Transition Meeting for Patty
A little about Patty
She recognizes about 50-75 sight words and can print her name. Patty enjoys being with her peers and has benefited from integrated experiences in the past. The school team has focused on improving Patty's verbal and social interaction skills (key skills in the work environment). These skill areas can be addressed in Language Arts in cooperative learning, peer interaction, and group work, as well as through the inclusion of presentations and multi-genre research projects as assignment choices.
What is the objective of a transition meeting?
What/who is available to assist with the transition?
- School board officials, principals, teachers, and others involved in planning and providing special education programs and services;
- students and their families; and
- health care workers, community workers, and others who support students before and after they leave school
What is the process?
Phase 1: Preparation
A team is created that includes persons who will have ongoing responsibility for actions identified in the transition plan, or who are likely to be assigned responsibility for actions in this year's plan for Patty. The team will then collect the information about Patty that is important for creating the transition plan. This can include but is not limited to: last year's transition plan and any progress reports, a list of Patty's strengths and needs from IPRC, Patty's annual education plan, IEP report cards, educational assessment, vocational assessment, and any relevant medical, psychological, and other assessments.
Phase 2: Development of the plan
During the development of Patty's transition plan, the team will complete the following:
- Patty's transition goals
- Steps and actions necessary for achieving the goals
- coordinating the transition plan with the IEP and other plans
- identifying timelines and responsibilities
Phase 3: Documentation and Implementation
Patty's transition plan will contain details of four major components: goals, actions, responsibility, and timelines. A copy of the IEP, including the transition plan, will be sent to you within 30 days of Patty's placement and another copy will be filed in Patty's OSR (unless instructed otherwise)
What are the roles and responsibilities at the school meeting and/or beyond?
2) Patty's parents and other family members can: assist Patty to feel comfortable with the process; assist Patty in communicating with other members of the planning team; suggest options appropriate to Patty and comment of implications for the student of the various options under consideration; assist Patty in carrying out the actions assigned to her in the transition plan.
3) Subject teachers, special education teachers, educational assistants, and teacher-advisors can provide information on Patty's strengths, needs, interests, performance, and specialized knowledge and skills (e.g., self advocacy and stress management).
4) Guidance Teachers/Counsellors can provide career and personal development information as well as information on the range of support services available to Patty after she leaves school.
5) Cooperative Education Teachers/Coordinators will be a key factor in supporting a successful transition to work once Patty is ready for that stage.
6) School Board Special Education Administors's role is to create an environment of support in the transition-planning process.
7) Psychologists and other Professionals who may be involved in Patty's education/life can help formulate goals that are appropriate for her.
8) As Patty progresses through highschool, other people will become involved in her transition plan which may include: community service and health care providers, representatives of agencies and institutions offering further-education programs, and workplace representatives.