9 Millennium - Twenty-third Edition ACADEMIA, EDUCATION AND EDUCATIONAL SERVICES enables students to showcase their abilities and demonstrate what they can achieve in the world. A hallmark of Ms. Geiger’s success is her ability to innovate. She is constantly thinking of ways to streamline processes, improve efficiency and support staff more effectively. Rarely wasting a minute of her day, she is known for being kind, listening well and working hard. She hopes she has earned her colleagues’ respect, something that is deeply important to her. Ms. Geiger is eyeing retirement as she approaches her 40th year in education. She aims to leave a legacy of stable systems behind so the work she has built will continue in her absence. Recognizing that transition must be part of every group in a school district, she believes success will come when programs value self-determination, student voices, transition planning tools, vocational programs that lead to paid employment, and the integration of all components needed for good outcomes. Geiger’s fascination with the deaf community and inspiring her to write school projects on the subject. Her career began in 1987 as an elementary teacher specializing in deaf education. After two years at the elementary level, Ms. Geiger moved up to the middle school level for another two years before teaching at the high school for eight years. During her time in the classroom, she observed changes in federal laws that increasingly focused on meaningful transitions for individuals with disabilities. Strongly believing in the importance of these transitions, she sought to learn more about effective transition strategies. Ms. Geiger recognized gaps in service delivery for transitioning students, believing it should focus on preparing them for adult life and aligning their educational goals with their aspirations. This belief is the foundation of her work as she empowers her staff to help students transition successfully into adulthood. Her approach
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