Illinois Center for Transition and Work

Allan Bergman, CEO
HIGH IMPACT Mission-based Consulting & Training

Improving the transition from school to adult life outcomes for all students with disabilities will require major changes in many schools, beginning with the fact that Transition is NOT a place or a program. It is an ongoing process and a journey with a destination, which is not poverty.  In this session, you will learn how IDEA requires the student to be at the center of the planning meeting, with appropriate accommodations, and for their Individualized Education Programs (IEPs) to have a focus on both academic and functional achievement, including career exploration and preparation. You also will explore the necessary components for a transition IEP leading to post school outcomes and not just annual goals on paper to meet a standard of compliance.

Location: Illinois Ballroom

David R. Strauser, Professor and Director
Illinois Institute for Rehabilitation and Employment Research, University of Illinois Urbana-Champaign

Judy Havilcek, Associate Professor
University of Illinois Urbana-Champaign

Michele Schutz, Assistant Professor
University of Illinois Urbana-Champaign

Sangjee Ha, Graduate Student
University of Illinois Urbana-Champaign

We plan on discussing how the effective vocational services identified through the research can be implemented in the VR and special education setting to improve transition and employment outcomes. We will provide specific strategies for working with Vocational Rehabilitation, and how to maximize interdisciplinary collaboration to increase transition outcomes.  For each significant service identified through the research,  a corresponding field-based example of how that specific service can be implemented in practice will be provided to facilitate the transition of the knowledge gained through research to actual special education of vocational rehabilitation practice.

Location: Alma Matar

Stacy Dymond, Professor and Director
Illinois Center for Transition and Work, University of Illinois Urbana-Champaign

Hannah Brenner Nieto, Assistant Professor
North Central College

Magen Rooney-Kron, Assistant Professor
University of Missouri - St. Louis

Paraprofessionals are increasingly serving as job coaches at community-based work sites. In this session we share findings from a study that explored the qualifications and responsibilities of job coaches who are employed by schools, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of job coaches. Discussion will focus on how we can continue to enhance the role, training, and supervision of job coaches who are employed by schools to improve employment outcomes for students with extensive support needs.

Location: Lincoln

Dani Smith, District Director of Comprehensive Transition Programs
City Colleges of Chicago

This presentation will provide an overview of Comprehensive Transition and Postsecondary (CTP) programs and then spotlight a specific CTP program, the After 22 program, at City Colleges of Chicago. The presentation will focus on the building blocks of a successful CTP program, pitfalls learned along the way, and the plan to enhance the current program and support other colleges in developing their own program.

Location: Quad

Megan Kobliska, LBS1 Case Manager and Teacher
District 202 Plainfield

Jessica Wisneski, Employment Specialist
Trinity Services

Heidi Bieler, Transition Coordinator
Plainfield School District 202

As the Project SEARCH team out of Bolingbrook, IL between Trinity Services and Plainfield School District, we effortlessly collaborate together to ensure the success of our students in regards to work training and job readiness. As an educator and an employment specialist, we have both allowed each other to learn the ins and outs of our respective roles, creating a safer and more effective space for students with disabilities to learn without conflict or confusion. Participants should be prepared to learn about the international program of Project SEARCH, discuss how community resource providers can better collaborate with school districts,  and brainstorm methods to enhance relationships with local stakeholders.

Location: Humanities

Deanna Gill, Assistant Superintendent for Special Services
Huntley Community School District 158

Keith Panke, Principal of the LIGHT program
Huntley Community School District 158

Jill Shadel, Family Engagement Liasion 
Huntley Community School District 158

This presentation addresses the persistent issue of stagnant employment outcomes for individuals with disabilities, particularly those with extensive support needs. With stagnant employment rates and significant barriers such as discrimination, financial exclusion, and low expectations, individuals with disabilities face systemic challenges and risk poor school to work outcomes. This session will explore shifts from historical employment models like sheltered workshops to innovative approaches such as supported and customized employment. Attendees will gain insights into resource mapping, discovery processes, and evidence-based practices to facilitate competitive integrated employment (CIE). By engaging in these strategies, schools and agencies can build individualized pathways to employment, enhance partnerships, and challenge misconceptions. Participants will leave with actionable strategies to improve post-school outcomes for individuals with disabilities.

Location: Illinois Ballroom

Abby Clark, Administrator, Transition Coordinator
Kaskaskia Special Education District

Nicole Birri, Training Specialist
Illinois Center for Transition and Work, University of Illinois Urbana-Champaign

In the context of raising children, we often hear the phrase “it takes a village”. As children age, the village often falls into the background as the student is able to exert their own independence on the path to adulthood. For students with disabilities and their families, the village may be a difficult place to navigate as students age. Participants will leave this session with a working knowledge of the steps needed to initiate or reactivate a transition planning council (TPC) in their area, ideas for key members to invite to be on the committee, and their potential roles. Sample agenda items and actionable goals will also be shared to give participants ideas to brainstorm and take home to their communities.

Location: Alma Matar

Christina Irland, Community Research Specialist
University of Illinois Urbana-Champaign, SWTCIE Illinois

Aletha Alexander, Community Research Specialist
University of Illinois Urbana-Champaign, SWTCIE Illinois

Sharon Bergfield, Community Research Specialist
University of Illinois Urbana-Champaign, SWTCIE Illinois

Jim Knauf, Director of Field Operations
University of Illinois Urbana-Champaign, SWTCIE Illinois

Kyle Menke, Community Research Specialist
University of Illinois Urbana-Champaign, SWTCIE Illinois

This session draws upon the professional experiences of former educators and vocational rehabilitation staff turned adult agency liaisons, and the lessons they have learned through SWTCIE Illinois to better support students in accessing adult services. It will offer tips and tricks that educators and adult agency professionals can implement while students are still in school to support a seamless transition into the adult services world.

Location: Lincoln

Rasha Elhage, Associate Professor
Governors State University

Nationally, youth with disabilities are about 16 percent less likely to be employed than their peers without disabilities. There has been abundant research documenting how gainful employment for youth with disabilities can bring direct income, greater independence, greater self-esteem, and self-fulfillment.  Research has also discovered that executive skills have a profound impact not only on academic success, but also success in the workplace. Unfortunately, key executive functions, may be delayed due to the presence of a disability. As a result, many students with deficits in executive skills will need more support and supervision from teachers during middle and high school, especially during transition planning.  This presentation will address specific strategies to improve youth with disabilities’ executive functions related to employment.

Location: Quad

Rachel Merke, Transition Coordinator
New Connections Academy

Lyndsay Palach Shelton, Founder and Transition Specialist
Future

Amanda Boyd, Vocational Counselor
New Connections Academy

Matthew Henning, PE Teacher
New Connections Academy

Chris Moore, Job Coach
Connections Academy East

This session explores the unique approach of therapeutic day schools in collaborating with professionals for post-secondary transition planning. Through a multidisciplinary perspective, we will examine how transition staff at New Connections Academy work together with therapists, related service providers, educators, and community partners to develop comprehensive transition services. Attendees will gain insights into integrating therapeutic interventions into transition planning and fostering holistic support for students with diverse needs. This session also features real-world examples that illustrate the success of integrated transition planning. Meet our panel of experts all of whom play pivotal roles in these collaborative efforts. By sharing tangible examples, we will highlight the practical applications of collaborative strategies and the positive outcomes for students.

Location: Humanities

Kristin Wagner, Transition and Community Rehabilitation Services (TCRS) Manager
Illinois Department of Human Services, Division of Rehabilitation Services (DHS-DRS)

LaMetrice Lane, Principal Consultant
Illinois State Board of Education (ISBE)

Bill Truesdale, Principal Consultant
Illinois State Board of Education (ISBE)

Participants will walk through examples of how transition services provided under Individuals with Disabilities Education Act (IDEA) and Pre-Employment Transition Services (Pre-ETS) under Vocational Rehabilitation (VR) complement each other to prepare for life after high school. We will demonstrate how to build stackable services under both IDEA and VR to best meet the needs of students with disabilities. This will be an in-depth presentation that will allow participants to walk away with knowledge to implement services in their districts.

Location: Illinois Ballroom

Dawn Langdon, Student Services Coordinator for Transition and Extended School Year (ESY)
Glenbard District 87

Kelly Cox, Special Education Teacher
Glenbard District 87

Sean Hyland, Special Education Teacher
Glenbard District 87 

Jaclyn Luif, Special Education Teacher
Glenbard District 87

Erin Hoving, Glenbard Transition Specialist/DRS Youth Services Coordinator
Glenbard District 87

In this presentation we will discuss the varying levels of vocational supports provided to transition aged students (i.e.,18-22 years of age) at Glenbard District 87s Vocational Center. Specifically, we will discuss the goals and purpose for each tier of vocational supports offered, how to identify suitable vocational outcomes, and how to develop community partnerships utilizing a tiered approach to provide students with meaningful vocational opportunities that will support individualized adult outcomes. Participants will be able to walk away with clear ideas and options on how to offer a full spectrum of vocational opportunities that are tailored to meet individual needs and goals. Strategies will be shared on how to make lasting community partnerships including ideas on how to build, grow, and celebrate community partners.

Location: Alma Matar

Jessica Denst, College and Career Coordinator
Ray Graham Training Center

Charmain Howard, Student Employment Coach
Ray Graham Training Center

Katie Morgan, Student Employment Coordinator
Ray Graham Training Center

Christine Turner, Case Manager
Ray Graham Training Center

This session will discuss how to create and implement relevant post-secondary career development for students with significant disabilities. Presenters will discuss ways to apply an array of research-based strategies including identifying student interests, assessing skill levels, establishing community partnerships, seeking volunteer experiences and internships, creating a variety of job sampling opportunities within various career clusters, and scaffolding experiences as student skills develop.

In addition, attendees will learn how to address common barriers, how to utilize staff to support students, as well as, the use of assessment and data-driven instruction to cultivate a variety of meaningful work-based learning opportunities that are individualized and student-centered.

Location: Lincoln

Magen Rooney-Kron, Assistant Professor
University of Missouri-St. Louis

The purpose of this presentation is to share data from multiple cases exploring how students with intellectual and developmental disabilities (IDD) interact with others during community-based work experiences (CBWEs) as well as the factors that may impact their interactions. Researchers conducted five case studies of students with IDD. Students with IDD, their teachers, and job coaches were included in each case. Researchers collected data through observations and interviews. Data were analyzed using a constant-comparative case study methodology. Findings will describe how students with IDD interact with others during CBWEs as well as the factors that facilitate or hinder students’ interactions. Attendees of this session will learn important considerations when planning CBWEs to facilitate interactions for students with IDD.

Location: Quad

Jim Mayer, Training Specialist
Illinois Center for Transition and Work, University of Illinois Urbana-Champaign

In this very practical session, learn how to make transition assessment a vital, comprehensive, useful and exciting part of the IEP planning and goal-setting process. Various potential transition assessment tools will be discussed, by category, with an emphasis on developing a systematic and comprehensive approach. Assessment examples will cover key transition topics/skills for a wide range of students, including those with extensive support needs. Further, the examples will include many assessment tools that are available at no cost or low cost. Emphasis will be placed on helping students set and move towards achieving their employment and other postsecondary goals. The presentation will close with discussion of a potential sequence for transition assessment activities over the course of the high school and young adult years (ages 14-22).

Location: Humanities

Tony Fuhrmann, Director
Madison County Employment and Training Department

Paula Bradford-Mueller
Youth Services Coordinator, Division of Rehabilitation Services
Director, Madison County Special Education, ROE #41

Darlene Ladd, Assistant Director
Madison County Employment and Training Department

Kayla Boesing, Work-Based Learning Coordinator/EO Officer
Madison County Employment and Training Department

This presentation will further discuss the Madison County Special Education Apprenticeship Program, beyond the overview provided during the Friday morning general session. Panelists will discuss future goals for expansion and refinement of this apprenticeship program developed between Madison County Employment and Training, the Regional Office of Education #41, the IDHS/DRS high school Secondary Transitional Experience Program, and the Agency for Community Transit. Further, the panel will provide advice and counsel to participants in the audience who would like to start a similar program in their area.

Location: Illinois Ballroom

Madison Ross, Doctoral Student and Graduate Research Assistant
University of Illinois Urbana-Champaign

Michele Schutz, Assistant Professor
University of Illinois Urbana-Champaign

In this presentation, we will share findings from a mixed methods study about the perspectives of rural school and district-level administrators regarding career preparation efforts for students with disabilities, including those with extensive support needs. More specifically, we will describe integrated findings from quantitative survey data on the facilitation and prioritization of career development for students with disabilities and qualitative interview data exploring administrators’ roles, challenges, and support needs. Finally, we will discuss implications related to how rural administrators can facilitate career development for students with disabilities and strategies for addressing their associated challenges and support needs.

Location: Alma Matar

Katie Trier, Learning Coordinator
TrueNorth Educational Cooperative 804

Erica Paulsen, Transition Specialist
TrueNorth Educational Cooperative 804

Erin McMorrow, Vocational Educator
TrueNorth Educational Cooperative 804

Lynn Clarke, Executive Director of Instruction
TrueNorth Educational Cooperative 804

Transition planning is essential for students with disabilities to achieve sustainable employment. The Mapping Success presentation emphasizes interagency collaboration, showing how coordinated efforts among schools, vocational rehabilitation (VR), and community agencies increase post-school employment rates by 20%, according to the National Longitudinal Transition Study. This session equips VR counselors with strategies to enhance collaboration, clarify roles, and address gaps identified by the Journal of Rehabilitation, where some professionals report uncertainty about their responsibilities. Participants will learn to share data, implement best practices, and foster teamwork among educators, VR counselors, and community representatives. By building a strong support network tailored to student needs, this approach promotes successful transitions, better employment outcomes, and lasting benefits for families and communities.

Location: Lincoln

David George Strauser, Interagency Collaboration Evaluation Specialist
University of Illinois Urbana-Champaign, SWTCIE Illinois

Reconceptualizing research on interagency collaboration to emphasize collaboration theory may provide new insights into the process of interagency collaboration that may better address barriers to interagency collaboration (Thomson & Perry, 2006; Wood & Gray,1991). An exploratory qualitative study was conducted. Vocational rehabilitation counselors in central Illinois were asked to describe the process of collaboration when providing school-to-work employment-focused transition services. Three themes were developed: Structure, Coping Capacity, and Interpersonal Relationship. The findings provide evidence of the collaboration theoretical constructs (Thomson & Perry, 2006). The findings also support previous research, which highlights the importance of clear roles and responsibilities, trust among collaborators, and the negative impact of staff shortages (Carter et al., 2020; Saleh et al., 2019). Participants are expected to reflect on their own collaborations, relate how the findings may connect with their own experience and will be encouraged to share their own experiences at the end of the presentation. There will be time at the end to engage in conversation with the presenter and others.

Location: Quad

Alexandra Baig, Social Security, Medicaid, Medicare, Work Incentives Specialist
Pathways to Benefits, LLC

Many youth and young adults with intellectual and developmental disabilities, particularly those with higher or extensive support needs, rely on Social Security disability benefits and Medicaid waivers as a safety net, while also aspiring to have meaningful employment in the community. Many families worry that their loved one might “earn too much” causing them to lose those crucial benefits. This presentation explains how students with disabilities can employ Work Incentives to maximize their work and earning potential without putting their benefits in jeopardy.

Location: Illinois Ballroom

Yemi Akinola, Clinical Assistant Professor
University of Illinois Chicago

Youths with emotional and behavioral difficulties face significant challenges during their transition years and often struggle to meet key indicators of a successful transition to adulthood. Empowering these youth to strengthen or develop self-advocacy and self-management skills can significantly improve their participation in transition and vocational rehabilitation programs as well as their employment and educational outcomes. This presentation describes the procedures, best practices, and strategies for implementing self-advocacy and self-management training when providing transition services to youth with emotional and behavioral difficulties. Various components of self-advocacy and self-management training, a framework for implementing this training, as well as the factors that may facilitate or impede the development of these skills, will be discussed.

Location: Alma Matar

Melanie Phelan, Training Specialist
Illinois Center for Transition and Work, University of Illinois Urbana-Champaign

Jane Collins, Training Specialist
Illinois Center for Transition and Work, University of Illinois Urbana-Champaign

Students with significant disabilities are often dismissed as unlikely to succeed in work settings. This presentation challenges that narrative by focusing on the transformative power of self-determination and the dignity of risk in vocational experiences. Educators and providers will explore how these principles promote autonomy, resilience, and confidence, even in the face of societal barriers. Through case studies and practical strategies, participants will learn to design and implement vocational programs that honor the rights and potential of every individual. Join us to reimagine what success looks like and to ensure all students are given the opportunity to thrive in meaningful work environments.

Location: Lincoln

Peter Kelly, Special Education Department Chair
Lake Forest High School District 115

Peter Nadler, Director of Special Education
Lake Forest High School District 115

The Transition Roadmap is a comprehensive program designed to facilitate the successful transition of students with IEPs to adulthood. The roadmap aligns with the Individuals with Disabilities Education Act (IDEA 2004) mandate for transition planning, beginning at age 14. The roadmap emphasizes a person-centered approach, taking into account each student's strengths, preferences, and interests. It guides students through career awareness, exploration, and preparation using the Career Development Continuum. The roadmap provides a framework for collaboration among students, families, educators, and community partners. It outlines age-appropriate transition goals for each grade level, including employment/training, education, independent living, medical, recreational/leisure, and financial/legal planning. The roadmap also includes a glossary of terms related to transition planning, a list of community resources, and contact information for the ELS & Transition team members. The Employability Continuum is used to assess student progress and inform adjustments to transition plans. 

Location: Quad