Transitions

Transitioning

Elementary

to

Middle

Transitioning

Middle

to

High School

Who Are We?

Cindy WaltersAutism Specialist

Susan SmithDD Teacher Specialist

Jo ShurmanResource Teacher Specialist

Special Education Department Chairs

Jennifer Leon Desert Vista High School

Sandy Griesman Marcos de Niza High School

Kelly Nelson Corona del Sol High School

Jennifer Smith Mountain Pointe High School

Parents

Joan Sample

Janet Tripp

Transition Thoughts

The purpose of a smooth transition is to ensure that the student begins the new year in a new school with all the necessary supports in place to allow him/her to be successful.

Process

To ensure student success, new school staff needs to be made aware of the student’s needs and the necessary support the student requires.

Articulation meeting between current and new school special education teachers

Discuss student strengths and needs

Recommendations

No IEP decisions are made

Special Education Eligibility

Special Education services continue

May have a 3 Year Re-evaluation to update testing in current school

Same related service options (OT, PT, Speech) per IEP decision

Educational services may look different

Unique to High School

Post-secondary Transition Plan

Transfer of rights at age 18

Graduation Requirements

Transition Process

IEP meeting Aug-Dec: begin discussions about new

school program

Dec-May: IEP meeting or addendum

Discuss new school options

Include service times on IEP

May include middle school resource teacher

Re-Eval

IEP and/or Re-Eval due in August Should be done in spring of 5th grade

or 8th grade

Open Enrollment

If a student is OE at an elementary, granted OE for feeder middle school, no application necessary

If a different middle school, has to apply for OE

OE is different from LRE placement

Tempe Union is a different district, must apply for open enrollment

Transition Steps (HS)

Students attend high school transition meeting

Students and parents fill out and submit required high school registration paperwork

Students and parents attend high school open house

Transition Thoughts

Power in Partnership Communication is critical

Home and school Current staff and new staff

Trust All parties have the student’s

best interests in mind Process

If things aren’t working-revisit Adjustment period

A Parent’s Perspective

Joan Sample

Janet Tripp

Differences between Elementary and Middle School

All Students

5 different classes and teachers a day

68 min in a class (60 min on Wednesday)

Academic Lab (30 min/4 days)

Transitioning between classes

Homework

Electives

Lunch!

No Recess

Extracurricular activities

Students with Special Needs

LRE option

General Education

Co-Taught

Pull Out Resource

Language Arts

Math

Extended Resource

In other classes based on student’s needs

Differences between High School and Middle School

Location

Size

Classes – choices, age variability, requirements

Expectations (homework, behavior, credits)

Responsibility (need to step up to the plate)

Resource Support - varies

Peers – tolerance of behaviors

Access to teachers

Seeking assistance – self advocacy

Extracurricular activities (no pass, no participation)

Security (best friends or your worst enemy)

Zero Hour and 8th hour

Movement from one grade level to the next

State and District Tests – AIMS/AIMS-

High School Nuts & Bolts

Typical Schedule

Electives

Core

Extra Curricular

Open Enrollment Process

High School Offerings

High School Course Offering Booklet

Required Courses

Course of Study

Pre-requisites

Regular Education/Special Education listings

EVIT

Extra Curricular Activities

Clubs

Students with disabilities are more likely to transition successfully if:

They establish meaningful relationships with faculty and staff

Feel connected to their school

Establish meaningful relationships with peers

Establish goals – make a connection between the here and now and their future

Know and understand their disabilities and how to compensate for them.

Questions