Transitioning to Secondary School

The Transition Planning Process

The Objectives of a Transition Meeting

You will have the opportunity to meet your child's teacher and support staff when you meet to discuss your child's exciting transition to secondary school. The goals of this meeting are:

  • to enable the team leader, the student, parents, and supporters to get to know each other;
  • to familiarize the student, parents, and supporters with the process and the roles they will be expected to play;

  • to identify other support providers who should be included in the transition-planning process and determine whether there are any special require- ments, such as the need for an interpreter.

What/Who Is Available To Assist In The Transition

  • The Principal
  • The Subject Teacher
  • Special Education Teachers
  • Educational Assistants
  • Guidance Counsellors
  • Psychologists or other professionals

What Is The Process?

Phase One (Preparation): A team leader will be appointed to lead the process and will select a transition planning team. The team will work to ensure that your child's needs and strengths are accounted for, their goals are achievable, and that the student will have access to sufficient resources and supports. The leader will orient the team members and collect relevant background information on your child, such as an IEP, recent report cards, a recent IPRC decision, educational assessments, etc.

Phase Two (Development of the Plan): This part of the process should include the following steps

  1. Identifying the students transition goals: The goals should strike a balance between your child's ideal future goals and her limitations or barriers. They should include what supports or actions may be used to overcome these barriers.
  2. Identifying the steps and actions necessary for achieving the goals: Each action should be clear and easy to determine when the action has taken place. It should have a completion date. The actions should include everything to enable your student to reach her goals.
  3. Coordinating the transition plan with the IEP and other plans: Any actions that require additional supports in the transition plan must be documented in your child's IEP.
  4. Identifying timelines and responsibilities: For each action, a responsible party should be named (student, parent, teacher, etc)

Phase Three (Documentation and Implementation): The transition plan will include goals, actions, responsibilities and timelines. A copy of your child's IEP will be sent to you and a copy will be kept in their OSR file.

How Will It Better Prepare Your Child?

A transition plan will benefit your child by allowing teachers and support staff to best prepare for your child. Staff will ensure that your child's strengths and needs are represented in the classroom in order for academic success. The transition plan takes into account your child's goals for the future and works to make those goals as attainable as possible.