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National and International Conferences

“Transition Rocks” in Cleveland, OH


Moving to the Beat of the Streets: Self-Advocacy in the Community

This lecture will focus on community-based instruction within a comprehensive, experience-based self-advocacy curriculum, written by the lead presenter and is currently being implemented in the District of Columbia Public School System. The lecture will include video clips that demonstrate the successes and challenges that students face when engaged in self-advocacy instructional activities in the community and ways in which students are beginning to show greater self-advocacy in the community.

Self-Advocacy: An Experienced-Based Curriculum in an Urban School System

Self-advocacy is a practice that is widely known, but not universally practiced. There is little research that has been done that focuses on self-advocacy in an urban setting. DC Public Schools has developed an innovative curriculum that examines the development of self-advocacy for students from Pre-Kindergarten to Twelfth Grade. The curriculum yielded successful results in preparing students for academic skills and preparation for involvement in the IEP process regardless status.

Engaging Families in the Transition Process through Self-Advocacy

Parents of transition age students struggle to allow students to take a leadership role in their education. Parents have been used to being the advocate for the student, and in some ways view the student as dependent on them. The District of Columbia Public Schools has begun a new process of training parents to teach self-advocacy skills in the home environment. This gives parents a hands-on approach to understanding how a student becomes an effective self-advocate.

Common Core and Transition: An Exploration of Differentiation

With the rise of the common core standards across the nation, there is a growing need to connect with workforce competencies for the development of a transition program. It is important to connect transition-based skills to the common core for continuous academic development of the student. However, some courses are developed that do not reach all students. This session examines the outcome of a combination of common core and workforce competencies.
Youth-Individualized Course of Study for Post-Secondary Transition: DC Public School Model



This session will focus on sixty-three PreK-12th grade courses aimed at preparing students for post-secondary transition developed by the District of Columbia Public Schools (DCPS). DCPS has found that the best way to maximize student understanding and skill-based training is to infuse the skills within a curriculum for daily instruction. As an additional caveat, all courses in this program are directly aligned to the Common Core State Standards, which allows many standards to be put into context for students. Session participants will receive information regarding these courses including examples of how the learning objectives can be achieved within various environments and how to integrate this information into daily activities with their students.