The mission of the ATLI is to help youth with disabilities achieve successful integration into community life by providing continuous improvement resources to the systems, practitioners, and citizens who assist these young people with their transition to adulthood.
The Transition Leadership Academy provides local transition teams with leadership skills to direct their local transition services.
Local teams consisting of transition professionals and consumer gather for an intensive 3-day training and technical assistance program. This program includes large group presentations, small group meetings, and networking and program development activities. The purpose of the Transition Leadership Academy is to strengthen and build capacity within local communities to deliver quality transition services to students with disabilities.
TNT is a comprehensive series of workshops and online training modules that provides ongoing professional development for service providers as well as personal development for young people with disabilities.
The training series is expanded each year, with updates and additions reflecting the progression of state and national transition policies and practices. The training program includes 2- to 4-hour presentations, handouts and slide shows, participant pre- and post-tests, and program evaluation. Topical webinars are also periodically presented through this program.
The annual Alabama Transition Conference offers three days of professional and personal development for transition stakeholders.
This conference provides a forum through which the participants are able to enhance their knowledge and skills on best practices, learn of exemplary and innovative programs and services, and mutually explore contemporary issues, problems, and solutions relating to the transition process for youth and young adults with disabilities.
The State Interagency Transition Team (SITT) is composed of select state leaders representing transition-related stakeholders and service providers.
The SITT meets quarterly to provide leadership for the delivery of transition services for youth and young adults in Alabama. This cross-discipline team reviews policies and practices so there can be improved collaboration, cost-efficiency, and quality of transition services for Alabama‘s youth and young adults with disabilities.
The mission of the Alabama Post-School Outcome Data Analysis project is to provide the state and local school systems with information about the post-school status of their former students with disabilities.
This information can then be used to improve the services, programs, and ultimately the social conditions of persons with disabilities.
The Alabama Parent Survey program includes analysis and reporting on information regarding parent involvement with their child’s special education programs.
Results from this survey also helps the state meet the federal requirements of Indicator 8 which requires all states to collect data on the “percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities” (20 U.S.C. 1416(a) (3) (A)).
The Alabama Early Learning Progress Profile (ELPP) project involves the annual collection, analysis, and reporting of federal Indicator 7 data for
Alabama’s State Annual Performance Report to the Office of Special Education Programs, U.S. Department of Education. Indicator 7 measures the improvement of preschool children in their (a) positive social-emotional skills, (b) acquisition and use of knowledge and skills, and (c) use of appropriate behaviors to meet their needs.
A resource link of transition-related agencies, organizations, and services for youth and young adults with disabilities and their parents.
The Directions newsletter is designed to highlight stories regarding students with disabilities and their transition process.
This biannual ATLI publication also serves as a venue to meet transition stakeholders and learn about new programs designed to assist in-service and pre-service professionals in improving transition in the state of Alabama.
The Collaborative Approach to Training Transition Specialists (CATTS) program provides scholars with rigorous master's level coursework and training focused on research-based transition practices
associated with improved outcomes for youth with disabilities. CATTS program graduates earn a M.Ed. degree in Collaborative Teacher Special Education and meet Alabama’s requirements for a collaborative teacher education certification. CATTS scholars are students in the Department Special Education, Rehabilitation and Counseling and participate in select ATLI transition projects and programs as part of their teacher preparation program.