Welcome to Full Day Kindergarten!
Transition Meeting for Kim's Entry into FDK
The Importance of the Transition Meeting:
The transition meeting being held on April 7, 2016 will help us achieve this goal. Our main focus at this meeting is:
- Getting to know Kim her strengths, abilities, and needs
- Addressing any parent or guardian concerns about Kim entering the school system
- Outlining the steps that will be taken to accommodate and include Kim in her regular FDK classroom
- Getting to know her health history, any health concerns, and proper protocols parents would like the school to follow for Kim's health
- Collaborating as a team with Kim's healthcare workers and program workers to get to know what works well and what doesn't work well
- Identifying Kim's transition goals
Who Will Help With Kim's Transition?
- Other family members
- Advocate from the Ontario Federation of Cerebral Palsy
- Kim's pediatrician
- Occupational Therapist
- Workers from her Early Intervention Program
- School Principal
- Kim's assigned FDK teacher and ECE
- The Special Education Resource Teacher
The Transition Process:
Phase 1: Preparation
Phase 2: Development of the Plan
Phase 3: Documentation and Implementation
During phase 1 our transition planning team will meet with you at the transition meeting being held on April 7, 2016. At our meeting we will gather information about Kim and how we can assist her in her transition to school. We need consent from you as the parents to share all of the information collected at our transition meeting with the transition team. The transition plan will be developed with Kim's Individual Education Plan which will guide her teachers to ensure she is receiving the most appropriate support, and accommodations to succeed in the classroom.
After our transition meeting we will move onto phase 2 and develop Kim's transition plan. We will review the information gathered from our transition meeting, as well as from all team members. We will then identify Kim’s transition goals, identify the steps and actions necessary for achieving the goals, coordinating the transition plan with the IEP and other plans, and identifying timelines and responsibilities for these.
If you as parents do not agree with the transition plan created for Kim we ask that you discuss your concerns with the following people, in the order listed below:
- the school’s special education department head (if applicable)
- the school principal
- a school board special education coordinator (or the equivalent)
- the appropriate superintendent at the school board
In phase 3 the transition plan will be documented and contain a minimum of four components: goals, actions, responsibility, and timelines. You will receive a copy of Kim's transition plan with her individual education plan (IEP).
Roles and Responsibilities:
- Parents, guardians, other family members and advocates from organizations should help identify Kim's strengths, needs, goals, and should be included in all phases of the transition process and implementation and development of the transition plan. They should also help Kim feel comfortable, assist her in communicating with other members of our team, suggest options appropriate for Kim, and assist Kim in carrying out the actions assigned to her in her transition plan.
- The school principal oversees the overall transitioning at the school.
- Kim's classroom teacher will participate in the planning of Kim's transition plan and recommend changes that may need to be made for the next school year. She will teach and assess the knowledge and skills identified in Kim's transition plan and IEP.
- The special education resource teacher will make key observations concerning Kim's strengths and needs. She may weigh in based on observations with similar students, they will also lead the development of Kim's IEP and transition planning team.
- The psychologist through their observations and assessment will assist us in creating goals and actions that are appropriate for Kim.
- The paediatrician, physiotherapist, and occupational therapist will present specific information to the transition team about the type, nature, and availability of services that can be provided locally or at school for Kim. As well as accommodations and modifications that may need to be made to Kim's learning environment.
- The workers from Kim's early intervention program can inform the team about Kim's strengths, and needs. As well as what types of activities or likes, and dislikes Kim has in a more formal setting.