2008 Annual Conference on Best Practices for Nonpublic Special Education ProgramsTransition-Rich IEP’s: Creating Synergy

and Improving Outcomes!

Presented by:

Susan Walter Statewide Transition ConsultantIllinois State Board of Education618-651-9028swalter@isbe.net or smwalter@charter.net

Staying in Staying in schoolschool

GraduatingGraduating

Quality IEP’sQuality IEP’s

Positive post-schoolPositive post-school

outcomesoutcomes

Illinois State Performance Plan, Illinois State Performance Plan,

Part BPart BYears 2005 - 2010Years 2005 - 2010

State’s plan to meet performance standards on 20 indicators (Part B) - 4 are specific to secondary transition

1. % of youth who graduate

2. % of youth who drop out

13. % of youth with transition components in the IEP

14. % of youth who achieve post-school outcomes

Critical Interrelationships

Quality Quality IEP’sIEP’s

Staying in Staying in schoolschool

Positive post-Positive post-school school

outcomesoutcomesGraduatingGraduating

Transition Planning► Dynamic processDynamic process

Transition planning is fundamental – not an Transition planning is fundamental – not an “add on” to the IEP“add on” to the IEP

► PartnershipsPartnerships

► Implementing a transition perspective is our Implementing a transition perspective is our goalgoal

► Maximizing employment, integration, and Maximizing employment, integration, and community participation for youth with community participation for youth with disabilitiesdisabilities

Definition of Transition Definition of Transition ServicesServices

a) Transition services means a coordinated set of activities for a child with a disability that:

1. is designed within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate movement from school to post school activities, including post-secondary education, vocational education, integrated employment, continuing and adult education, adult services, independent living or community participation…

2. 2. is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and

34CFR §300.43(a)

Transition Planning in IllinoisTransition Planning in Illinois

Beginning not later than the first IEP to be in effect when the child turns 14 ½, and updated annually thereafter, the IEP shall include:

• Appropriate, measurable post-secondary goals based upon age-appropriate assessments related to education, training, employment, and, where appropriate, independent living skills

• Transition services that are needed to assist the child in reaching those goals, including courses of study and any other needed services to be provided by entities other than the school district23 IAC 226.230(c)

Step 1Step 1

Identify the student’s post-Identify the student’s post-school school

goals or visions.goals or visions.►What does the student want to do beyond What does the student want to do beyond

school?school?

►Where and how does the student want to Where and how does the student want to live?live?

►How does the student want to take part in How does the student want to take part in the community?the community?

Sue Walter, 2008

Where does this fit?

Age-Appropriate Age-Appropriate Transition AssessmentsTransition Assessments

► For each post-secondary goal, there For each post-secondary goal, there should be evidence that age-should be evidence that age-appropriate transition assessments – appropriate transition assessments – formal and/or informal – provided formal and/or informal – provided information on the student’s needs, information on the student’s needs, taking into account strengths, taking into account strengths, preferences, and interests regarding preferences, and interests regarding the post-secondary goalthe post-secondary goal

Sue Walter, 2008

What does it mean?What does it mean?

Age appropriate transition assessment is Age appropriate transition assessment is defined as an“…defined as an“…ongoing process of collecting ongoing process of collecting datadata on the individual’s needs, preferences, on the individual’s needs, preferences, and interests as they relate to the demands of and interests as they relate to the demands of current and future working, educational, current and future working, educational, living, and personal and social environments. living, and personal and social environments. Assessment data serve as the common thread Assessment data serve as the common thread in the transition process and form the basis in the transition process and form the basis for defining goals and services to be included for defining goals and services to be included in the Individualized Education Program (IEP)”in the Individualized Education Program (IEP)”

Sitlington, Neubert, and Leconte. (1997). Career Development for Exceptional Individuals. 20:69-79.

NSTTAC Guidance on Age-NSTTAC Guidance on Age-Appropriate Appropriate

Transition AssessmentsTransition Assessments►Guidance from the National Secondary Guidance from the National Secondary

Transition Technical Assistance Center Transition Technical Assistance Center (NSTTAC)(NSTTAC) Become familiar with different types of transition Become familiar with different types of transition

assessments and their characteristicsassessments and their characteristics Select methods that assist students by helping Select methods that assist students by helping

them answerthem answer►Who am I?Who am I?►What do I want in life, now and in the future?What do I want in life, now and in the future?►What are some of life’s demands that I can meet now?What are some of life’s demands that I can meet now?►What are the main barriers to getting what I ant from What are the main barriers to getting what I ant from

school and community?school and community?►What are my options in the school and community for What are my options in the school and community for

preparing me for what I want, now and in the future?preparing me for what I want, now and in the future?

Age-Appropriate Age-Appropriate Transition AssessmentsTransition Assessments

Select approaches that are appropriate for Select approaches that are appropriate for students in terms of cognitive, cultural students in terms of cognitive, cultural sensitivity and language comfort. sensitivity and language comfort.

AlwaysAlways interpret and explain assessment interpret and explain assessment results in formats that students and families results in formats that students and families can understand easily can understand easily

Consider the research-based practice of Consider the research-based practice of using multiple assessments on an on-going using multiple assessments on an on-going basisbasis

Formal VS InformalFormal VS Informal

► Formal transition assessmentsFormal transition assessments Adaptive behavior/daily living skills assessmentsAdaptive behavior/daily living skills assessments General and specific aptitude testsGeneral and specific aptitude tests Interest inventoriesInterest inventories Intelligence testsIntelligence tests Temperament inventories/instrumentsTemperament inventories/instruments Career maturity or employability testsCareer maturity or employability tests

► Informal transition assessmentsInformal transition assessments Interviews (student and family)Interviews (student and family) QuestionnairesQuestionnaires Direct observationDirect observation Curriculum-based assessmentsCurriculum-based assessments Environmental analysis Environmental analysis

For example…For example…

► Interest inventoriesInterest inventories► Transition surveysTransition surveys► Person-centered Person-centered

planningplanning► Curriculum-based Curriculum-based

assessmentsassessments► Structured interviewsStructured interviews► Social historiesSocial histories► Career portfoliosCareer portfolios► Employability skills Employability skills

inventoriesinventories► Assessments of post-Assessments of post-

school environments school environments desired by the studentdesired by the student

► Adaptive behavior Adaptive behavior inventoriesinventories

► Life skills inventoriesLife skills inventories► Aptitude testsAptitude tests► Personality scalesPersonality scales► Social skills inventoriesSocial skills inventories► College entrance College entrance

examinationsexaminations► Assessment of Assessment of

technology needstechnology needs► Vocational skills Vocational skills

inventoriesinventories► Professional Professional

assessmentsassessments

Sue Walter, 2008

Where to look…► http://www.ncwd-youth.info/assets/guides/assessment/AssessGuideComp

lete.pdf

► http://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdfhttp://www.nsttac.org/pdf/transition_guide/nsttac_tag.pdf

► http://www.isbe.net/spec-ed/html/transition_video.htm

► www.ILWorkInfo.com/icrn

► http://www.illinoisworknet.com/vos_portal/residents/en/Jobs/Prepare/Skills/

► http://www.icsps.ilstu.edu/IllinoisNTC/index.asp

► http://www.hrtw.org/tools/check_assessment.html Sue Walter, 2008

Step 2Step 2

Describe the student’s present Describe the student’s present level of academic achievement level of academic achievement

and functional performance.and functional performance.

Knowing where students’ are Knowing where students’ are functioning in relation to where they functioning in relation to where they

want to go and what they want to do in want to go and what they want to do in their adult lives is a critical step in the their adult lives is a critical step in the

development of a transition-focused development of a transition-focused IEP.IEP.

Step 3Step 3

Design a course of studyDesign a course of study

Transition services include Transition services include courses of studycourses of study that focus on that focus on improving the academic and improving the academic and functional achievement of the functional achievement of the child to facilitate movement from child to facilitate movement from school to post-school.school to post-school.

Courses of StudyCourses of Study

► Course of study, instructional program of Course of study, instructional program of study or list of courses of study should be study or list of courses of study should be in the IEP and should align with the in the IEP and should align with the student’s post-secondary goals.student’s post-secondary goals.

Does a post-secondary goal require a certain Does a post-secondary goal require a certain minimum requirement of courses, e.g., college minimum requirement of courses, e.g., college bound, trade school bound, etc.? bound, trade school bound, etc.?

Does a post-secondary goal require or benefit Does a post-secondary goal require or benefit from the successful completion of specific high from the successful completion of specific high school classes, e.g., a future chef planning to school classes, e.g., a future chef planning to take and completing all cooking related classes, take and completing all cooking related classes, a future child-care provider planning to take and a future child-care provider planning to take and completing relevant classes in Family and completing relevant classes in Family and Consumer Science, etc. Consumer Science, etc.

Courses of StudyCourses of Study

Alternative Alternative MathMath

Basic Basic GeometryGeometry

Intro to Intro to AlgebraAlgebra

Life SkillsLife Skills ½ day at ½ day at Center House Center House for for

Basic Basic CompositionComposition

Writing Writing Workshop IWorkshop I

Intro to Intro to BusinessBusiness

International International CookingCooking

travel training travel training and and apartmentapartment

English LitEnglish Lit American LitAmerican Lit SpeechSpeech Restaurant Restaurant OccupationsOccupations

LivingLiving

PhysicsPhysics Food Science IFood Science I Food Science Food Science IIII

Food Science Food Science IIIIII

Food Science Food Science IVIV

Consumer Consumer EducationEducation

U.S. HistoryU.S. History American American GovernmentGovernment

Independent Independent LivingLiving

Adult Living Adult Living SkillsSkills

P.E.P.E. P.E./HealthP.E./Health P.E.P.E. Study SkillsStudy Skills Self-Advocacy Self-Advocacy SkillsSkills

Study SkillsStudy Skills Study SkillsStudy Skills Study SkillsStudy Skills Work Work ExperienceExperience

Work Work ExperienceExperience

Year 1 Year 2 Year 3 Year 4 Extended

Age 14/15 Age 15/16 Age 16/17 Age 17/18 Age 18 - 21

Step 4Step 4

► For each post-secondary goal, in association with For each post-secondary goal, in association with meeting the post- secondary goal, is there meeting the post- secondary goal, is there (a) instruction, (a) instruction, (b) related service, (b) related service, (c) community experience, (c) community experience, (d) development of employment and other post-school (d) development of employment and other post-school

adult living objectives, adult living objectives, (e) acquisition of daily living skills, if appropriate, (e) acquisition of daily living skills, if appropriate, oror (f) provision of functional vocational evaluation, if (f) provision of functional vocational evaluation, if

appropriateappropriate

Design a coordinated set of activities that encompass

transition services.

Transition services should…Transition services should…► Develop an outcome-oriented plan for adult life Develop an outcome-oriented plan for adult life

that addresses, plans for and coordinates what the that addresses, plans for and coordinates what the student will learn in school and do following student will learn in school and do following graduation or leaving school.graduation or leaving school.

► Make sure that the student’s needs, strengths, Make sure that the student’s needs, strengths, preferences and interests regarding his/her desired preferences and interests regarding his/her desired post-school activities are the focal point of the post-school activities are the focal point of the planning and resulting IEP.planning and resulting IEP.

► Identify who will provide, be responsible for and Identify who will provide, be responsible for and pay for each activitypay for each activity

► Identify the dates or school year in which each Identify the dates or school year in which each activity will be addressed and prioritize those activity will be addressed and prioritize those activities to be addressed for the coming yearactivities to be addressed for the coming year

Reflecting on transition servicesReflecting on transition services

► What services, supports or programs does this What services, supports or programs does this student student currentlycurrently need? need?

► What services, supports or programs will this What services, supports or programs will this student need student need in order to achievein order to achieve his/her desired his/her desired post-school goals?post-school goals?

► What services, supports or programs will this What services, supports or programs will this student need student need in order to ensure successin order to ensure success as he/she as he/she enters the adult world?enters the adult world?

► Is the student Is the student linkedlinked to the needed post-school to the needed post-school services, supports or programs BEFORE he/she services, supports or programs BEFORE he/she leaves the secondary school setting?leaves the secondary school setting?

► Instruction Instruction (e.g., to complete courses needed for graduation, (e.g., to complete courses needed for graduation, succeed in the general curriculum and gain needed skills)succeed in the general curriculum and gain needed skills) Self-determination skill training including self-regulation, self-Self-determination skill training including self-regulation, self-

awareness and choice-makingawareness and choice-making Access and attend tutoring math and science sessions Access and attend tutoring math and science sessions Enroll in tech prep program for Family and Consumer Science Enroll in tech prep program for Family and Consumer Science

in junior yearin junior year Contact JTCC for disability documentation policiesContact JTCC for disability documentation policies Obtain, complete and submit application to community collegeObtain, complete and submit application to community college

► Related ServicesRelated Services (e.g., to benefit from special education, (e.g., to benefit from special education, transition services and to enter the adult world)transition services and to enter the adult world) Assistive Technology EvaluationAssistive Technology Evaluation Occupational therapy services focusing on manual dexterityOccupational therapy services focusing on manual dexterity Health/Social work services re: medication planning & Health/Social work services re: medication planning &

independence independence

A few examples…

► Community ExperiencesCommunity Experiences (e.g., outside of the school building (e.g., outside of the school building and in community settings including banking, shopping, and in community settings including banking, shopping, recreation, job sites, work experiences, counseling and recreation, job sites, work experiences, counseling and transportation)transportation) Volunteer to bus tables at cousin’s restaurantVolunteer to bus tables at cousin’s restaurant Contact community volunteer center to find opportunity to assist Contact community volunteer center to find opportunity to assist

with making food baskets and serving mealswith making food baskets and serving meals Investigate wellness and fitness programs at the local Y: choose one Investigate wellness and fitness programs at the local Y: choose one

activity to begin by junior year activity to begin by junior year

► Development of Employment & Other PS Adult Living Development of Employment & Other PS Adult Living Objectives Objectives ((e.g., services that lead to a job or career and e.g., services that lead to a job or career and services that support activities such as registering to vote,services that support activities such as registering to vote, filing filing taxes, renting a place to live, accessing medical services and taxes, renting a place to live, accessing medical services and accessing adult services such as Social Security Income [SSI])accessing adult services such as Social Security Income [SSI]) Meet with DRS counselor for eligibility determination and resources Meet with DRS counselor for eligibility determination and resources

to support entry and attendance at an in-state college to support entry and attendance at an in-state college Participate in job-shadowing at higher-end restaurants in the Participate in job-shadowing at higher-end restaurants in the

communitycommunity Participate in summer internshipParticipate in summer internship Register at the local PO for selective serviceRegister at the local PO for selective service Obtain assistance on management of financial resources and legal Obtain assistance on management of financial resources and legal

issuesissues

A few examples…

► Acquisition of Daily Living SkillsAcquisition of Daily Living Skills (e.g., (e.g., activities that adults do activities that adults do every day including preparing meals, budgeting, maintaining a home every day including preparing meals, budgeting, maintaining a home

paying bills, caring for clothes and grooming, taking medication)paying bills, caring for clothes and grooming, taking medication) and/or Functional Vocational Evaluation and/or Functional Vocational Evaluation (e.g., (e.g., assessment regarding job or career interests and skills using a assessment regarding job or career interests and skills using a variety of methods including situational assessment, observations or variety of methods including situational assessment, observations or formal measures)formal measures) Regularly perform two household chores from a list provided by familyRegularly perform two household chores from a list provided by family Learn to operate washer and dryerLearn to operate washer and dryer Schedule and keep medical appointments independently (w/family assist Schedule and keep medical appointments independently (w/family assist

sophomore and junior…independent senior year sophomore and junior…independent senior year

► Linkages to After Graduation Supports/ServicesLinkages to After Graduation Supports/Services DHS/DRS local officeDHS/DRS local office County DMVCounty DMV Benefit Counselor (through DRS)Benefit Counselor (through DRS) SSI regional officeSSI regional office Center for Independent Living (CIL) Center for Independent Living (CIL) Division of Specialized Care for Children (DSCC) for medical home Division of Specialized Care for Children (DSCC) for medical home

counselingcounseling

A few examples…

Step 5Step 5

► For each postsecondary goal, there should For each postsecondary goal, there should be be at leastat least one annual goal in the IEP that one annual goal in the IEP that will help the student make progress toward will help the student make progress toward the stated post-secondary goal.the stated post-secondary goal.

In relation to the PLAAFP what does he/she need In relation to the PLAAFP what does he/she need to work on to move toward the post-school goal…to work on to move toward the post-school goal…►Academic?Academic?►Community-based experience?Community-based experience?►Functional and work skills? Functional and work skills? ►Self-determination skills?Self-determination skills?

Develop annual IEP goals and objectives

Post-School Goal(Result of Transition)

Susie will work full-time at a grocery or chain store.

Objectives-Using a computer typing program such as “Type to Learn” to learn keyboarding skills, John will type at a rate of at least 35 wpm with 4 or fewer errors.

-Using Microsoft Word, John will demonstrate that he can type an already prepared essay on the computer, name the file, and save it to a floppy disk or the hard disk of the computer.

-- Using Microsoft Word John will demonstrate that he can open a file which he had previously saved, edit the file, save the changes and print the file.

Post-School Goal(Result of Transition)

John will attend community college full-time.

Annual Goal

Susie will learn to follow a schedule.

Annual Goal

Susie will accurately complete job applications and a resume with correct spelling and grammar.

Annual Goal

Using word processing software on a computer, John will compose a 5 paragraph essay, save it, retrieve and revise it, check for spelling and grammar errors, save the revised essay and print it.

Objectives

-Given a schedule of activities to complete during each instructional block of vocational activities, Susie will correctly complete the activity and check off as completed on her list without assistance for 5 consecutive days.

- Given a self-management time schedule, Susie will correctly list all activities to be completed and write in the “clock face” time at which each activity needs to occur, without assistance, for 5 consecutive days.

Objectives

-Given a blank job application to complete, Susie will use a cue card which contains personal information, list of references, and previous experience to complete the application without errors.

-Susie will use her job application cue card and a computer and its spell and grammar checking to create a resume with no errors.

Sue Walter, 2008

Determine annual goals and Determine annual goals and short-term objectives or short-term objectives or

benchmarksbenchmarks

Carmen will work full-time at a daycare or preschool program.

Carmen will volunteer in the district’s preschool program during the 2nd quarter of the school term.

Carmen will keep a weekly log of her duties in the preschool and present a one-page paper at the end of the quarter to her Family and Consumer Science class.

It is important to have a good “fit” between post-secondary goals and annual goals!

Sue Walter, 1/07, ISBE Transition

Thoughts on accessing the Thoughts on accessing the Illinois Learning StandardsIllinois Learning Standards

Access SkillsAccess Skills

►Organize informationOrganize information

► Communicate informationCommunicate information

► Advocate for one’s needsAdvocate for one’s needs

►Decision-making and problem solvingDecision-making and problem solving

► Inter/intrapersonal skillsInter/intrapersonal skills

► PhysicalPhysical

► TechnologyTechnology McAlonan, et. Al., 1998

Accessing Illinois Learning Accessing Illinois Learning StandardsStandards

► Appendix D of the Illinois Learning Standards, Appendix D of the Illinois Learning Standards, which can be accessed on the ISBE website, which can be accessed on the ISBE website, provides a linkage between the standards and provides a linkage between the standards and Workplace Skills and Career Development Workplace Skills and Career Development Competencies. Competencies. http://www.isbe.state.il.us/ils/pdf/appendixD_workplachttp://www.isbe.state.il.us/ils/pdf/appendixD_workplace.pdfe.pdf

►Demonstrating the linkage between the skills Demonstrating the linkage between the skills and the standards will afford teachers the and the standards will afford teachers the opportunity to strengthen the applications of opportunity to strengthen the applications of learning for students and increase curriculum learning for students and increase curriculum integration in all disciplines at the school level.integration in all disciplines at the school level.

High achievement always takes place in the framework of high expectation.

Jack Kinder.

Illinois State Board of Education Illinois State Board of Education Indicator 13 WebpageIndicator 13 Webpage

http://www.isbe.state.il.us/spec-ed/html/indicator13.hthttp://www.isbe.state.il.us/spec-ed/html/indicator13.htmm

WWill you be the rock ill you be the rock that redirects the that redirects the

course of the river?course of the river?-- Claire Nuer.

Bridging the Gap to Successful Bridging the Gap to Successful Adult OutcomesAdult Outcomes

Changing Systems Changing Rules

Individuals with Disabilities Individuals with Disabilities Education ActEducation Act

► Key pointsKey points

Schools’ responsibilitiesSchools’ responsibilities

Services VS accommodationsServices VS accommodations

Least restrictive environment (LRE), quality, and Least restrictive environment (LRE), quality, and free appropriate public educationfree appropriate public education

Availability of federal fundsAvailability of federal funds

Applies until student graduates or reaches the Applies until student graduates or reaches the age of 21age of 21

Section 504 of theSection 504 of theRehabilitation ActRehabilitation Act

► Key pointsKey points

Individual responsibilityIndividual responsibility

Public institution responsibility for cost of Public institution responsibility for cost of assistance provisionassistance provision

Focus on services and supportsFocus on services and supports

Focus on non-discriminationFocus on non-discrimination

Receipt of Federal funds by public institutions is Receipt of Federal funds by public institutions is linked to compliance with the lawlinked to compliance with the law

Applications across environmentsApplications across environments

Americans with Disabilities ActAmericans with Disabilities Act► Key pointsKey points

Individual responsibilityIndividual responsibility

Institutions and employers responsibility for cost Institutions and employers responsibility for cost of assistance provisionof assistance provision

Focus on accommodations VS services or supportsFocus on accommodations VS services or supports

Focus on nondiscrimination, reasonableness and Focus on nondiscrimination, reasonableness and undue hardshipundue hardship

No link between Federal funds and compliance No link between Federal funds and compliance with the lawwith the law

Application across all environmentsApplication across all environments

Gaps and InconsistenciesGaps and Inconsistencies

► Roles and responsibilitiesRoles and responsibilities

► Process of determining assistanceProcess of determining assistance

What needs to happen in What needs to happen in secondary education?secondary education?

►Focus on post-school outcomes rather Focus on post-school outcomes rather than minimal compliancethan minimal compliance

►Teach responsibility to youth with Teach responsibility to youth with disabilitiesdisabilities

►Focus on transitioning modes of Focus on transitioning modes of assistanceassistance

Reflecting on our work with Reflecting on our work with students…keep in mind…students…keep in mind…

► Provide opportunities for students’ to discover Provide opportunities for students’ to discover what they can and cannot do.what they can and cannot do.

► Provide opportunities for students’ to discover Provide opportunities for students’ to discover what they might be able to do with what they might be able to do with accommodations or further education and accommodations or further education and training.training.

► Provide opportunities for students’ to try out Provide opportunities for students’ to try out work and life experiences based on their work and life experiences based on their expressed interests. expressed interests.

Reflecting On and Evaluating Our Reflecting On and Evaluating Our Role in the Development of PlansRole in the Development of Plans

► Did the consumer have the opportunity to Did the consumer have the opportunity to activelyactively participate in the development of his/her plan?participate in the development of his/her plan?

► Did family and/or friends with a stake in the Did family and/or friends with a stake in the consumer’s future have the opportunity to participate?consumer’s future have the opportunity to participate?

► Does the plan include statements about the Does the plan include statements about the consumer’s needs, preferences, and future lifestyle consumer’s needs, preferences, and future lifestyle choices?choices?

► Do the goals/objectives reflect the opportunity to learn Do the goals/objectives reflect the opportunity to learn skills of self-determination and independence?skills of self-determination and independence?

► Do goals/objectives reflect movement toward the Do goals/objectives reflect movement toward the consumer’s chosen future lifestyle?consumer’s chosen future lifestyle?

Plan Evaluation (Cont’d)Plan Evaluation (Cont’d)

► Do the goals/objectives provide opportunities for Do the goals/objectives provide opportunities for developing self-advocacy skills?developing self-advocacy skills?

► Do the goals/objectives promote acquisition of Do the goals/objectives promote acquisition of prevocational skills?prevocational skills?

► How will services meet goals/needs?How will services meet goals/needs?

► What are the consumer’s opportunities to develop What are the consumer’s opportunities to develop relationships and participate in community?relationships and participate in community?

► What services/supports will be obtained from What services/supports will be obtained from generic agencies or natural supports?generic agencies or natural supports?

Basic Compliance Best Practices

Sue Walter, 2008

The very essence The very essence of leadership is of leadership is

that you have to that you have to have a vision.have a vision.

-- Theodore Hesburgh

You cannot You cannot blow an blow an uncertain uncertain trumpet.trumpet.

Nothing will ever be attempted

if all possible objectionsmust be first overcome.

Samuel Johnson.

Sue Walter, 1/07, ISBE Transition

““There will always be some There will always be some curveball in your life. Teach curveball in your life. Teach

your children to thrive in your children to thrive in that adversity.”that adversity.”

Jeanne Moutoussamy-Ashe Jeanne Moutoussamy-Ashe

Sue Walter, 1/07, ISBE Transition