From Paper Checklists to Digital Pathways: How Plaquemines Parish Transformed Transition Planning for Students with Disabilities

The Challenge: A Small District with Big Transition Gaps

Plaquemines Parish School Board spans from New Orleans to Louisiana's southern tip, with schools spread across an hour's drive. But the geographic remoteness reflected a deeper problem: students with disabilities were leaving high school unprepared for their futures.

"Transition planning was a definite weakness area in this district," said Molly Brunkow, the district's Special Education Coordinator. Teachers scrambled to write compliant plans, students received cookie-cutter goals, and meaningful career exploration was nearly impossible in a community with limited job opportunities.

The Decision: Finding a Partner Who Understands

When Brunkow met with the team at University Startups, what set them apart was simple: they were educators, not a tech company.

Their offering was comprehensive: training, materials, lesson plans, ongoing support, and access to an integrated transition planning platform. The platform could assess vocational readiness, generate individualized transition plans, and guide students through career discovery, financial literacy, and entrepreneurship.

What convinced Brunkow? The promise of reducing transition planning from hours to under 10 minutes per student while maintaining 100% compliance, and the flexibility to serve all students, from advanced learners to those with significant disabilities.

The Implementation: Building Confidence Through Discovery

By fall 2025, Phoenix High School of Plaquemines Parish School Board began integrating University Startups into their special education program, and the shift from paper checklists to the digital platform was immediate. Students gained access to structured guidance that went far beyond checking boxes. Career discovery courses helped them identify genuine interests and strengths.

"The platform empowers students to discover their interests while building confidence in their future goals," special education teacher Malikah Toldson explained. "It prepares students to successfully transition from high school into college, careers, and independent living."

Students began using the program daily, and the engagement was undeniable.

The Success: Ownership, Confidence, and Real Futures

Within months, the changes were clear. Toldson and her colleagues witnessed students demonstrating increased ownership over their futures. Instead of passively receiving transition plans written by adults, students were actively discovering who they were and what they could contribute. The confidence shift was striking. 

For Brunkow, the district-level impact was equally significant. Teachers had structure and support. Educators received comprehensive training and ongoing coaching. The platform provided documentation that satisfied compliance while actually serving students' needs.

Looking Forward: A Model for Districts Nationwide

In January 2026, University Startups named Malikah Toldson their monthly Changemaker, recognizing her leadership in transforming transition planning. Her success demonstrated what becomes possible when districts invest in comprehensive, educator-designed solutions.

Plaquemines Parish's experience proves effective transition planning doesn't require enormous districts or unlimited budgets - it requires the right tools, ongoing support, and a commitment to seeing students with disabilities as capable of far more than systems typically expect.

For districts wrestling with limited resources, geographic challenges, and the gap between compliance and meaningful preparation, Plaquemines Parish offers a roadmap. As Brunkow said in that first conversation: "Everyone should have access." Now, in Plaquemines Parish, they do.

For more information about how University Startups can support transition planning in your district, visit university-startups.com.

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