Transition

The transition process for students with special needs can be an especially stressful time for teachers as they work to gather all assessment data together and begin to work with the new school as well. Administrators can help by working with the school’s resource team to identify those student who will need a level one or two transition (see below) and then working with the school’s Student Services Consultant to work out details. Freeing up the teacher or educational assistant to meet with the family or new school personnel can be a way which an administrator can directly support the process.

Transition into a new school environment can often be a very stressful and anxious time for our students, as well. In order to help facilitate a good experience with transition we can all work together utilizing the following ideas.

Level One Transition

These are students with severe special needs who will require extensive transitioning due to the complexity of their needs. The Student Services Consultant will facilitate the transition plan for these students. It will consist of the following, to varying degrees:

Parent/ New School Meeting
Parent/ Present Teacher/ Future Teacher/ Aids/ Administration/ Consultant Meeting
School Tour
Peer sponsoring
First Nations sponsorship
Ongoing school visits
Year previous transition (in special circumstances)
Transportation considerations

Level Two Transition

These are students experiencing academic concerns, behavioral concerns, anxiety concerns or any other concerns which lead us to believe that they may be at risk as they move into the a new setting and would benefit from proactive planning.
The Student Services Consultant will organize, with your assistance and the assistance of the new school, this level. The transition plan for these students will consist of the following, to varying degrees:

Level Three Transition

These are the students that will benefit, en masse, from a visit from the Junior High School’s administration to discuss options, rules, dress codes etc. All students in grade six, regardless of transition level, will benefit from this and will attend.

Obviously, good communication with parents and children will help a great deal in terms of making the transition a smooth one. Our job, in terms of transitioning our students, is to work to the best of our ability to set them up to succeed next year. The best way to do this is by doing the following:

Work with the student and their family to diminish anxiety and fears
Work to accurately assess the student’s current achievement levels so that program placement next year will be asaccurate as possible
Understand the programs which the new school offers so that you can accurately recommend placement.
Communicate openly and honestly with families regarding program placement next year. It is a lot easier to move achild to their correct placement in the beginning than it is to switch the child once they are already there
Communicate your needs to your principal or Student Services Consultant. We are here to help and if we can doanything to make this process easier for you and your students, please ask.

Regular: within two grade levels, can keep up with curriculum with modifications, fair to good work habits, can handle class sizes of 20-25 +.

Basic: 2-5 grade levels below grade levels, needs very structured environment, social skills/ behavior may be an issue, class size approximately 18-20 with 2 adults (1 teacher, 1 aid), all academic subjects taught through this program, transition to IOP in high school.

Senior Skills: severe needs students, Project HOPE assistance, 5+ grade levels below, typically but not necessarily a life skills program, move to Transition Program in High School.

Regular (Matriculation): at grade level, can keep up with advanced curriculum without modifications, good to very good work habits, can handle class sizes of 20-25 +.

Regular (Non-Matriculation): within two grade levels, can keep up with curriculum with modifications, fair to good work habits, can handle class sizes of 20-25 +.

Integrated Occupations Program: modified at the curriculum level, for students who find learning difficult, certificate upon graduation

Transition Program: severe needs students, Project HOPE assistance, 5+ grade levels below, typically but not necessarily a life skills program, move to assisted living and vocational assistance programs after high school.