A Guide for A Guide for Transition Transition PlanningPlanning

Presented byPresented byBarrie Region School BoardsBarrie Region School Boards

Current Context for Current Context for Transition PlansTransition Plans

• Transition requirements are set out in Transition requirements are set out in the following regulatory and policy the following regulatory and policy documents: documents:

• Ontario Regulation 181/98 states that, for exceptional students who are age 14 Ontario Regulation 181/98 states that, for exceptional students who are age 14 or over and who are not identified solely as gifted, the student’s Individual or over and who are not identified solely as gifted, the student’s Individual Education Plan must include a transition plan for the student’s transition from Education Plan must include a transition plan for the student’s transition from school to work, further education, and/or community livingschool to work, further education, and/or community living

• Policy/Program Memorandum No. 140, “Incorporating Methods of Applied Policy/Program Memorandum No. 140, “Incorporating Methods of Applied Behaviour Analysis into Programs for Students with Autism Spectrum Disorders Behaviour Analysis into Programs for Students with Autism Spectrum Disorders (ASD)”, states that school board staff must plan for the transition between (ASD)”, states that school board staff must plan for the transition between various activities and settings involving students with ASD.various activities and settings involving students with ASD.

• Guidelines for Approval of Educational Programs for Pupils in Government Guidelines for Approval of Educational Programs for Pupils in Government Approved Care and/or Treatment Custody and Correctional FacilitiesApproved Care and/or Treatment Custody and Correctional Facilities outlines outlines how the facility and the board that is providing education program for students how the facility and the board that is providing education program for students in care and/or treatments, custody and correctional facilities will work together in care and/or treatments, custody and correctional facilities will work together to create transition plans for the students in these facilities.to create transition plans for the students in these facilities.

Policy and Program Policy and Program Memorandum 156: Memorandum 156:

Supporting Transitions Supporting Transitions for Students with Special for Students with Special

NeedsNeeds

PPM 156 RequirementsPPM 156 RequirementsTransition plan must: Transition plan must: •Be developed for all students who have an IEP, Be developed for all students who have an IEP, whether or not they have been identified whether or not they have been identified exceptional by an IPRC and including those exceptional by an IPRC and including those identified as exceptional solely on the basis of identified as exceptional solely on the basis of giftednessgiftedness•Be reviewed as part of the IEP. The results of Be reviewed as part of the IEP. The results of each review should be used to update the each review should be used to update the transition plan.transition plan.•Be developed in consultation with the parent(s), Be developed in consultation with the parent(s), the student (as appropriate), the postsecondary the student (as appropriate), the postsecondary institution (where appropriate) and relevant institution (where appropriate) and relevant community agencies and/or partners, as community agencies and/or partners, as necessarynecessary

PPM 156 RequirementsPPM 156 Requirements

• School principal is responsible for School principal is responsible for ensuring that student transition plan ensuring that student transition plan is developed, implemented and is developed, implemented and maintained in accordance with PPM maintained in accordance with PPM 156156

• The transition plan must be stored in The transition plan must be stored in the Ontario Student Record the Ontario Student Record documentation folderdocumentation folder

PPM 156 RequirementsPPM 156 Requirements

• The physical, emotional and learning The physical, emotional and learning needs of the student are considered needs of the student are considered when developing a transition plan, to when developing a transition plan, to determine if the student requires determine if the student requires support when making transitionssupport when making transitions

• If the student has no particular need If the student has no particular need of support during transitions, the of support during transitions, the plan should state that no action is plan should state that no action is requiredrequired

What is a Transition What is a Transition Plan?Plan?

Transition plan will identify:Transition plan will identify:•Specific transition goalsSpecific transition goals•Support needsSupport needs•Actions required to achieve the goalsActions required to achieve the goals•Roles and responsibilitiesRoles and responsibilities•Timelines for the implementation Timelines for the implementation and/or completion of each of the and/or completion of each of the identified actionsidentified actions

Transition Planning:Transition Planning:A First StepA First Step

Planning for transitions provides the Planning for transitions provides the foundations for successful transition foundations for successful transition experiences that help a student experiences that help a student learn to:learn to:

• cope with changecope with change• adapt to a variety of settings.adapt to a variety of settings.

TransitionsTransitions

• Entry to schoolEntry to school• Class to classClass to class• Elementary to SecondaryElementary to Secondary• Secondary to post secondary Secondary to post secondary

destinationdestination

Transition Planning Transition Planning

Transition planning is a collaborative Transition planning is a collaborative activity, involving the team of people activity, involving the team of people who will provide support in assisting who will provide support in assisting the student to achieve his or her the student to achieve his or her goals.goals.

Transition Planning Transition Planning TeamTeam

Transition team may include:Transition team may include:•principal or designateprincipal or designate•the student, family members, and the the student, family members, and the student’s network;student’s network;•student’s teacher(s) and other school student’s teacher(s) and other school support personssupport persons•school board personnelschool board personnel•representatives of organizations that representatives of organizations that are providing supportare providing support

Identifying the Student’s Identifying the Student’s Transition GoalsTransition Goals

The student’s goals should strike a balance The student’s goals should strike a balance among:among:

• The student’s ideal vision of the futureThe student’s ideal vision of the future• The limitations or barriers (actual and potential) The limitations or barriers (actual and potential)

to the student’s realizing this ideal visionto the student’s realizing this ideal vision• The extent to which these limitations and The extent to which these limitations and

barriers may be overcome by actions or barriers may be overcome by actions or supports such as appropriate health care and supports such as appropriate health care and social services, help from family and friends, social services, help from family and friends, and accommodations from employers and and accommodations from employers and further-education institutions as well as by the further-education institutions as well as by the student’s own effortsstudent’s own efforts

Transition Planning Transition Planning

Things to consider:Things to consider:•Physical EnvironmentPhysical Environment•Professional DevelopmentProfessional Development•ProgrammingProgramming•Learning MaterialsLearning Materials•Assistive TechnologyAssistive Technology•Student SupportsStudent Supports•Transition MeetingsTransition Meetings

Secondary to Post Secondary to Post Secondary PathwaysSecondary Pathways

• ApprenticeshipApprenticeship• CollegeCollege• UniversityUniversity• Community LivingCommunity Living• WorkplaceWorkplace

ResourcesResourcesConnections – A Guide to Transition Planning for Parents of Children with a Connections – A Guide to Transition Planning for Parents of Children with a

Developmental DisabilityDevelopmental Disability,,Toronto and York Region, 2006Toronto and York Region, 2006

Creating Pathways to Success, An Education and Career/Life Planning Program for Creating Pathways to Success, An Education and Career/Life Planning Program for Ontario SchoolsOntario Schools

Ministry of Education, 2013Ministry of Education, 2013

Effective Educational Practices for Students with Autism Spectrum Disorders, A Effective Educational Practices for Students with Autism Spectrum Disorders, A Resource GuideResource Guide

Ministry of Education, 2007Ministry of Education, 2007

Planning Entry to School, A Resource GuidePlanning Entry to School, A Resource Guide Ministry of Education, 2005Ministry of Education, 2005

The Individual Education Plan: A Resource GuideThe Individual Education Plan: A Resource GuideMinistry of Education, 2004Ministry of Education, 2004

Transition Planning: A Resource GuideTransition Planning: A Resource GuideMinistry of Education, 2002Ministry of Education, 2002

Education Act, Ontario Regulation 181/98Education Act, Ontario Regulation 181/98

PPM 140 – “Incorporating Methods of Applied Behaviour Analysis into Program for PPM 140 – “Incorporating Methods of Applied Behaviour Analysis into Program for Students with Autism Spectrum Disorders, May 17, 2007Students with Autism Spectrum Disorders, May 17, 2007

PPM 156 - “Supporting Transitions for Students with Special Education Needs”, PPM 156 - “Supporting Transitions for Students with Special Education Needs”, February 1, 2013February 1, 2013