The Merging Transition, Special, and Secondary Education Project (MTSS) will provide additional training for teachers, counselors, and social workers to meet the needs of high-needs and transitional youth.
The Graduate School of Education announced today the acquisition of a new grant called the Merging Transition, Special, and Secondary Education Project (MTSS). The new grant is funded by the USDE, Office of Special Education and Rehabilitation Services and will be a collaboration between the Graduate School of Education and the School of Social Work. Principal Investigator is Ann Fullerton, GSE director of research, who will work with project coordinators and co-investigators Sue Bert, SPED; Barb Ruben, CI; Tina Anctil, COUN; and Laurie Powers, School of Social Work.
The grant is intended to develop skills in preservice teachers, counselors, and social workers who will be working with youth in high poverty as they transition from high school to young adulthood.
“Youth need adults to coach and support them as they envision and move toward a self-determined future; one that gives them hope and a road map to reach their goals,” says Ann Fullerton, project director. “This exciting project gives us the opportunity to teach preservice teachers, social workers, and rehabilitation counselors how they can collaborate together and with youth to support this process.”
The MTSS is a five-year project that will provide scholarships to 40 GSE students in the Secondary Dual Educator Program (SDEP), a unique teacher licensure program that merges subject area teaching and special education. MTSS grant scholars will also develop competencies for supporting the transition of youth with disabilities living in poverty to post-secondary education and employment.
In partnership with faculty in Rehabilitation Counseling and Social Work, MTSS scholars, vocational rehabilitation counselors, and social workers will form multidisciplinary teams to work with high-needs youth with disabilities. The teams will focus on student-directed transition planning, participate in interagency collaboration, and identify resources for helping these youth. They will also learn research-based practices for supporting the transition of youth with disabilities in foster care.
Project partners include four school districts serving a high proportion of youth living in poverty.
- David Douglas