Transition Programming Support

http://studentservices.ednet.ns.ca/sites/default/files/transition_planning_web.pdf

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

• Education Act

• Student Services Fact Sheet: Transition: A Lifelong Process

• Student Services Fact Sheet: Inclusion – Supporting All Students

• Student Services Fact Sheet: Program Planning – A Team Approach

• Program Planning: A Guide for Parents (2006)

• Report of the Special Education Implementation Review Committee (2001)

• Handbook for Transportation of Students with Special Needs (1999)