GSSD Transition Planning Guide

1. DRAFT – Feb. 21, 2012
Transition into Kindergarten At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Information is provided for parents of preschoolers in the school attendance area Principal/Division January to
(e.g., letter, pamphlet, website, newspaper ads, etc...) Office March
 Parents register their child for Kindergarten Parents January to
June (early
 Parents are invited to contact the teacher if they have particular concerns registration
about their child’s development, if the child has an identified disability, and encouraged)
if their child may require additional support.
K teacher and
 If the child has an identified disability or has been in a program prior to SST
Kindergarten, parents are asked to have any additional information/reports
forwarded to the school and student services coordinator. If student has been
involved with the Therapies Department at the Sunrise Health Region, refer
to the Moving On Up Planning and Transition Document.
SST in
 The K teacher works with the SST and parents to gather information on the May – June
collaboration with
student and plan for transition into Kindergarten. The principal and student K teacher &
services coordinator are kept informed. student services
coordinator
 The K teacher and SST may arrange to visit the current program for an
individual student. In some situations, the coordinator also visits the
program.
 A transition meeting may be arranged and an individual transition plan may
be developed.
 Any requests for additional support are discussed with the principal and
coordinator and are submitted to the superintendent for approval.
 Parents and prospective students are invited to a Kindergarten orientation day/open K teacher May or June
house.
 The K teacher establishes communication with the parents and encourages K teacher Beginning in
communication throughout the transition process and the school year. May and
ongoing
Transition Planning At-a-Glance 1

2. DRAFT – Feb. 21, 2012
Transition into Pre. Kdn. &/or Kindergarten for Students Receiving Therapy Services
From The Sunrise Health Region At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 The transition process will be introduced to the family. Provide the desired Primary Service Fall before
information, support and opportunities for participation in planning their Provider (i.e. transition
child’s transition. Moving On Up Document will be given to the parents to Therapies year
support the process. Department,
PECIP, etc….)
 Obtain signed release of information form from parents to receive all pertinent Primary Service By January
reports from involved agencies (i.e. OT/PT, SLP, PECIP etc…). Provider (i.e. 31st of
Therapies transition
Department, year
PECIP, etc….)
 Provide a list to the school division of all children who will be attending Pre-K, Referring Agency By February
Early Entrance or Kindergarten the following year. A list of children who are (i.e. Therapies 28th of the
in full transition process will also be provided. The list will be provided to the Department, transition
school division area Student Services Co-ordinator. Once received, the Student PECIP, et….) year
Services Co-ordinator will confirm that the student list has been received. This
information will then be shared with the appropriate school division personnel.
 A meeting between all relevant agencies and the school division Student Student Services By Mid.
Support Co-ordinator, School Pre. Kdn./ Kindergarten Teacher, and Student Co-ordinator & March of the
Support Teacher will occur to discuss children coming to Pre. Kdn., School Principal transition
Kindergarten from the Referring Agency. Consent will be obtained from the will arrange year
families to discuss these children.
 A date for an informal visit to the school for transition students and parents Student Services By Early
will be set up. Parents will complete all forms and bring it to the school on this Co-ordinator & April of the
day. School Principal transition
will arrange year
 Transition team meeting occurs. Obtain parent signatures where necessary. Student Support By May of
Other informal visits may be arranged if necessary. Teacher will lead transition
meeting year
 Programming information for students transitioning into Kindergarten Therapies By Mid.
receiving only one area of therapy (ie. SLP, OT, PT) services will be shared Department June of the
with the school division area Student Services Co-ordinator. Once received, transition
the Student Services Co-ordinator will confirm that the student list has been year
received. This information will then be shared with the appropriate school
division personnel.
 Programming meeting will be arranged. Informal and formal meetings between Student teacher By
sending and receiving therapy staff should be arrange. September
30th of the
new school
Transition Planning At-a-Glance 2

3. DRAFT – Feb. 21, 2012
year
Transition Planning At-a-Glance 3

4. DRAFT – Feb. 21, 2012
Early Entrance At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Parents contact the Superintendent of Student Services or a Student Services Co- Parents As needed
ordinator to indicate that they would like to enrol their 3-year old child in an
educational program.
 The Superintendent and/or Student Services Co-ordinator meet with the parents to Student Services As soon as
discuss the child’s needs and provide information on available programming. Co-ordinator & possible
Superintendent following
 Parents are asked to have copies of any assessment and program reports forwarded parent
to the Division. request
 The Student Services Co-ordinator arranges for the parent(s) and child to visit the Student Services Prior to
prospective program(s). Co-ordinator enrolling
child in the
program.
 The Student Services Co-ordinator arranges for and facilitates a transition meeting. Student Services Mutually
A tentative starting date is identified. Co-ordinator agreed upon
 The Student Services Co-ordinator makes recommendations to the superintendent Co-ordinator Prior to
regarding personnel needs, transportation, and any equipment needs. starting date
Superintendent of Learning is involved if a GSSD Pre. Kdn. Program is deemed as
the appropriate placement. Superintendent
 Decisions regarding personnel, transportation and equipment are made and the
approved supports are put in place.
 If the child is enrolled in a community preschool or child care facility, a student Principal Prior to
services teacher from the school in the area in which the child resides is assigned to starting date
facilitate program planning and implementation.
 When the child begins the program, the teacher/director, SST, parents, and others Student Services Within 2
directly involved meet to develop an Inclusion and Intervention Plan (IIP). Teacher weeks of the
starting date.
Transition Planning At-a-Glance 4

5. DRAFT – Feb. 21, 2012
Grade-to-Grade Transitions At-A-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Teachers maintain current documentation of student progress, interests, needs, and Sending Throughout
effective instructional practices teacher the year
 The sending and receiving classroom teachers share information. This may include a Sending & June (prior
meeting to discuss each student and identify particular student interests, successes, and receiving to transition)
concerns. teachers
 The student services teacher meets with the sending and receiving teachers to discuss
programming for students who require student support services. (This may be done in Student End of May
context of the meeting between sending & receiving teachers) Services or June (may
 Teachers identify students who may require additional preparation and planning for the Teacher be included
transition. in above).
 Students have the opportunity to meet the receiving teacher (when possible). Options
for connecting students and receiving teachers might include: Sending & June
• Students writing a letter to the receiving teacher. receiving
• The receiving teacher visits the current classroom. (This may be particularly teachers
helpful in transition for students with exceptional needs).
 Parents receive information on the future classroom (e.g. welcome letter, email, Receiving June
pamphlet) teacher
 The receiving teacher reads the Cumulative Record for each student. Completion of a Receiving End of June
Learning Profile Card on student at or above Grade 3 is recommended early in the teacher or end of
school year. August.
 School personnel determine if professional development will be required and how they Principal in Initiated in
would like the PD to be provided. A PD plan is developed and any required approvals collaboration June;
are submitted. with teachers implemented
as early as
possible in
fall.
 Teachers communicate with parents during the first weeks of school. Options may
include: Receiving Beginning of
 Phoning parents during the first 1-2 weeks of school teacher September.
 School/classroom open house Principal &
teachers
 Inclusion and Intervention Planning meetings (for identified students) are conducted Facilitated by June (end of
and the IIP document is prepared. IIPs include transition planning. Finalized IIP is to SST; attended school year)
be signed by all parties by mid. September. by classroom
teachers.
Transition Planning At-a-Glance 5

6. DRAFT – Feb. 21, 2012
Elementary-to-Middle Years At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Students are involved in identifying their learning strengths and interests; identifying the Sending Teacher Ongoing
types of strategies that work for them; and monitoring their own progress. prior to
transition
 Students who experience difficulty are provided with appropriate instruction and Sending Referrals
supports. When additional assessment is required, a referral is made early in the year to classroom teacher completed
so that current and valid documentation is available prior to transition. and SST by January
 SSTs meet with classroom teachers to discuss students who require special SST April
considerations in the transition planning process.
 Students are provided with information and visit the middle school/classrooms; for Principal or
example: designate from
receiving school
• Visiting in groups for a portion of the day
• Attending special functions
• Tours at the time of registration
 Families are provided with information in one or more formats, such as:
• Information is sent home Principal or
designate from
• Parents attend an information night receiving school
• Parents and students attend an open house
• Parents are invited to visit the school individually
• A class schedule and schedule of events is sent home.
 Teachers share information on students. Options for sharing information:
• Sending and receiving classroom teachers meet Classroom/subject May
area teachers
• SSTs from sending school meet with SST(s) from receiving school
Principal,
• Receiving school personnel meet with sending school personnel to discuss May
counsellor, SST
recommended supports.
 Principal and Student Services Coordinator submit requests for supports & staffing to Principal End of May
Superintendent
 School personnel identify and plan for professional development needs Principal & staff June
 Students are encouraged to participate in activities such as interest groups, sports, arts, Receiving Beginning
clubs, volunteer opportunities, etc. teacher, to end of
counsellor & year.
teacher leaders.
Transition Planning At-a-Glance 6

7. DRAFT – Feb. 21, 2012
School-to -School Transition At-a-Glance
Actions & Strategies Person(s) Suggested Timelines
Responsible
 Parents and student are invited to visit the school to meet the Principal or Prior to student
principal and teacher(s), share information on their child’s designate enrolment
needs, and to complete the registration form.
 If the student has intensive learning/behavioural needs, the Student Services After being informed of
SST at the receiving school contacts the SST at the sending Teacher the student’s exceptional
school to gather further information. needs.
 If registration is during the school year, the starting date is Principal and Typically within a day or
determined. parents two following
registration.
 If additional supports have been provided in the previous
school, the principal contacts the student services Principal Starting date may be
coordinator to discuss supports. delayed for 2-3 days to
arrange for supports
 The principal requests the Cumulative Record from the Principal or Immediately following
previous school designate registration
 The receiving classroom teacher contacts the sending Classroom teacher Within a week of the
classroom teacher to gather information on student needs and student’s starting date.
effective approaches.
 A face-to-face transition meeting is recommended for Prior to, or within a
students who require intensive supports. week of the student’s
starting date.
Transition Planning At-a-Glance 7

8. DRAFT – Feb. 21, 2012
Home-Based Education-to-School At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Superintendent of Instruction and Learning informs parents that, if they are planning on Parents As early as
discontinuing Home-Based Education for their child, they should contact the school. possible
 Information is gathered on the content of the home-based program and student Sup’t of Following
achievement. Instruction and notification
Learning with from
parents parents
 If further assessment is required, referrals are made to the Referral Intake Committee Sup’t of As soon as
and assessments are conducted prior to transition. Instruction and possible
Learning and before
refers transition
 Student and parents are invited to visit the school. Additional visits are arranged as Principal or Before
needed. designate. student
begins
attending
 Student is supported throughout first days, weeks, or months of school as needed. Classroom As
teacher, with determined
SST and/or by team
counsellor as
needed
Transition Planning At-a-Glance 8

9. DRAFT – Feb. 21, 2012
Middle Years-to-Secondary At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Teachers maintain current documentation of student progress, interests, needs, and Gr. 7 & 8 Ongoing prior to
effective instructional practices. teachers transition
 Gr. 8 teachers are provided with information on expectations for Gr. 9
 High school teachers visit feeder schools to discuss Gr. 9 program and expectations OR Sending and October of Grade 8
Gr. 8 teachers from feeder schools visit high school, OR receiving year
school
 Joint meeting(s) with middle and high school administrators, SSTs, counsellors and principals
teachers to discuss programs, courses, curricula & requirements
 Teachers identify students who are struggling academically, socially, or emotionally. Gr. 8 teacher & Referrals completed
SST by January
 Students who experience difficulty are provided with appropriate instruction and
supports. When additional assessment is required, referral is made early in the year to so Assessments
that current and valid documentation is available prior to transition. completed prior to
transition to Gr. 9.
 Students are involved in identifying their learning styles, strengths, and interests; self- Grade 8 teacher Throughout Gr. 8
monitoring and self-regulation. and students
Transition form at end
of Gr. 8
 Students are provided with information on the High School program. Options for Principal or Information sharing
providing information may include: designate from begins early in Gr. 8
receiving and is scheduled
• High school personnel & some high school students visit feeder schools school throughout the Gr. 8
• High school students prepare a video for Gr. 8 students year.
• Students visit high school prior to registration and tour school, visit classrooms,
acquire practical information, meet some teachers and students
• Attending special functions
• Open house
• Providing information online (e.g. activities, interest clubs, examples of Grade 9
homework assignments, etc.)
 Families are provided with information on the High School Program. Options may Principal or Information sent out
include: designate from in fall of Gr. 8
high school
• Information is sent home and available on the school website
• Parents attend an information night or open house Open house - May or
June
• A welcoming activity/information night may also be scheduled for fall.
 SSTs from sending & receiving school meet to discuss students who (a) require an IIP SSTs February
and individual transition plan and (b) require intensive supports.
 SSTs plan and schedule transition planning meeting with parents, SSTs, Gr. 8 & 9 SSTs April-May
teachers, and others as needed
Transition Planning At-a-Glance 9

10. DRAFT – Feb. 21, 2012
Middle Years-to-Secondary At-a-Glance (continued)
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Teachers share information on students and identify students who may be at risk for Principals,
experiencing difficulties in Gr. 9. Options for sharing information include: classroom &
subject area May
• Meetings between sending/ receiving classroom/subject area teachers and teachers and
sending/receiving student services teachers (strongly encouraged) SSTs
• Personnel from each feeder school visit high school (or high school personnel
visit feeder school to discuss students
 Principal and Student Services Co-ordinator submit requests for supports and staffing Principal End of May
to superintendent
 School personnel identify and plan for professional development needs Principal & staff June and August
 Receiving teachers read Cumulative Record for each student Principal and End of June or first 2
teachers weeks of September
 Receiving teachers read transition plan completed by student (if available)
 Students are provided with social supports to ease the transition. For example: Principal or Orientation - day or
designate two before school
• Orientation night the afternoon or evening before school starts to get their begins
schedule, locker, locate classes, get information on extracurricular activities and
meet other students
Beginning of school
• Assigning students to a peer mentor or mentor group managed by one or more
staff
Teachers, Ongoing through
• Students are provided with opportunities to participate in activities such as counsellors
interest groups, clubs, sports, arts, volunteer opportunities, etc. Grade 9.
 Student progress and personal adjustment is systematically and regularly monitored
through the first several months.
SSTs and subject September
 A staff member is assigned responsibility for facilitating/coordinating the monitoring area teachers
and support for students who are at risk for difficulties in Grade 9. Principal August
 Monitor, subject area teachers, SSTs, counsellors, and administrator(s) meet regularly
to discuss each student’s progress, evaluate supports, and revise instruction and Aug. 30, Sept. 30
supports as needed for student success. Monitor, subject Oct. 30, Nov. 30, &
area teachers, subsequent meetings
SST, counsellor as scheduled.
 Students are provided with academic and social supports as needed
 SSTs meet with subject area teachers to identify students who may require additional
supports. Supports may be provided through subject area teachers, peers, counsellor(s),
SST as appropriate. For example:
• Skills instruction in areas such as time management, study skills,
Transition Planning At-a-Glance 10

11. DRAFT – Feb. 21, 2012
test-taking strategies, research skills
• Individual tutoring in specified subject areas
• Instructional sessions to enhance skills in literacy and/or numeracy
• Career exploration
• Counselling (e.g., to support social adjustment within school,
respond to specific concerns, plan for the future, etc.)
Transition Planning At-a-Glance 11

12. DRAFT – Feb. 21, 2012
Transition from Grade-to-Grade at the Secondary Level At-a-Glance
Actions & Strategies Person(s) Suggested
Responsible Timelines
 Teachers are assigned to monitor, support, and maintain a relationship with a Principal or Ongoing
group of students. Options may include teacher advisor program, core teams of designate
teachers, teacher mentor programs, etc.
 Students are prepared to begin considering career choices. Students are Career Grade 9
introduced to Career Cruising and a Career Fair may be provided counsellors
 Students are provided with information session and guidance for high school Career
course selection counsellors
 Interest survey is sent to all Grade 9 students. Schools receive inventories and
Beginning of
meet with students regarding course offerings
second
 Information sessions are provided for students semester
 Parents are provided with information on course selection. Options include: Beginning of
second
• Information sent home and available on school website semester of
• Parent information session or open house Gr. 9
 Teachers and career counsellors ensure that students are enrolled in courses that Teachers & Throughout
will enable them to achieve postsecondary goals counsellors Gr. 10 - 12
 Career information sessions held each year to prepare students for: Career Gr. 10 - 12
counsellors
• Career identification (Gr. 10)
• Career exploration (Gr. 11)
• Career decisions and transitions (Gr. 12)
 Sending and receiving teachers share information in advance of student
transition. Each year. Options include:
• Sending teachers (e.g., Gr. 9) meet with core subject area teachers to
discuss individual students
• Counsellors & SSTs notify subject are teachers of students who require
support and those at risk
 Teachers read the Cumulative Record for all of their students. Teachers By end of
Sept.
 Students are provided with extra help as needed to pass courses and to set and Subject area Ongoing
achieve postsecondary goals. teachers,
SSTs,
counsellors,
teacher
Transition Planning At-a-Glance 12

13. DRAFT – Feb. 21, 2012
advisors
Transition Planning At-a-Glance 13

14. DRAFT – Feb. 21, 2012
Transition to Adult Life for Students with Intensive Supports At-a-Glance
Age 15 to 16  Identify the leader or coordinator for the transition planning team
Initiating the  Provide information on adult services and potential postsecondary education/training for the
process student and family
 Explain the transition planning process and establish the team with the student and parents
 Provide training for student in directing (if applicable) and participating in transition planning
meetings
 Contact adult programs/services who may be involved
 Gather information (e.g., student interests, preferences, learning characteristics, future goals)
 Conduct the initial transition planning meeting
 Discuss potential graduation date
 Document the plan (on a transition plan or a section of the IIP), including goals, actions, persons
responsible and time lines (who will do what and when?)
 Ensure that the student is enrolled in courses necessary to achieve goals
 Begin appropriate career awareness, career exploration and community experiences
 Assist the student in becoming involved in co-/extracurricular activities
Age 16 to one  Conduct ongoing assessment of current level of performance in adult life domains
year before  Conduct annual transition planning meeting and document the plan
graduation  Initiate referrals to adult programs and services in consultation with student and parents
Ongoing  Provide on-going training and opportunities for student self-determination
transition  Provide work experiences and increase work and community experiences as the student
planning and progresses toward graduation.
programming  Provide community-based education in areas such as transportation, independent living, and
accessing recreation. Support the student/family with awareness of, and access to community
resources.
 Help student to identify employment preference(s) and career goals
 Ensure that student is enrolled in appropriate courses to achieve long term goals and increase
focus of instruction toward outcomes for transition
 Advocate for student as needed
Final year of  Conduct transition planning meeting
high school  Conduct any assessments required to access postsecondary education and/or employment
 Assist the student in developing a personal portfolio including a resume
 Continue to promote self-advocacy by ensuring that the student is aware of their unique needs and
how to request supports.
 Assist student with application to postsecondary education/training if applicable
 Provide long-term work/community experience
 Assist student with employment applications and interview preparation
 Identify required work and community resources and supports
 Work with student and family to identify post-graduation living arrangements and to contact
appropriate supports as needed.
 Ensure that graduation requirements will be met
 Coordinate continuity of supports with adult service providers
Transition Planning At-a-Glance 14

15. DRAFT – Feb. 21, 2012
Transition Planning At-a-Glance 15