New Transition Planning Webpage Info
Post date: May 15, 2015 3:43:25 AM
Transitioning Transition Support
Transition planning is a collaborative process that is most often initiated by the school program planning teams. This process should involve the parents and anyone working with that student who is able to contribute to the transition planning.
In order to receive this transition support a Transition Support Referral must be completed and sent to the Coordinator of Student Services for approval. With the approval of the Coordinator of Student Services, the Transition Support Lead Teacher or members of the Transition Lead Team can help to support school program planning teams with this process.
What is Transitioning?
Transitioning is the passage from one stage to another and is a lifelong process. Transition occurs when a student moves from home to school, from grade to grade, from school to school, from school to community. (Transition Planning for Students with Special Needs: The Early Years through to Adult Life, 2005, p. 5).
Transition planning takes into consideration the major aspects of each student's life experiences and assists in determining appropriate educational resources and programming. (Transition Planning, p. 3)
Transition planning is essential if we are to be empowered to improve the quality of our students' independent lives. (Transition Planning, p. 5)
Transition planning is part of the individual planning process for each student with special needs... School to community transition planning should begin when a student enters junior high school. (Policy 2.7, Special Education Policy Manual, 1996, p.49)
Transition planning is necessary at key transition stages for any student for whom an individual program plan (IPP) has been developed, as well as, for those students who do not have an IPP, but whose special needs related to transitioning must be addressed. (Transition Planning, 2005)
Although transition planning occurs for all students during their years in school, it is essential that individualized and collaborative transition plans be developed for those students requiring additional supports to achieve their potential.
The Transition Planning Process The transition planning process has four essential components: policy and guiding principles, collaborative consultation, the individualized transition planning process, and the development and implementation of an individualized transition plan. (Transition Planning, p. 3)
Establish Individual Transition Plan Outcomes → Base Outcomes on Strengths, Needs, and Aspirations → Engage in Community Resource Mapping → Identifying Existing or Required Services, Supports, and/or Programs → Linking the Outcomes to Services, Supports, and/or Programs. (Supporting Student Success, 2005)
Transition planning for students with special needs is a process that involves the cooperation, collaboration, and participation of students, parent(s)/guardian(s), educators, and other professionals to ensure that an individualized transition plan is developed to support the student through key transition stages. (Transition Planning, p. 9)
What is a Transition Plan?
A transition plan is a written document that reflects outcomes developed collaboratively in response to the specific strengths and needs of the student in relation to a transition phase in the student’s life. (Transition Planning, p. 6)
Effective Transition Planning Involves:
Early identification and assessment
Individualized program planning
Collaboration between home, school and community
Informed and involved parents/guardians
Knowledge of community based programming and services
Clearly defined roles and responsibilities
An understanding that it is a collaborative process
An understanding and acceptance that transitioning is a life long process
Tracking, monitoring and evaluating the plan and the process
Who is Responsible for the Development of the Transition Plan?
The responsibility for the development of the individualized program plan is shared among all the members of the student’s program planning team. (Transition Planning, P. 6)
Other Links
Student Services Fact Sheet: Inclusion – Supporting All Students
Student Services Fact Sheet: Program Planning – A Team Approach
Report of the Special Education Implementation Review Committee (2001)
Handbook for Transportation of Students with Special Needs (1999)
A Community Based Service Directory
Interventions
Children’s Aid Society -
Glace Bay
Children’s Aid Society – New Waterford
Children’s Aid Society -
Sydney
Children’s Aid Society -
North Sydney
Child & Adolescent Services Clinics
Children’s Aid Society Regional Administrator
Child & Adolescent Services Clinics
Child & Adolescent Services Clinics
Child & Adolescent Services Clinics
Child & Adolescent Services (CAS)
Autistic Intervention Program
Contact Name
Allkids Early Intervention
Address
15 Second St. , Glace Bay, NS, B1A 4E9
Medical Arts BuildingSuite 205336 King’s Rd, Sydney, NS, B1S 1A9
CB Regional Hospital 1482 George Street, Sydney, NS
121 Union St., Glace Bay Hospital
520 Purves St., North Sydney Hospital
716 King St., New Waterford Hospital
Sydney- CB Regional
1030 Upper Prince St. Sydney, NS, B1P 5P3
360 Prince Street, Sydney, NS B1P 5L1
184 Commercial St, North Sydney, NS,
B2A 1B9
Senator’s Place, 3rdFloor 633 Main Street, Glace Bay B1A 4K9
680 King St., New Waterford, NS B1H 3Z3
Phone/Fax
902-849-3429
Fax: 902-842-0655
902-539-5383
902-567-7731
902-849-4413
902-794-8551
902-862-7195
902-567-7730
902-563-3303
Fax: 902-563-3660
902-563-3400
Fax: 902-563-3667
902-794 5110
Fax: 902-794-5191
902-842- 4010
Fax: 902-842-4091
902-862-3951
Fax: 902-862-7661
Email Address
allkids@ns.sympatico.ca
mhealthaip@cbdha.nshealth.ca
c&arecpt@cbdha.nsheath.ca
Cas.brc@ns.sympatico.ca