Welcome to Transition Tennessee’s Spring Transition Academy! This virtual conference, "The Power of Self-Advocacy: Empowering Youth to Take the Lead," is designed for transition professionals dedicated to fostering student independence and success. Speakers and guest panelists will explore the critical role of self-advocacy in navigating high school and beyond, equipping participants with practical strategies and resources to help students identify their strengths, understand their needs, and confidently communicate them to others. Join us to learn how to build self-advocacy skills, promote student ownership of their IEPs, and empower students to become active participants in their educational journey and future endeavors.
Dawn A. Rowe, PhD, serves as the Quillen Chair of Excellence in Teaching and Learning at Clemmer College and Professor of Special Education at East Tennessee State University. With over two decades of experience, her research focuses on evidence-based practices and predictors of post-school success for students with disabilities, life skills interventions (including goal setting, self-management, and communication skills), and professional development for educators and families. Dr. Rowe's work includes implementing practices to enhance post-school outcomes, delivering life skills training, and providing targeted professional development. Her extensive background spans roles in the adult service system and as a teacher and transition specialist. Her scholarship emphasizes transition assessment, family engagement, and adherence to federal regulations like IDEA and WIOA, reflecting her commitment to improving educational outcomes for students with disabilities.
Beth Disney and Jessica Williams are special education coaches for Loudon County Schools. Both work very closely with the high school students and teachers within their district. They also work closely with educators to implement effective teaching practices and provide ongoing professional development. Together they focus on preparing high school students for life beyond graduation. They help develop strategies that empower students with diverse needs to achieve post-secondary success
Beth Disney and Jessica Williams are special education coaches for Loudon County Schools. Both work very closely with the high school students and teachers within their district. They also work closely with educators to implement effective teaching practices and provide ongoing professional development. Together they focus on preparing high school students for life beyond graduation. They help develop strategies that empower students with diverse needs to achieve post-secondary success
Leah Burgess is an Education Consultant in the Department of Special Education at Vanderbilt University. Her previous work history has focused on serving individuals with Serious Mental Health, Intellectual and Developmental disabilities. She has worked with Vocational Rehabilitation (VR) to ensure that adults and youth with disabilities receive Supported Employment Services. Through working with VR, she has focused on transition-age youth receiving Pre-Employment Transition Services (Pre-ETS) and provided services in classroom and individual settings. She successfully placed youth into paid summer work experiences that reflected their job interests.
Augusta Miller, M.S. Ed, is an educational consultant at Transition TN. With a strong background in teaching, administration, and case management, Augusta has collaborated with families, educators, and agencies to create individualized plans and transition services for students. She continues to advocate for equitable opportunities and support students with diverse needs.
Larry Hurd, M.A.T., is an Educational Consultant at Transition Tennessee. Previous experiences include Special Education assistant, Residential Behavioral Youth Counselor, Special Education Teacher in both inclusion and functional skills settings, Group Violence Interventionist and non-profit leadership, where connecting youth and young adults to resources to change the trajectory of their lives was an important focus. Most of his work is rooted in communities in the Memphis, TN area. Larry takes pride in a dedicated approach to providing transition resources, services and supports to all students, especially those in disadvantaged settings.
Sam Preston, M. Ed., is an Educational Consultant at Transition Tennessee. Previous experiences have included special education teacher, case manager, and secondary transition. Sam takes pride in being student-focused and facilitating transitions toward individualized goals. Sam loves to play and watch soccer, he coaches a youth team and plays at every chance he gets.
Catherine Bledsoe holds a bachelor’s in religion and Sociology, a master’s in special education, and a master’s in educational leadership. She currently serves as the Manager of Special Education Postsecondary Transition for the Tennessee Department of Education. With a wealth of experience in developing Transition School to Work programs, designing Youth Apprenticeships, and enhancing collaboration between stakeholders to improve students’ employment opportunities, Catherine is dedicated to supporting local education agencies in recognizing their potential to drive student success. She advocates for high-quality instruction and meaningful transition plans to improve student outcomes, believing that by leveraging educators' strengths, we can ensure students remain engaged, accountable, and receive equitable opportunities to meet their individualized needs.
Erin Maves, M.A.Ed., is a project director at Transition Tennessee. Before moving to Nashville, she was a high school special educator in the Midwest for 34 years, working mainly with high-incidence students. Her passion is in promoting ongoing, student-focused transition planning, as it is critical to ensuring successful outcomes for students.
Sherri L. Scott brings over 13 years of dedicated experience supporting students with disabilities across diverse educational settings. Her comprehensive career spans roles as Transition Coordinator, where she developed pre-ETS programs and secured community partnerships; Admissions Coordinator, Director of Disability Services, ensuring ADA compliance and providing accommodations; and Student Advocate, offering personalized academic and emotional support. With credentials in Education, Counseling and Behavioral Sciences, and Human Services, Sherri has taught in high schools and as a community college adjunct instructor. A Memphis native, devoted mother and grandmother, she channels her passion for empowering youth through her self-published self-advocacy workbook for tweens and teens, helping them develop positive thinking skills and achieve academic and vocational success.
Justine Hrvatin, MSEd, MAT, is an Education Consultant in the Department of Special Education at Vanderbilt University. Her previous work includes teaching special education in alternative and urban settings. Through her teaching experience with youth with high support needs in alternative and low socioeconomic settings, she has focused on the improvement of teaching practices surrounding transition in the classroom and community, in addition to the education of families on the transition process. She has successfully connected students to agencies, paid employment, internships, and postsecondary education opportunities.
Stella Faye Adams received a Bachelor of Science in Management & Organizational Development from Bethel University, a Master of Arts in Education, Special Education Modified K-12 and Certificate of Advanced Graduate Studies, Educational Specialist in School Administration from Cambridge College. She is now a candidate for her Doctor of Education in Leader at Trevecca Nazarene University. Ms. Adams holds a professional license for the state of TN. During her 26 years in education with Memphis Shelby County Schools, she was a secretary for ten years and now working as a special education teacher in her seventeenth year.
Angela Walker, Ed.S., is a dedicated high school educator with an Educational Specialist degree in Literacy and over 15 years of experience teaching special education students in resource and inclusion settings. She is certified in Biology, AP Biology, and as a Reading Specialist, bringing a strong interdisciplinary approach to her teaching. Currently, Angela teaches high school biology resource, serves as a case manager, and is an inclusion teacher committed to fostering an inclusive learning environment where all students can thrive. Throughout her career, she has taught various subjects, always prioritizing student-centered instruction and accessibility. In addition to her academic instruction, Angela actively teaches self-advocacy skills, empowering students with disabilities to understand their rights, communicate their needs, and navigate their educational journeys with confidence
Rebecca Fleckenstein has been an exceptional educator in the low incidence program at James Lawson High School for the past 9 years. She currently teaches Principles of Transition and Work Base Learning.
She is originally from Buffalo NY (Go Bills!) and received her undergraduate degrees in Elementary Education and Special Education in 2003 from Niagara University. In 2005 she earned a Master of Education in School Counseling from Niagara University and moved to Southern Maryland to be a first-year teacher, teaching in a life skills program at Westlake High School for 10 years before moving to Nashville. She started at Metro Nashville Public Schools at Hillwood High School teaching adaptive math, science, art, and history. In 2023 she transitioned to James Lawson High school where she has continued teaching in the Low Incidence program.
Leigh obtained her undergraduate from the University of Memphis in Special Education. She earned a Master’s degree from Union University. Leigh has been a Resource teacher K-5, and a Self-contained teacher for middle school and high school. She is certified in work-based learning, and in 2013 she created a program for Houston high school. She served as the Transition Coordinator from 2017-2020 for Germantown Municipal School District, and she has been a member of the Work-Based Learning Leadership Council from 2017-present, From 2020 – 2024 she served as the Academic and Behavior Interventionist , and is currently the Special Education Supervisor with GMSD, overseeing transition at Houston High School.
Hilary Travers is a Research Assistant Professor at Vanderbilt University and the Principal Investigator of Transition Tennessee. Before joining Vanderbilt, Hilary worked as a high school teacher of deafblind students at Perkins School for the Blind in Massachusetts. All her work focuses on supporting transition-aged youth, but her primary research interests involve blind/low vision youth, deafblind youth, and youth with intellectual and developmental disabilities.
O’Malley King is the Work Based Learning teacher in the Exceptional Student Education department at Houston High School. She has an undergraduate degree in Public Relations and Broadcasting from Mississippi State University and a Master's diploma in Teaching Special Education from the University of Memphis. Mrs. King started a school-based enterprise where her students utilize a heat press to make shirts and other apparel for organizations in the school and community. She and the rest of her team teach specialized instruction in the forms of daily living, work-based learning, functional academics, and Alternate academic diploma-seeking students. The ESE team at Houston came together to create a program for students who do not receive general education diplomas and return to the public school system until the age of 22, which is called the Transition Academy. The Transition Academy was created for students to focus on employability and independent living skills after their first four years. She also leads an integrated cheerleading team that performs at football games and other community events. Mrs. King is a member of the Memphis Disability Network, where she assists in creating connections throughout the Memphis community and spreading awareness about the available resources and those still developing.
Michelle Williams, M.S. ED, currently teaches at Gallatin High School. She is a dedicated and experienced special education teacher with 18 years of service, specializing in working with students with disabilities. Over the course of her career, she has taught comprehensive and mild to moderate students, developing a deep understanding of individualized instruction, and fostering an inclusive learning environment. Currently, she is teaching a diverse range of subjects at Gallatin High School, including US and World History, Economics, Government, Personal Finance, and Work-Based Learning. She has also taught Self Advocacy and Focus on Adulthood. Her commitment to supporting students' growth extends beyond academics, helping them develop essential life skills for success beyond high school.
Madison Tevlin was born with Down syndrome, though she’ll rightly tell you it’s the least interesting thing about her. She has dedicated her life to dismantling the stigmas associated with Down syndrome, proving from a young age that it does not define her capabilities, and that we all thrive when we reduce stigmas and lift each other up.
Her extensive credits include notable appearances on the television show “Mr. D,” and hosting her talk show “Who Do You Think I Am.” She received praise for a standout performance in “Champions,” a film directed by Bobby Farrelly and starring Woody Harrelson. Madison graced the red carpet as a host at the Canadian Screen Awards, where she also made history as the first person with Down syndrome to be nominated for Best Host in a Talk Show or Entertainment News category.
Beyond her on-screen accomplishments, Madison is an active participant in initiatives that promote inclusivity. She is a member of Best Buddies International and has walked the runway for the Knix Confidence Tour and the Be Beautiful, Be Yourself Fashion Show. Her voice resonated deeply at the “Dear Mom” conference in Laguna Beach, where she served as the keynote speaker, and later in the year was honored by the Global Down syndrome Foundation with the Quincy Jones Exceptional Advocacy Award in 2023 for her contributions to the community.
Through her speeches, performances, and engagements, Madison Tevlin inspires audiences globally, demonstrating unwaveringly that she is much more than her diagnosis—she is a true superstar changing the world one speech, one role, and one advocacy moment at a time.
04/04/2025 08:00 am
Madison Tevlin
Catherine Bledsoe04/04/2025 08:50 amEmpowering students with disabilities to develop self-advocacy skills is essential for their success in school, postsecondary education, and the workforce. This session explores how educators, administrators, and school staff can create a school-wide culture that supports self-advocacy as a core competency for all students. Participants will learn practical strategies to embed self-advocacy instruction into daily classroom routines, IEP planning, and transition services. The session will highlight evidence-based practices, including student-led IEPs, goal-setting frameworks, and collaboration with families and community partners. Attendees will leave with actionable steps to foster a more inclusive, student-centered learning environment that equips students with the skills to articulate their needs, make informed decisions, and actively participate in their educational journey.
Dr. Dawn Rowe04/04/2025 10:00 amThis presentation examines how integrating Special Education and Career and Technical Education (CTE) can enhance student self-advocacy skills. By providing students with disabilities access to CTE programs, we can empower them to take charge of their educational and career paths, fostering independence and self-confidence. Attendees will take an in-depth look at APR Indicator 14, how outcomes are defined, and explain strategies to improve outcomes for students from middle school to postgraduate. Presenters will highlight where we started with this journey, how CTE is involved in our department, what we have recently implemented, and what our next steps include. This also includes learning about the evolution of the transition program in Loudon County from how it was structured to the steps taken to get where we are today. Steps include visiting and collaborating with other transition programs across the state, closely collaborating with our CTE department, and completing a root analysis of our district’s post-school outcome data. By the end of the session, participants will have increased knowledge and applicable actions to improve transition services and supports, APR post-school outcomes indicators, and internal monitoring strategies for post-school outcomes.
Jessica Williams
Elizabeth Disney04/04/2025 01:10 pmThis session will showcase a video highlighting diverse perspectives and proven strategies from teachers and educational professionals from across Tennessee. The panel will explore practical approaches to empower students with self-advocacy skills essential for academic success and personal growth. The transition professionals will share real-world examples, classroom-techniques, and valuable insights on fostering student voice and independence as a driving force in transition.
Following the video, participants will have the opportunity to engage directly with our panelists during a live Q&A session. This interactive segment will allow educators to delve deeper into specific strategies, address unique classroom scenarios, and learn from colleagues' experiences.
Erin Maves
Augusta Miller
Sherri Scott
Stella Adams
Angela Walker
Rebecca Fleckenstein
Leigh Ellis
O’Malley King
Michelle Williams04/04/2025 02:10 pmAs educators, we recognize that the IEP process provides opportunities to empower students and leads to positive postsecondary outcomes. In this session, we will focus on incorporating the development of self-advocacy skills during the planning and preparation stage of IEP development, full engagement and leadership roles within the IEP meeting itself, and student reflection and ongoing self-monitoring strategies during IEP implementation. We will present strategies for overcoming some potential challenges to student participation in the IEP process. Participants will leave this session with the knowledge and tools to involve students at every stage of the IEP process.
Larry Hurd
Sam Preston04/04/2025 03:10 pm
Hilary Travers
