What this page helps staff do
Understand why the toolkit is specific, cautious, and practical rather than broad, flashy, or product-driven.
About
This capstone is about responsible AI in transition education, not AI adoption for its own sake.
Transition work is individualized, future-facing, and deeply connected to student voice, access, and dignity. That makes it a strong place to ask harder questions about how AI should and should not be used.
What still requires human review
Whether the public language stays grounded in real transition practice and whether any example overstates what AI can responsibly do.
What “static site” means
This website is not an AI tool. Nothing you type here is sent to Gemini, ChatGPT, or another AI service. The lab runs in your browser, does not save your text, and creates a structured prompt only. An outside AI tool is involved only if you choose to copy that prompt and paste it there.
Why the AI Drafting Lab matters
The lab gives staff a structured way to prepare prompts for IEP development, transition plan development, and hidden curriculum work. It supports clearer drafting while keeping professional judgment with the people who know the student and context.
About the author
Jennifer Burnes, PhD
Jennifer Burnes, PhD, is a Transition Specialist with Lawrence Public Schools' Community Transition Program. She develops and implements transition programming for young adults ages 18-21 with disabilities, with a focus on employment, independent living, self-advocacy, and community participation.
Her work includes building partnerships with employers and community agencies, coordinating services with students, families, and school teams, and training job coaches to support student independence. She also provides education and technical assistance that help adult learners and transition professionals turn complex information into practical tools, training, and support.
Before her career in education, Jennifer worked in financial-services analytics, building automated risk-monitoring processes and using data to inform customer-acquisition decisions. For more than 20 years, she has applied that systems-minded approach to instruction, research, program evaluation, and data-informed practice, finding practical ways to make systems more useful for educators and expand access, independence, and opportunity for young adults with disabilities.
Jennifer values teaching young adults to understand and communicate their strengths, interests, and preferences as they prepare for self-advocacy, employment, and independent living. She also enjoys helping educators and related-service professionals understand assessment and data, then use it effectively to improve outcomes.