Elementary to Secondary Transition - Simcoe County District School ...

TEGRITYSTUDENTCOLLABORATIONSPECT LEADERSHIPDRIVENSERVICESCOMPASSIONTHE RIGHTOF ALLSTUDENTSTO BE INCLUDEDTEGRITY COLLABORATIONPlanning“Elementary toSecondary School”TransitionsLEADERSHIPA Guide for Parents and Educators

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and Educators“ELEMENTARY TO SECONDARY”TRANSITIONS"The problem isn’t finding out where you are gonna go – it’s figuring outwhat you are gonna do once you get there that is!"- Mandy Moore (A Walk to Remember)Page 1 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsThe mission of the Simcoe County District School Board (SCDSB),serving diverse, growing urban and rural communities in the Huroniaand Georgian Bay region, is to ensure students reach their full potentialto become responsible and contributing members of an ever-changingglobal society through quality programs which develop the skills oflifelong learning in a safe, caring environment enhanced by communitysupport.Source: S.C.D.S.B. Mission StatementUnityBy Cleo V. SwaratOriginal poem found in "Thoughts in Poetry" self-published in 1948I dreamed I stood in a studioAnd watched two sculptors there,The clay they used was a young child’s mindAnd they fashioned it with care.One was a teacher:the tools she used were books and music and art;One was a parentWith a guiding hand and gentle loving heart.And when at last their work was done,They were proud of what they had wrought.For the things they had worked into the childCould never be sold or bought!And each agreed she would have failedif she had worked alone.For behind the parent stood the school,and behind the teacher stood the home!Page 2 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and Educators“Transition planning is necessarily a collaborative activity, involving theteam of people who will provide support in assisting the student toachieve his or her goals.”Transition Planning: A Resource Guide, 2002Transition TeamTransition team members may include:• Parent/Guardian(s)• Student, if deemed appropriate• Principal, or designate• Classroom Teacher(s)• Special Education Resource Teacher• Community agencies• Receiving school’s: Special Education Resource Teacher, GuidanceCounsellor, Student Success Teacher• Board support staffRoles and ResponsibilitiesSpecial Education Advisory Committee (SEAC)• members of SEAC link parent/guardian(s) to information aboutprograms and services related to specific areas of exceptionality.• information about SCDSB’s SEAC can be found on the board’s publicwebsite at www.scdsb.on.caThe Simcoe County District School Board (SCDSB):• supports the transition planning process in all schools• provides professional development opportunities to staff regardingexisting support agencies, employment supports and post-secondarysupports• establishes and maintains connections with local and regionalcommunity agenciesThe School Principal• follows regulation 181/98 which designates that the Principal isresponsible for ensuring that IEP transition plans are developed andmaintained in accordance with the regulation (see page 7 for details).Page 5 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsDocumentationFor the SCDSB, 3 documents are used in order to plan for transitions:1. Individual Education Plan (IEP)2. Planning a Transition Strengths and Needs Committee (SNC)meeting record3. IEP Transition PlanThe Individual Education Plan (IEP)The IEP is a written plan describing the special education programand/or services required by a student, based on a thorough assessmentof the student’s strengths and needs. An IEP is developed for everystudent identified as exceptional by an Identification, Placement andReview Committee (IPRC). In addition, an IEP may be developed for astudent who has not been formally identified as exceptional but whorequires a special education program and/or services. Additionalinformation about IEPs can be found on the SCDSB public website:www.scdsb.on.ca or on the Ministry of Education’s website:www.edu.gov.on.ca.Planning a Transition SNC meeting recordThe Planning a Transition SNC meeting record documents the discussionfrom a transition team meeting. This record is used to plan Big T andLittle “t” transitions. The document provides school teams withsuggested topics and areas to guide the discussion. As well, it provides asection to outline the plan of action, responsibilities, and next steps. Atthe end of the meeting, a next meeting date should be set to review theplan and discuss what has been working and what needs to be changed.Parent/guardian(s) are integral members of this process and theinformation they bring to the table should be documented using thismeeting record. This record will be housed in the student’s OntarioStudent Record (OSR). Parent/guardian(s) can request a copy of theminutes.IEP Transition PlanFor students with exceptional learning needs who have an IEP, there is asection entitled “Transition Plan” in the IEP. The Ministry of Educationrequires the IEP of all exceptional pupils, age 14 or older, to include atransition plan (the exception to this is students who are identified asGifted). It is specific to the Big “T” transition of graduating secondaryschool and entering post-secondary activities, whether it is intoPage 7 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and Educatorsuniversity, college, world of work or the community. The plan outlinespost-secondary goals for the student and serves to coordinate theactivities of different individuals and agencies to support the studentthrough the transition process. It specifies realistic goals, outlines theactions to be taken, identifies who is responsible for the actions andindicates the approximate timelines for these actions. The approach toplanning is student-centred with attention to the Ontario Curriculum orany specific pathway tailored to the students’ needs and goals. This planis reviewed at least once per year and updated. Parent/guardian(s) inputinto the creation of this document is extremely valuable in order todevelop a comprehensive plan.Page 8 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsElementary to Secondary TransitionAdolescence is a period of change in a young person’s life in terms ofsocial, emotional and physical development. These changes can becumbersome on both the individual and parent/guardian(s). Movingfrom an elementary school to a secondary school setting can add to thisstress. Developing a comprehensive and integrated transition plan forstudents can ease anxiety and decrease stress for both the student andparent/guardian(s).Students should be well prepared for entry into grade nine. Planning forthe transition from elementary to secondary school should ideally beginduring the student’s grade 7 school year or at least, in September ofhis/her grade 8 school year. Parent/guardian(s) and school staff fromboth the elementary school and the high school should work together todevelop transition plan to support the student with their entry to highschool.In order to begin the transition process, elementary schools will plan andhost a “Planning a Transition” SNC with the purpose of outlining atimeline for the student’s transition to secondary school. All registrationinformation for secondary schools will be sent home with the studentalong with course options sheets over the course of the student’s grade 8school year.Tips for the transition:• Planning ahead helps with a smooth transition to the school system.• It is suggested that you start discussing this process early in theyear with your son/daughter to help provide lots of time forplanning.• Your school contact, family support worker, or a friend may help youand accompany you to meetings.• Rehearse the travel route to the high school.• Depending on your child’s ability level, consider pre-teaching anyskills that may be required in the new school setting (e.g. using alock for a locker), where to go for help, and moving aroundindependently (changes such as moving from classroom toclassroom for each period should be explained and taught to thechild).• Thought should be given to the new daily school routines (contactyour child’s school for specific details).Page 9 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsQuestions to consider prior to the transition:• What are my wishes, goals and expectations for my son/daughter?• What are my son/daughter(s) strengths and needs?• What does my son/daughter enjoy doing?• How does my son/daughter communicate his/her needs, wishes andinterests?• How does my son/daughter interact with other students?• How does my son/daughter learn?• What strategies have proven to be most effective for myson/daughter?• Are there recent assessments and/or reports about myson/daughter that I want to share?Possible action items to develop a comprehensive transition plan:• Attend a “Planning a Transition SNC” to be held at the receivingschool in which you can discuss your child’s strengths and needsand clarify roles and responsibilities for yourself, school staff andany others involved.• Consider providing the school Principal with a portfolio that includescurrent assessments, samples of your son/daughter’s work,elementary school reports, and a description of strategies used athome. Consider adding any goals that you may have for your child’sfuture after secondary school. This will assist the school staff indesigning a program that will best meet your child’s needs, whilebuilding upon their strengths.Selecting a Graduation PathwayStudents graduate with one of the following:• Ontario Secondary School Diploma (OSSD)• Ontario Secondary School Certificate (OSSC)• Certificate of Accomplishment (COA)Requirements for an Ontario Secondary School Diploma (OSSD)In order to earn an OSSD a student must:• earn 30 credits (18 compulsory and 12 optional credits);• complete 40 hours of community involvement activities;• complete the provincial literacy graduation requirement (OSSLT)Page 10 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsSource: Ministry of Education, www.edu.gov.on.caPage 11 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsRequirements for an Ontario Secondary School Certificate (OSSC)The Ontario Secondary School Certificate will be granted on request tostudents who leave school before earning the Ontario Secondary SchoolDiploma and who have earned a minimum of 14 credits, seven of whichsatisfy the compulsory credit requirements.Compulsory Credits Optional Credits(total of seven) (total of seven)two credits in English seven credits selected bythe student fromavailable coursesone credit inCanadian geographyOR historyone credit inmathematicsone credit in scienceone credit in healthand physicaleducationone credit in the artsor technologicaleducationNote: Students are not required to complete Community InvolvementHours or pass the OSSLT.Requirements for an Ontario Secondary School Certificate ofAccomplishmentStudents who leave school before fulfilling the requirements for theOntario Secondary School Diploma or the Ontario Secondary SchoolCertificate may be granted a Certificate of Accomplishment. Thiscertificate may be a useful means of recognizing achievement forstudents who plan to take certain vocational programs or other kinds offurther training. Students who return to school to complete additionalcredit and non-credit courses will have their transcript updated, but willnot be issued a new Certificate of Accomplishment.Page 12 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsSelecting a Course PathwayDefinition of a CreditA credit is granted in recognition of the successful completion of a coursethat has been scheduled for a minimum of 110 hours. A half credit maybe granted for each 55-hour part of a 110-hour ministry developedcourse. Credits are granted to students by the principal of a secondaryschool on behalf of the Minister of Education.Types of CoursesFour types of courses are offered in Grade 9 and 10:• Academic courses taken throughout secondary school can lead touniversity/college and university courses in senior grades• Applied courses taken throughout secondary school can lead tocollege and workplace courses• Locally Developed courses may be offered for students who areworking below grade level. These courses are intended to enablestudents to gain the necessary skills required to be successful inapplied and workplace level courses. Locally developed courses arecourses that meet educational needs not met by provincialcurriculum policy documents. Students who need additionalsupport in academic core subjects (English, mathematics, scienceand history) may count up to 6 Locally Developed courses ascompulsory courses in grades 9 and 10.• Open courses are designed to prepare students for further study incertain subjects and to enrich their education generally.• Students can choose to take courses from different types.In Grade 11 and 12, courses are offered to prepare students for theirpostsecondary destinations:• University preparation courses are designed to equip students withthe knowledge and skills they need for entrance to university.• University/College preparation courses are designed to equipstudents for entrance to university and college programs.• College preparation courses prepare students for college programsand related careers. Many apprenticeships require College levelcourses as a minimum.Page 13 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and Educators• Workplace courses prepare students for direct entry into theworkplace or admission to some apprenticeship programs andother training programs.• Open courses are appropriate for all students and are not linked toany specific postsecondary destination.Substitutions for Compulsory CoursesTo meet individual student’s needs, principals may replace up to threecompulsory courses (or the equivalent in half courses). Each substitutionwill be noted on the student’s Ontario Student Transcript.Role of Student Success TeachersThe Secondary Student Success Teacher has many roles within a schoolthat may include the following: track the progress of students at risk ofnot graduating; support school-wide efforts to improve outcomes forstudents struggling with the secondary curriculum; re-engage earlyschool leavers; provide direct support/instruction to these students inorder to improve student achievement, retention, and transitions.Working together with Guidance and Special Education staff, theStudent Success Teacher is an essential part of an integrated service andteam approach to support students at risk through links to in-school,board, community and other resources. These teachers also establishcommunication strategies with schools in the area and the identificationof incoming at-risk students.Transition CalendarThe Simcoe County District School Board has developed a possibletimeline for Elementary to Secondary School transitions. This timelinehas been shared with school staff. Please note: the timeline will beindividualized for each student.Page 14 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsTransition Steps Month PersonsInvolvedo Identify a transition planning teamNovembero Discuss transition planning with family andstudent during an SNCo Identify an individualized timeline and settarget dateso Grade 8 students visit the home secondaryschoolo Gather information about the secondaryschoolo Share information gathered from “PlanningA Transition” SNC with the secondaryspecial education departmento Grade 8 teachers complete online transitionprofile for special education students.o Secondary SERT to visit the Elementaryschool to assist with option sheetsDecemberJanuaryo Elementaryschool teamo Parent /Guardian(s)o Studento ElementarySERT andRCTo SecondarySERTo SERT andRCTo SERTo SecondarySpecialEducationLeado StudentDocumentationo SNC withaction ofsetting“Planning aTransition”SNC dateo “Planning aTransition”SNCo “Planning aTransition”SNCo Order form forbinderPersonsResponsibleo ElementaryPrincipalo ElementarySERTo Elementaryschool teamto contactSecondarySpecialEducationdepartmentto inform ofspecialeducationneedstransitionso SecondarySERTo ElementarySERTPage 15 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsTransition Steps Month PersonsInvolvedo Transition planning meeting with parents, Februaryo Secondarystudent, Elementary and Secondary schoolschool teamteams for a “Planning a Transition” SNCo Studento Share current IEP, most recent report cardand IEP Transition Plan with SecondarySchoolo Order an Orientation or Transition Binder forthe student from special education coach, ifappropriateo Students with special education needs visitthe secondary school for a half day(including lunch) to learn more about homesecondary school with elementary SERTo Secondary SERT meets with outside Aprilo Secondaryagencies regarding specific studentso IPRC’s held for Elementary to SecondaryTransitions, if applicableo Make arrangements to transfer SEAequipment to secondary school bycompleting the form on the staff website(see APM A 8530)April/May* reminderpackages have tobe to theparticipants atleast 10 days priorto the IPRC daySERTo ElementaryandSecondarySchoolTeamso Parent /Guardian(s)o StudentDocumentationo IPRC packageanddocumentationPersonsResponsibleo SecondarySchoolTeamo SecondarySERTo Elementary& SecondaryPrincipal tocollaborateto set datesfor IPRCs &determinelocationo ElementarySERTcreatesIPRCpackagesPage 16 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsTransition Steps Month PersonsInvolvedo Student to visit the secondary school May/Junehe/she will be attending in the Fall (numberof visits are individualized based on studentneed)o Transfer of SEA equipment needs to becompleted on-lineo Studento Student may meet with Secondary SERTfor a tour of school, make timetablechanges, and review schedule.o Secondary SERT to locate SEA equipmento ElementaryandSecondaryschoolteamsAugust/September o SecondarySERTo StudentDocumentationo FollowingAction Planfrom “Planninga Transition”SNCPersonsResponsibleo ElementaryandSecondarySchoolTeamso SecondarySERTPage 17 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsLITTLE “t” TRANSITIONS“The journey of a thousand miles begins with a single step.”- Lao TsePage 18 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and Educators“Little t” TransitionsTransitions happen before, during and after the school day. They rangefrom the bus ride to school to moving between locations in the school(e.g., going from the classroom to the library) to changing subjects (e.g.,math to science) to exit routine at the end of the day. While thesetransitions may seem small, they can cause some students with specialeducation needs to feel anxious and unsure. All students, but especiallystudents with special education needs, tend to perform best when thereis routine and the schedule is predictable.In order to assist your child cope with these Little “t” transitions thatoccur throughout their day, you can:• Establish a routine for getting ready for school.• Practise with your child what he/she needs to do to get ready at theend of the school day (e.g., packing their bag).• Ask the teacher for an outline of the course or a monthly schedule ofthe activities the class will be participating in and reviewing theschedule with your child on a regular basis.• Share with the school team successful strategies you use at home toprepare your child for transitions.• Attend a “Planning a Transition SNC.” If your child is strugglingwith Little “t” transitions at school, your school team may requestyour attendance at a “Planning a Transitions SNC.” Your input isinvaluable to assist the school team in continuing to provide yourchild with a program to best meet his/her needs.Page 19 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsCommunity Resources211 – Community ConnectionAlternate: 1-866-743-7818TTY: 1-888-435-6086Candelighters Simcoe6 Emily CourtBarrie, ONL4N 6B4(705) 737-4296Catulpa Community Support Services165 Ferris LaneBarrie, ONL4M 2Y1(705) 733-3227Central Community Care Access CentreRichmond Hill Office1100 Gorham Street Unit 1Newmarket, ON905 763 9928www.ccac-ont.caChildren’s Treatment Network165 Ferris LaneBarrie, ONL4M 2Y1(705) 719-4795Community Living Huronia339 Olive StreetMidland, ONL4R 2R4(705) 526-4253 ex. 170Deaf Access Simcoe340-80 Bradford St.Barrie, ONL4N 6S7(705) 728-3577Page 20 of 24

E3 Community Services250-A Peel StreetCollingwood, ONL9Y 3W2(705) 446-0816Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsGeneva Centre for Autism112 Merton StreetToronto, ONM4S 2Z8(416) 322-7877Integration Action for Inclusion OntarioLocal ChapterMary Madaleno1911 Moonstone Rd. WestElmvale, ONL0L 1P0705-322-1648Kinark Child and Family Services34 Simcoe StreetBarrie, ONL4N 6T4(705) 726-8861Learning Disabilities Association of Simcoe County76 Mulcaster Street, Second FloorBarrie, ONL4M 3M4(705) 726-5553 or 1-866-919-5372Ontario Early Years Centre - Barrie72 Ross Street, Unit #11Barrie, ONL4M 3M4(705) 792-7878Ontario Early Years Centre – Alliston13 Wellington Street WestAlliston, OntarioL9R 1J3(705) 435-4308Page 21 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsOntario Early Years Centre - Orillia80 Colborne StreetOrillia, OntarioL3V 2Y7(705) 325-1299Ontario Early Years Centre - Collingwood250-A Peel StreetCollingwood, OntarioL9Y 3W2(705) 446-0816Ontario Early Years Centre – Midland356 King StreetMidland, OntarioL4R 3M8(705) 526-9820Simcoe Community Services39 Fraser CourtBarrie, ONL4N 5J5(705) 726-9082Simcoe Muskoka Community Care Access Centre15 Sperling DriveBarrie, ONL4M 6K9(705) 721-8010Page 22 of 24

Planning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsResourcesAutism Spectrum Disorder (ASD) Resource Guide: A reference for schoolboard staff, 2007, Kinark School Support Program and Simcoe CountyDistrict School BoardEffective Educational Practices for Students with Autism SpectrumDisorders: A Resource Guide, 2007, Ministry of Education.Employment Guide for Students with Disabilitieshttp://www.edu.gov.on.ca/eng/tcu/students/disabilities/Planning Entry to School: A Resource Guide, 2005, Ministry ofEducation.Shared Solutions: A Guide to Preventing and Resolving ConflictsRegarding Programs and Services for Students with Special EducationNeeds, 2007, Ministry of Education.Steps to School for Children with Special Needs: A pamphlet forparent/guardian(s), 2009, Simcoe County District School Board, SimcoeMuskoka Catholic District School Board, Simcoe County EarlyIntervention SystemThe Individual Education Plan: A Resource Guide, 2004, Ministry ofEducation.Transition Planning: A Resource Guide, 2002, Ministry of Education.Transition Planning: Parent Guide for Students with Special EducationNeeds, 2009, Simcoe Muskoka Catholic District School Board.Transitions to Postsecondary Education: A Resource Guide for Studentswith Disabilitieshttp://www.edu.gov.on.ca/eng/tcu/students/transitions/Page 23 of 24

Glossary of TermsPlanning “Elementary to Secondary” Transitionsfor Students with Special Education Needs:A Guide for Parent/Guardian(s) and EducatorsABA – Applied Behaviour AnalysisAdmin. - AdministrationAIP – Autism Intervention ProgramASD – Autism Spectrum DisorderCFS – Connections for StudentsCOA – Certificate of AccomplishmentEA – Educational AssistantHRT – Hearing Resource TeacherIBI – Intensive Behaviour InterventionIEP – Individual Education PlanK-TEA - Kaufman Test of Educational AchievementMCYS – Ministry of Child and Youth ServicesOSR – Ontario Student RecordOSSC – Ontario Secondary School CertificateOSSD – Ontario Secondary School DiplomaOSSLT – Ontario Secondary School Literacy TestRCT – Regular Classroom TeacherSEAC – Special Education Advisory CouncilSERT – Special Education Resource TeacherSCDSB – Simcoe County District School BoardSLP – Speech and Language PathologistSpec. Ed. – Special EducationSNC – Strengths and Needs CommitteeSSP – School Support ProgramVRT – Vision Resource TeacherPage 24 of 24