Day in the Life: Preparing Students for What’s Next with Diane Swan

As a Transition teacher at Overland High School, Diane Swan works with young adults who have already completed their high school experience and are now building the skills they need for life beyond the classroom. From job training to daily living routines, her program is designed to help students gain independence, confidence, and a sense of purpose. While no two days are the same, every day starts and ends with ways to support students.

7:20 a.m. | Starting with a Plan

Swan arrives early, giving herself time to connect with her team and prepare for the day ahead. Together with paraprofessionals, they review the plan for the day to ensure everyone is ready before students arrive. Before the day begins, Swan writes the agenda on the board, which is a familiar routine that helps students understand what’s ahead and builds a sense of structure and purpose.

9:00 a.m. | Easing Into the Day

Each day begins with CNN 10, a student-friendly news program that introduces current events in an accessible way. As students watch, Swan takes attendance, and then the group comes together to talk about what they’ve learned, connecting global events to their own lives and perspectives.

9:15 a.m. | Building Daily Living Skills

Next comes a routine that is essential for independence: personal hygiene. Students brush their teeth, check their appearance, and practice getting ready for the day. These moments help build confidence and reinforce skills they’ll use in everyday life, whether they’re heading to a job, an appointment, or out in the community.

9:30 a.m. | Moving and Centering

Because traditional physical education doesn’t always meet the needs of her students, Swan builds movement into the day in a way that works for them. The class follows guided stretching and exercise videos, giving students time to move, center themselves, and prepare for what’s next. It’s become such an important part of the routine that students notice right away if it’s missed.

9:50 a.m.  |  Learning Through Real-World Experiences

On certain days, half the class heads into the community to volunteer at Aurora Medical Center, where they restock supplies in the emergency room or organize items in the cafeteria. The students wear uniforms, carry badges, and follow routines, treating the experience like a real job. They eat lunch in the hospital cafeteria, practicing everything from making healthy choices to navigating social expectations.

12:30 p.m. | Learning How to Use Free Time

In the afternoon, Swan focuses on something that can be surprisingly challenging: unstructured time. Students explore activities like puzzles, games, and reading, learning how to make choices about how they spend their time. It’s also an opportunity to decompress, especially for those who may feel overwhelmed. These moments help students build independence by learning how to navigate time without constant direction or relying on their phones or computers for entertainment.

1:00 p.m. | Giving Back and Building Skills

Afternoons may include hands-on work that supports the broader school community. Students help in the school library, assist with organizing donated goods in the resource pantry, or prepare spaces for school events. Some afternoons include field trips to play golf or bowl, which also helps students practice essential skills needed to navigate life after high school. Students also work with physical therapists to support their goals for movement and wellbeing.

2:00 p.m. | Wrapping Up the Day

As the day ends, students return to the classroom to reset the space by putting materials away and preparing for tomorrow.

For Swan, the work continues after students leave. She spends her afternoons in meetings, working on individualized goals, connecting with families, and planning future opportunities. From organizing logistics to making phone calls, every detail supports student growth.

A Program Built for What Comes Next

Swan’s classroom is filled with what she calls “some of the coolest kids," students with a wide range of abilities, strengths, and goals. Her work is about meeting each of them where they are and helping them move forward with confidence, because the Transitions program is about preparing students for life, building independence, and showing them what’s possible.