
Richards, Taziki’s Restaurants
SESSION 26 // Room 2
What Do I Need to Know to Go to College?
Develop an understanding of what every student and parent of a
student with a disability needs for a successful transition from high
school to college or other postsecondary education institutions.
Learner Objectives:
• learn about documentation requirements for accommodations
in college
• discover how to navigate the first semester of college
• identify ways to prepare for balancing academic and social life
successfully
Denise Q. Smith, University of Alabama
SESSION 27 // Room 3
Transition in Action: Youth Leadership Forum
Youth Leadership Forum (YLF) is an innovative and intensive five-
day career leadership training program for high school juniors
and seniors with disabilities throughout Alabama. Find out how
program and activities discussed can be replicated in other areas.
Learner Objectives:
• learn about an advocacy and leadership program available to
youth with disabilities in Alabama
• identify ways to collaborate across state agencies, non-profits,
and university programs
• discover activities that teach and inform individuals about
self-advocacy and leadership
Nicholas Derzis, Auburn University & Karen Jenkins, Alabama De-
partment of Rehabilitation Services
SESSION 28 // Salon A
Removing the Reasonable Accommodation Roadblocks to
Employment
Persons with disabilities and advocates need to understand the
basic provisions of the Americans with Disabilities Act (ADA) of
1990 and the Americans with Disabilities Act Amendment Act
(ADAAA) of 2008. These Acts place an emphasis on reasonable
accommodations, which is a great equalizer for young persons
with disabilities who are transitioning into employment. Many
individuals with disabilities do not successfully obtain reasonable
accommodations; therefore, those who advocate for persons with
disabilities and their families can benefit from information shared
in this session.
Learner Objectives:
• identify basic steps to request reasonable accommodations
• know how to apply this information
• understand how to better advocate for oneself or others when
requesting reasonable accommodations
• learn how to avoid legal pitfalls to reasonable accommodations
Graham Sisson, Governor’s Office on Disability
18. Transition in Alabama18
SESSION 29 // Salon B
Home and Community-based Waiver Services
and the Department of Mental Health
Gain a basic understanding of how Medicaid allows states to use
waivers to provide services to various target populations. Specifi-
cally, learn how the Department of Mental Health (DMH) operates
two waivers that provide a variety of services to individuals with
intellectual disabilities (ID) and developmental disabilities (DD).
Explore how these funding sources may support eligible students
and their transition goals after graduation.
Learner Objectives:
• develop a basic understanding of DMH waivers as a funding
source for services for individuals with ID/DD
• gain knowledge of the services and the similarities and differ-
ences in the two waivers operated by the DMHd
• understand DMH’s strategies and modifications to the waivers
that will support an Employment FIRST philosophy for service
and/or support provision
Steve Lafreniere, Alabama Department of Mental Health
Mock Interview Fair
• discover planning strategies for constructing a Mock Interview
Fair in your area
• identify what has worked and not worked in the ten-year history
of the program
• gain insight from testimonials from students, teachers, and com-
munity participants
Chris Moore & Cindy Vinson, Shelby County Schools
SESSION 32 // Room 2
Journey to Adulthood
Parents and guardians will gain basic information about the
changes that puberty and adolescence bring to most young
people, including youth with disabilities. Information provided is
designed to help parents feel more comfortable and confident
as they help youth safely navigate this important transition from
childhood to adulthood. The ultimate aim of this discussion is to
promote an understanding of the independence, personal safety,
healthy relationships, and social inclusion needs of youth with
disabilities.
Learner Objectives:
• learn basic information to be used to help young people with
disabilities
• understand the physical, emotional, and social changes of pu-
berty and adolescence
• learn how some disabilities impact puberty and adolescent
development, and social skills
• acquire one or more basic strategies that may be used at home
to explain puberty, or teach personal care or social skills
Jeana Winter, Alabama Parent Education Center
SESSION 33 // Room 3
Successful Transition Starts Early
Discover tools, activities, and topics that middle and high school
teachers can teach their students with special needs to make the
transition from school to employment a smooth life event for
these students and their families.
Learner Objectives:
• learn the soft skills students should develop before transitioning
from school to work
• know the skills students should be taught during middle school
• identify resources professionals can use to educate families and
students during transition
Lacy Day Wilson, Shelby County Schools; Kim Bryant & Kim Kielba-
sa, The Arc of Shelby County
SESSION 34 // Salon A
Employment Preparation for Students with Significant Intellec-
tual Disabilities
Explore the findings of a survey administered regarding the
employment preparation practices of high school teachers of
students with significant intellectual disabilities. Find out how
implications of these findings might be applied in your classroom.
Learner Objectives:
• gain awareness of the current trends in employment prepara-
tion for students with significant intellectual disabilities
• understand evidence-based practices in employment prepara-
tion practices for students with significant intellectual disabilities
12:45
1 HOUR SESSIONS 12:45 – 1:45
SESSION 30 // Amphitheater
Challenging Standards and Effective Instruction for all Students
Learn about updates on curriculum guides and standards for
students with disabilities. Information will be shared related to
the Alabama College-and Career-Ready Standards, the Alabama
Curriculum Guides, and the New Alabama Extended Standards.
Also, Discover online resources for the Alabama College-and Ca-
reer-Ready Standards.
Learner Objectives:
• gain information about the Alabama College-and Career-Ready
Standards
• understand how to use Alabama Curriculum Guides and the
New Alabama Extended Standards
• access available resources to support effective instruction
DaLee Chambers & Cindy Freeman, Alabama State Department of
Education
SESSION 31 // Room 1
Mock Interview Fair:“How to”
For ten years, a Mock Interview Fair has been bringing together
community business leaders in Shelby County to conduct practice
job interviews for students with a wide range of disabilities. This
event features a keynote speaker, interview sessions, luncheon,
and awards ceremony all coordinated by the Shelby County com-
munity. This is a much anticipated event for students due to their
year round preparation for the program. Find out more about this
fair and how to hold one in your community.
Learner Objectives:
• learn about the brief history and highlights of the Shelby County
afternoonTUESDAY
19. Transition XXIV, March 3 - 4, 2014 19
• contribute and/or learn from a discussion of suggestions to im-
plement or improve current employment preparation programs
for students with significant intellectual disabilities
Jennifer Moon, Shelby County Schools
SESSION 35 // Salon B
Forging Ahead with Work Incentives
Learn about and receive printed materials about changes in the
Work Incentives Amounts and 2014 Cost of Living Changes. What
are the new rules and regulations? Who can one call for assistance
with work incentives and benefits counseling?
Learner Objectives:
• discuss transition situations and determine which laws provide
access to assistive technology
• identify how the Americans with Disabilities Act applies to phys-
ical access to buildings
• analyze the Individual’s with Disabilities Education Improvement
Act with implications for students transitioning to college
Wanda Berry & Paula Ryan, Disability Rights and Resources
SESSION 36 // Salon C
Assessment Tools for the Technology-Infused Classroom
Learn about many free websites used to support student learning
and how to informally assess students’knowledge using 21st cen-
tury tools and techniques.
Learner Objectives:
• Discover new tools to support student learning
• Explore alternate ways to assess mastery;
• Identify 21st century tools to support instruction
Cynthia Massey, Roanoke City Schools
SESSION 37 // Salons D & E
Using Universal Design Concepts as a Foundation
for Community Living
Emerging home automation technologies are improving the
functional capabilities of individuals with disabilities in their efforts
to move toward age appropriate independent living.
Learner Objectives:
• identify new applications of environmental controls that directly
relate to each of the seven principals of Universal Design and
how these principles help to facilitate the transition to age-ap-
propriate community living
• discover the capabilities and applications of five specific tech-
nologies and how these technologies can be used as means
to facilitate age-appropriate community living with reduced
dependence on human assistance
• discuss two specific case studies that illustrate how technologies
increase functional capabilities of individuals with disabilities
and promote a successful transition to community living
• describe universal design concepts being incorporated in an
effort to increase the accessible housing stock across the state
• define the terms accessible and livable housing, and the criteria
used to determine each
Kevin Braswell & Eric Peebles, Accessible Housing Coalition of
Alabama
20. Transition in Alabama20
Tuesday morning
8:30 AM – 9:30 AM
Conference Center
POSTER SESSIONS COMPETITION & SHARE FAIR
POSTERS
High School Division
SHELBY COUNTY CLASS OF 2014 INTERNS
Project SEARCH of Shelby County
Undergraduate Division
KEARA MCKENZIE
The Importance of Social Interactions for Teens with Disabilities
Graduate Divison
RILEY ADCOCK
Students with Disabilities Involvement in Athletics
ERIC M. CRUMLEY
Poverty: First Generation College Students and Disability
JESSICA HARRIS
Transition in Elementary Age Students
MARY LAGINESS
An Unconventional Collaboration: Bridging the Gap Between
Special Education, Industrial Design, and Assistive Technology
BROOKE MOLNAR
Transition in Middle School Age Students
TEANNA MOORE
An Evaluation of the Content Validity of the Transition Practices
Survey and Transition Programs Rating Scale
KATHERINE PETRUSNEK
The Power of Person-First Language
JAMES SANDERS
Self-determination Early Intervention Programs and Effects
on Schools
SARAH SOUTHERLAND
Teaching Math to Exceptional Learners: Concrete, Representational,
Abstract
KRISTEN WHIPPLE Self-advocacy forYouth with Disabilities
High school and college students were invited to present posters designed to inform con-
ference participants of important concepts that can be grasped visually. A panel of judges
will evaluate the posters for the most informative and best representation of a transition
topic. The division winners will be announced Tuesday afternoon during the Transition Up-
date and acknowledged on a plaque which will be on display during future Alabama Tran-
sition Conferences, and at the Auburn Transition Leadership Institute at Auburn University.
SHARE FAIR
CENTRAL HIGH SCHOOL
Clay County, Featuring artwork by students with Autism
PEOPLE FIRST OF ALABAMA
Self-advocacy and Human Rights
LEE COUNTY AUTISM RESOURCE & ADVOCACY (LCARA)
A community resource and advocacy group experience
SPECIAL THANKS
Auburn and Opelika Tourism Bureau
Governor Robert Bentley
Dr. Phil Browning, and Dr. Mabrey Whetstone, Poster Sessions
Competition Judges
Mike Dement, Myra Girard, Whitney Northcutt for conference
preparation
Alabama’s Department of Rehabilitation Services for assisting
with interpreting services
The Marriott Hotel and Conference Center at Grand National for
providing breakfast Monday, March 3rd and donating two nights
at the Battle House Renaissance Hotel and Spa
Smart Work Ethics for co-sponsoring breakfast Tuesday, March 4th
21. Transition XXIV, March 3 - 4, 2014 21
GOVERNOR ROBERT BENTLEY
proclaims“March is Transition Month in Alabama”
22. Transition in Alabama22
DISTINGUISHED PANEL MEMBERS
Dr. Tommy Bice assumed the position of State Superintendent of
Education on January 1, 2012. Prior to his appointment, Dr. Bice
served as Alabama’s Deputy State Superintendent of Education
for Instructional Services and as Superintendent of the Alexan-
der City School System. He began his career as a teacher at the
Alabama Institute for the Deaf and Blind, and has served as a
high school principal, a career tech director, an alternative school
teacher/director, a special education/residential school director,
and an early childhood teacher/parent trainer. Dr. Bice received
his Bachelor of Science and Doctor of Education degrees from
Auburn University, and his Master of Science degree from the
University of Alabama in Birmingham.
Thomas R. Bice, Ed.D.
Superintendent
Alabama State Department of Education
Dr. Boswell was appointed Commissioner of the Alabama Depart-
ment of Rehabilitation Services (ADRS) in early 2009, after work-
ing 31 years in various capacities serving people with disabilities.
He has had extensive experience in the fields of education and
rehabilitation. For ADRS, he previously held the positions of
Assistant Commissioner of the Children’s Rehabilitation Service
Division, State Coordinator of Transition from School to Work
programs, and Coordinator of Supported Employment. Previous
to his employment with the rehabilitation agency, Dr. Boswell
worked with the Alabama Department of Education’s Special
Education Services and served Tuscaloosa City School as a special
education teacher and administrator.
Cary Boswell, Ed.D.
Commissioner
Alabama Department of Rehabilitation Services
Attorney Jim Reddoch was appointed Commissioner of the
Alabama Department of Mental Health (ADMH) on July 1, 2012.
Commissioner Reddoch came to the department with more than
40 years experience in government, health care and law. Most
recently, he served as executive director of Indian Rivers Mental
Health Center in Tuscaloosa with prior experience including di-
rector of ADMS’s Taylor Hardin Secure Medical Facility in Tuscalo-
osa from 2000 to 2009, and director of Bryce Hospital in Tusca-
loosa from 1992 to 2000. Commissioner Reddoch also served as
ADMH’s Deputy Commissioner from 1988 to 1992.
Jim Reddoch, J.D.
Commissioner
Alabama Department of Mental Health
23. Transition XXIV, March 3 - 4, 2014 23
Greetings and Welcome
Dr. Karen Rabren, Director
Auburn Transition Leadership Institute
Introduction of Speakers
Ms. Ali Britt
Senior, Auburn High School
Addresses by Distinguished Panel Members
Dr. Thomas Bice, State Superintendent
Alabama State Department of Education
Dr. Cary Boswell, Commissioner
Alabama Department of Rehabilitation Services
Attorney Jim Reddoch, Commissioner
Alabama Department of Mental Health
Question & Answer Session
Closing Comments & Announcements
ALI BRITT is a senior attending Auburn High School in Auburn,
Alabama. She participates in community-based instruction at
Monarch Estates, AMSTI, Salvation Army, Max Fitness, Community
Market, and ATLI. Ali’s future plans include obtaining a job after
high school in clothing retail and participating in community
events. Ali loves watching movies, reading, talking to friends on
the phone, listening to music, going to concerts, and shopping.
Tuesday, March 4
2:00 PM – 2:30 PM
Grand Ballroom
TRANSITION UPDATE
24. Transition in Alabama24
VOLUNTEER APPRECIATION
Our Thanks to All the Volunteer Staff!
Auburn University
Department of Special Education, Rehabilitation, and Counseling
Graduate and Undergraduate Students
Faculty and Staff
Those who can, do. Those who can do more, volunteer. –Unknown
25. Transition XXIV, March 3 - 4, 2014 25
TRAINING iNTRANSITION“TNT”SERIES
WHAT WILL I LEARN?
WHO SHOULD PARTICIPATE?
TRAINING MODULES PRESENTED BY…
WHAT? In partnership with the Alabama State Department of Education’s Special Ed-
ucation Services, the Auburn Transition Leadership Institute has developed an ongoing
statewide Training iN Transition“TNT”program for transition stakeholders. At least one
different topic is offered each year, with the previous years’topics available online, with
updates and additions reflecting the progression of state and national transition policies
and practices.
WHY? The training curricula for TNT are designed to accommodate the transition
stakeholders’needs, as determined from student outcomes data, classroom monitoring
records, practitioner needs assessments, and transition best practices.
FOUNDATIONS OF TRANSITION
ASSESSMENT FOR TRANSITION PLANNING
MY PLAN FOR TRANSITION SERIES
Student Version
Teacher Version
ALABAMA TRANSITION STANDARDS & THE INDIVIDUALIZED EDUCATION PROGRAM SERIES
Introduction to Alabama’s Transition Standards and the Individualized Education Program
Using Assessment for Transition Planning
ALABAMA PARTNERS IN TRANSITION SERIES
Foundations of Interagency Collaboration
Alabama Transition Stakeholders
STUDENTS · PARENTS · EDUCATORS · COUNSELORS · JOB COACHES · PARAPROFESSIONALS
ADMINISTRATORS · EMPLOYERS · OTHER INTERESTED STAKEHOLDERS
AUBURN.EDU/ATLI | LIVE WEBINARS | CEUS | CLOSED CAPTION AVAILABLE | ONLINE & ONSITE AVAILABILITY
A collaborative effort of the Alabama State Department of Education and the Auburn Transition Leadership Institute
Alabama’s Youth & Young Adults in Transition
Auburn University’s Collaborative Approach to Training Transition Specialists Scholars
Courtney Dotson, M.Ed., CRC, Auburn Transition Leadership Institute
Cari Dunn, Ph.D., Auburn University
Alicia Hodge, Ed.S., Alabama State Department of Education
Karen Rabren, Ph.D., Auburn University and Auburn Transition Leadership Institute
