Jessica Lucke grew up in Willis, just south of Ann Arbor, and graduated from Lincoln Consolidated Schools in 2010. She earned her associate’s degree from Washtenaw Community College and her bachelor’s degree in Elementary Education and Special Education – Cognitive Impairment from Eastern Michigan University. She began her career in Ann Arbor Public Schools as the Y5–2 self-contained Cognitive Impairment teacher at Eberwhite Elementary.
In 2017, Lucke completed a Master’s degree in Early Childhood Services from Arkansas State University. By 2019, she transitioned to a district-level role as the Teacher Consultant for Cognitive Impairments, supporting students from PreK through 12th grade across AAPS in their Least Restrictive Environment.
In Fall 2024, Lucke began her current role as the Secondary Compliance and Transition Coordinator in the Office of Special Education. In January 2025, she enrolled in the Horizon+SE program. Upon completion in June 2026, she will earn her School Administrator Certificate with Central Office Endorsement, as well as approvals for Special Education Supervisor and Director.
Outside of work, she has been married to her husband Carl for the past nine years. They are raising their joyful and curious four-year-old son, Quincy. She is also a proud pet mom to two dogs, Chavio and Batman, and two cats, Loki and Baby Cat. Her favorite hobby is camping with her family.
Lucke was recommended for this profile by her supervisor, Concetta Lewis, Assistant Superintendent, Office of Special Education, who noted that Lucke goes above and beyond what is expected, and recently spent one of her days off creating visuals for the Durham drivers and monitors.
What does your role as Secondary Compliance and Transition Coordinator involve on a day-to-day basis?
No two days are the same in my role as the Secondary Compliance and Transition Coordinator. I also work closely with the OSE assistant superintendent, OSE assistant directors, OSE district teacher consultants, and our general education colleagues at Teaching and Learning to support initiatives for both students and staff. Much of my time is spent working directly with OSE staff or groups, coaching them based on their individual needs in areas like IEP development, data collection, and instructional methodology. I also provide both small- and large-group training focused on compliance, transition planning, and updates from the Michigan Department of Education (MDE) or our Washtenaw ISD. I am also one of the Nonviolence Crisis Prevention Trainers for AAPS, providing monthly training to support verbal intervention strategies, least restrictive interventions, and last resort restrictive interventions.
A key part of my work involves running district-level reports to monitor adherence to special education timelines and documentation requirements, and working closely with building leaders and WISD/MDE. I review every IEP that includes postsecondary transition planning to ensure it meets the Michigan Administrative Rules for Special Education (MARSE) and IDEA requirements. My goal is to support staff while ensuring that our district remains aligned with both legal mandates and best practices for students with disabilities.
You’re currently an EPLI trainer for START Content—can you explain what this program entails and why it’s important for educators?
The Statewide Autism Resources and Training (START) Project is funded by the Michigan Department of Education, Office of Special Education, to provide evidence-based training, technical assistance, and resources to educators across Michigan who support students with Autism Spectrum Disorder (ASD).
Educational Professional Learning Initiative (EPLI) trainers are certified through START to deliver training at the district and building levels. These trainings focus on universal supports, positive behavioral practices, and instructional strategies grounded in frameworks like Positive Behavioral Interventions and Supports (PBIS), Educational Supports and Strategies, and additional START-developed modules.
This work plays a vital role in supporting students in the least restrictive environment (LRE) by equipping educators with strategies that are not only essential for some students but effective for all. The START framework reinforces the idea that strong universal design and inclusive supports benefit every learner, regardless of disability eligibility.
How do you balance your training responsibilities with your coordination duties?
Balancing training responsibilities with coordination duties comes down to organization and flexibility. My Google Calendar is essential, I rely on it to manage everything from coaching meetings and IEP reviews to district-level trainings and compliance deadlines.
Because the work shifts daily, I try to block dedicated time for proactive tasks like reviewing transition IEPs or analyzing compliance data, while also leaving space to respond to real-time needs from staff or district emergencies. Prioritizing based on urgency, student impact, and legal timelines helps me stay grounded in what matters most.
It’s a juggling act, but staying organized and connected to teams across the district makes it doable.
How do you measure the success of transition programs?
I measure the success of a transition program by how well it prepares students to be active, engaged members of their communities after leaving the K–12 system or at the age of 26. A strong program ensures that each student exits with a clear, individualized plan that includes meaningful daily activities, whether that’s paid employment, supported or competitive work, volunteering, further education, or training/job shadowing. Just as important are social connections and friendships, community participation, and access to leisure activities that reflect the student’s interests and preferences, helping to instill joy in the student and enhance their quality of life.
Success isn’t just about services provided while in school; it’s about whether students and families feel confident navigating life after graduation. If we’ve helped students build the skills, connections with community agencies, and self-determination needed to thrive in adulthood, then we have done our job.
We heard you recently spent a day off creating visuals for Durham Drivers and monitors—what inspired this work?
This work has been years in the making. Back when I taught in a self-contained classroom in 2016, I noticed that some of my students struggled with Specialized Transportation, especially at the end of the day when they were tired and overwhelmed. Often, basic universal supports weren’t in place, so I would create my visuals to help them navigate transitions more smoothly.
Fast forward to this school year: I had the opportunity to train 151 Durham drivers and monitors on verbal intervention strategies for de-escalating behavior. A recurring theme from that training was the need for visual and universal supports on the buses that transport our students who have specialized transportation indicated within their IEPs. With support from Durham administration and AAPS leadership, I collaborated with our district’s Teacher Consultants, Lead Social Worker, Lead Nurse, and several self-contained teachers to develop a set of tools that I then created and assembled.
These supports include keyring visuals, a First-Then board, a visual schedule, a social story for riding the bus, a Medical Guidance sheet, and a behavior contingency map. Each specialized transportation bus will receive a set of these tools, along with a blue zippered folder to hold critical documents, such as healthcare plans and behavior intervention plans, helping ensure that specialized transportation staff are informed and empowered to support each and every student they transport.
What professional development opportunities have been most valuable in your career?
My all-time favorite training provided by the WISD has been the Writing Measurable Goals/PLAAFP PD, which I ensure all new and seasoned staff attend. However, the professional development opportunity that has been most valuable to my career has been my work with MDE/MAASE/MCEC/GLRL around the MITTIN project MITTIN is a groundbreaking initiative committed to equipping students with the skills and tools necessary for independent living and meaningful participation in their communities. By integrating cutting-edge technology with practical, real-world applications, MITTIN fosters autonomy and self-sufficiency. These research-based modules and curricular resources support the development of essential life and employability skills and are freely available to parents, educators, and learners across Michigan.
What’s the most rewarding aspect of working in compliance and transition coordination?
For me, the most rewarding aspect of my work is reading the visions and dreams our AAPS students share and seeing how our staff come together with students and families to make those goals a reality. When transition planning is done well, through meaningful transition consideration, thoughtful IEP collaboration, and clearly defined, specially designed instruction (SDI) and goals, you can see the alignment between what a student wants for their future and what we’re doing to help them get there. It’s incredibly fulfilling to support that process and know we’re helping students take real steps toward independence, employment, continued learning, and a life they’ve helped shape.
What goals do you have for improving transition services and compliance programs in Ann Arbor Public Schools?
My goals for improving transition services and compliance programs in Ann Arbor Public Schools center on continuing to support both staff and students as we navigate changes in educational policies and legal requirements. I want our teams to feel confident in developing compliant, meaningful IEPs and transition plans that truly reflect student needs, strengths, and postsecondary goals.
A major focus of mine is expanding access to resources for families, whether those resources are local, statewide, or even out-of-state, so that students, families, and their caregivers can make informed decisions about their options after high school or at the age of 26. One area especially close to my heart is finding and sharing high-quality resources for students with Severe Multiple Impairments (SXI) or Severe Cognitive Impairments (SCI). As students in these populations age, it often becomes increasingly complex to find community-based leisure activities, meaningful social engagement, and adult services where the individual belongs to the community and is an active participant and member. I’m committed to helping bridge those gaps and advocating for the tools and connections families need to support a successful transition to adulthood.
What do you most want people to know about the AAPS Office of Special Education?
What I want people to know about the AAPS Office of Special Education is that our team is deeply connected, both internally and across departments. We collaborate daily to plan and problem-solve, whether it’s in response to individual student needs or broader, district-wide decisions. Each team member brings a unique background, perspective, and set of beliefs, and that diversity is one of our greatest strengths. What unites us is a shared commitment to supporting students in their least restrictive environment and ensuring they receive the services and supports necessary to progress.
One of the most challenging aspects of working at a district-level department, especially in Special Education, is staying current with ever-changing compliance guidance and mandates. Case law, state regulations, and county-level procedures often shift, and we understand how frustrating that can be for school-based staff. I remember feeling the same frustration when I was in my Y5-2 classroom. What I want people to know is that we feel it too as a department. We don’t make changes arbitrarily; our department adapts as we are required to, and because it’s our responsibility to ensure that students receive what they are legally entitled to in the least restrictive environment while maintaining compliance with MDE laws, which often requires us to deliver trainings, updated IEP development guidance, or other procedures.
Our goal is to navigate these changes together with staff, providing clarity, transparency, support, and collaboration, while staying focused on what we can control: delivering high-quality, inclusive services that utilize universal design for learning and proactive supports, helping every student thrive in AAPS.
What do you enjoy most about your job?
What I enjoy most about my job is the opportunity to work alongside such dedicated and passionate colleagues. I truly enjoy collaborating with our AAPS staff and supporting them as they fine-tune their instructional practices and IEP development to serve students better. One of the most rewarding parts of my role is hearing about the successes that come after the IEP is developed and staff deliver specially designed instruction, and students are showing growth and progress; those moments remind me why I do what I do.
What do you most like about working for the district?
My favorite part of working for the district is the opportunity to collaborate with a diverse range of individuals who bring varied backgrounds, experiences, and perspectives to the table. Despite our differences, we all share a common goal: to support the success and well-being of students in AAPS. That shared purpose makes the work meaningful and helps us grow stronger together as a team.
I also find great joy in witnessing the professional growth of my colleagues, whether they’re refining their craft in the classroom/education setting or transitioning into new roles within AAPS or with state organizations supporting education. Celebrating the growth of colleagues is one of the most rewarding aspects of this work.
What would surprise co-workers to learn about you?
Something that often surprises my coworkers is that I’m not naturally a patient or organized person outside of work. Given my role in education, especially in special education, people are usually surprised to learn that! Another fun fact: I’m completely obsessed with World Wrestling Entertainment (WWE). While I don’t watch it as often since having my son, when I do tune in, I’m all in. I especially love attending live events when WWE comes to Michigan. The last event I attended was at Little Caesars Arena, and before that, at Eastern Michigan University.
Favorite local restaurant, and why?
My favorite restaurant is Lee’s Famous Recipe Chicken in Plymouth. It holds a special place in my heart because my family has owned it for over 30 years. It was also my first job and the place where I learned the value of hard work, leadership, and developed my work ethic. Locally, in Ann Arbor, my go-to spots are Noodles & Company or Palm Palace, which, no matter my mood or day I’m having, they both always hit the spot.
If you could witness any historical event, what would it be?
If I could go back in time and witness a historical event, it would be the first Special Olympics International Summer Games, held in Chicago, Illinois, in July 1968. This moment was groundbreaking; it occurred during a time when most individuals with disabilities were denied access to education, jobs, and play. Society often overlooked or excluded them, and very few encouraged their participation in the broader or inclusive community. The Summer Games aimed to change that by putting a bright and very public spotlight on ability, not disability. It was a powerful step toward inclusion, empowerment, and recognition.
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